Part One
As much as early reading instructions or stratagems focus on phonemic awareness and alphabetical principles, it is clear that reading comprehension approaches remain essential in early learning. For this reason, there are numerous early reading strategies, which include comprehension strategies, graphic organizers, independent practice, model-lead-test, peer tutoring and repeated reading.
Comprehension strategies : comprehension refers to the main goal of reading, particularly, for English Language Learners. It can sometimes be very difficult but it remains one of the most powerful strategies since one has to gain the ability to develop or construct meaning of a particular phrase in the mind of the reader (Harvey & Goudvis, 2010). These strategies are helpful to persons with disability because they allow such persons to share what they have read during read-aloud and shared readings. Comprehensive strategies can be implemented through think-aloud and by this; teachers are capable of showing their students what readers do and also in small group readings (Scanlon, Anderson & Sweeney, 2017). It can also be implemented by drawing on students’ existing knowledge, building the student’s background knowledge, taking student on a tour, utilizing a picture walk and finally, utilize outlines to scaffold comprehension.
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Graphic organizers : These are also known as knowledge map, story map, concept map, cognitive organizer, concept diagrams or advance organizer is pedagogical tool that utilize visual representations in expressing knowledge. They can be used by persons with disability but are not visually impaired to elucidate them through these pictures. It can be implemented by having charts pinned in a visible area where the students can all see (Scanlon, Anderson & Sweeney, 2017).
Independent practice : This is the section of the lesson where the students have the opportunity to practice and comprehend the ideas presented during the time when they are introduced to a new learning. It is essential for students with disabilities since it allows them to work towards mastering the skills that had previously been presented prior to an assessment. It can be implemented by using guide practice and dividing the problems into sections thus allowing students to work out the other half and then asking them to explain what they have done, also known as scaffolding.
Model-lead-test : According to Carlson & Levin (2012), this is a strategy whereby the teacher models problems for students, guiding them through the problem and then testing them to determine what they have grasped. It is essential for students with disabilities because as the teacher models the problem, he/she also offers examples and students will be able to practice how to assess the problem correctly. It can be implemented when handling complex problems that are difficult for students to understand. It can also be implemented by teachers modeling the question, leading, explaining beforehand, and then testing the students’ understanding.
Peer tutoring : This is a peer-mediated approach that is flexible and it involves students acting as the academic tutors and tutees. It is essential for persons with disabilities since it allows the pairing of students, a higher performing is always paired with a lower performing students and this helps the student with disability to review academic behaviors or academic concepts in the best manner. It can basically be implemented by paring students in the manner highlighted above (Richards & Leafstedt, 2010).
Repeated reading : This refers to an academic practice aimed at augmenting fluency in terms of oral reading. For students with disabilities but have developed initial word reading skills though lacking the reading fluency, this approach proves very imperative. It can be implemented through partner reading and choosing a story and select the predictable verse, highlight the words that might be hard to understand for the students, read the story aloud to the students, allow the students to read for themselves, and eventually have them re-read until they become fluent (Richards & Leafstedt, 2010).
Part Two
The scenario of Amanda is a common occurrence in most schools and this is why her teacher has shown concern regarding her reading skills after realizing some skill deficits following her evaluation. She has difficulty in recognition of words and also, her oral reading ability is in question and has difficulty responding to comprehension questions. The goals for Amanda’s success should follow the sequence hereunder:
Given a letter/letter combination, Amanda responds by saying the corresponding sound.
Given a consonant-vowel-consonant (CVC) word prompt, Amanda is able to sound the word out through slowly and then reads the entire word aloud.
Shown sight words, Amanda will state the word automatically.
After Amanda listens to a story, she is likely to remember either a three or four sequenced events.
Given a brief reading passage at her instructional level, she will likely read the passage and be capable of remembering the major ideas.
For instructional goals, it will be prudent for students to comprehend alphabetic principle that makes words and what letters stand for and the sound they represent (Scanlon, Anderson & Sweeney, 2017). Having a principle objective will help Amanda to develop a foundation in understanding the link between letter sounds and words. The is the initial way that will enable Amanda to identify and name letters easily as they learn letter sounds and spelling as elaborated in the six strategies in Part One above.
Comprehension strategies, independent practice, model-lead-test, peer tutoring and repeated reading all are strategies that when combined with the alphabetic principles can actually enable Amanda to develop phonetics awareness, which is the major objective (Scanlon, Anderson & Sweeney, 2017). She will be able to notice, think about, and work with other students to understand sounds in words. This will eventually allow her to achieve the objective of sounding out letters and read them appropriately.
Finally, the parents have a role to play since they can guide Amanda through employing any of the strategies highlighted in Part One above. The most obvious one is using the repeated reading to improve her understanding of words.
References
Carlson, J. S., & Levin, J. R. (2012). Instructional strategies for improving students' learning: Focus on early reading and mathematics . Charlotte, N.C: Information Age Pub.
Harvey, S., & Goudvis, A. (2010). Strategies that work: Teaching comprehension to enhance understanding . York, Me: Stenhouse Publishers.
Richards, C., & Leafstedt, J. M. (2010). Early reading intervention: Strategies and methods for teaching struggling readers . Boston: Pearson/Allyn & Bacon.
Scanlon, D. M., Anderson, K. L., & Sweeney, J. M. (2017). Early intervention for reading difficulties: The interactive strategies approach . The Guilford Press.
