A more significant fraction of students referred for academic concerns tend to have recognizable learning disabilities defined specific difficulties. The case study presents a student that struggles in understanding key ideas and details, craft and structure, and integration of knowledge and ideas. Teachers know students with such difficulties and parents because of the results found on the criterion-referenced test incorporated in the grade levels. Therefore, educators, psychologists, and parents need to work in collaboration to design appropriate interventions from data-based decision-making activities.
Intervention Plan
Analysis of Data Problem and Relevant Data
As evident from the case study that the student struggles in understanding key ideas and details, craft and structure, and integration of knowledge and ideas. The student is undoubtedly at a higher risk of falling below the required grade level. It means that the student has not learned various prerequisite skills assumed by the comprehensive grade-level reading program. The data presented proves that the student showed inadequate performance, and an appropriate plan is required to improve the overall achievement. Problems that touch on the understanding of critical ideas have the propensity of negatively affecting the performance across the academic content areas, the occupational attempts, and other functional areas in real life.
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Implementation of Intervention Plan
The collaborative team model is an ideal method for uplifting the student’s grade. It is worth noting that despite the causative factors, poor grades tend to get poorer if not subjected to effective instruction. The best way to prevent the retention of below-average literacy skills is for the right stakeholders, such as the special education teachers, general education teachers, administrators, psychologists, and parents. The mentioned parties should form collective efficacy to determine the relationship between performance and instruction. Improvement in performance is often realized in learning institutions where the stakeholders collectively shared learning and teaching competencies. The first is to establish a collaborative belief that will act as collaborative problem-solving among the stakeholders with interest in the learner’s education. A data-based decision-making framework should inform the process of collaboration. It means that the process of combining the assessment to the right intervention requires the input of the right multi-disciplinary members (Baghdady, 2014). The team members should be at the forefront of not only determining the skill level of the learner but also to the right variables for the instructional environment and the subsequent evaluation outcomes that will boost student’s understanding of key ideas and concepts.
The school psychologist must conduct an interview with the student to determine the underlying problem since the cause of the problem could be psychological. The psychologist’s work is important is essential since it could uncover a problem that was not detected during the assessment or the observation stage. The student and teacher interviews are usually helpful in acquiring information about the perceived expectations of competence in internalizing and reproducing key learning ideas. Furthermore, such an interview is important in determining efficacious behaviors towards that define meeting various learning goals. Depending on the needs of the student, interviews coupled with systematic observations may be sufficient in understanding the student’s problem. They may further guide the collaborative team on the best assessment strategies to apply. The best intervention in this regard is the application of the scaffolding approach, which requires the collaborative team to support the needs of the learner gradually once he or she depicts or approximates independent functioning while completing task aimed at improving his or understanding. Scaffolding is essential in this particular case because it traces the development and the subsequent functionality of the learner’s mind as the interaction between the learner and the teacher improves. The teacher should apply the proper cultural tools that will enable the child to learn effectively and efficiently within the learning environment. Scaffolding is appropriate in this case because of teacher facilitation, feedback, and the provision of appropriate instructional materials that support finding a solution to the task in hand. The right materials in this regard could be simple reading materials that will enhance the student’s internalization and the subsequent application of instructions. Therefore, the teacher will only act as the mediator of the learning process, thereby permitting the student to take an active part in the learning process.
The lessons or the learning process should entail connecting with prior knowledge, meaning that the teacher should be aware of what the student knows. While the assessment is a good start, asking the student questions in lass is even a better method because it helps the teacher to determine the level of information retention by the student (Vaughn, 2013). The prior knowledge determines how quickly one grasps and reproduces information. A student with limited prior experiences and knowledge may have learning difficulties. Therefore, the teacher needs to engage the student in discussions and other learning activities before presenting him or her with foreign materials. The teacher should then help the learner to construct meaning from the text. The purpose of reading should direct the students to put things together about current events and learning about stories, which is the best way to enhance the student’s learning. Providing the learner with a personally meaningful text will help him or her to acquire spelling, decoding, comprehension, and grammar skills more easily. The secret is to provide the learner with meaning-based literacy.
Motivating the student to read extensively is another way to enhance his or her comprehension. The best way is to get the students to learn to include the application of attribution retraining and strategy instruction. The approach helps to arouse the interest of low-achieving students to improve on their utilization of reading strategies. The teacher should ensure that reading activities area authentic by integrating them with other content and areas of interest. Ensuring that such happen within the social context is highly motivational for the students.
Evaluation of the Intervention Plan
It is imperative to evaluate the effectiveness and the efficiency of the suggested strategies to determine if the student did fundamentally improve his levels of understanding and retention of critical ides, which was the objective of the entire process. In this regard, the application of the scaffolding process is undoubtedly helpful. Asking the student questions in lass is even a better method because it helps the teacher to determine the level of information retention by the student. The prior knowledge determines how quickly one grasps and reproduces information. A student with limited previous experiences and knowledge may have learning difficulties. Apart from the spontaneous oral assessments, it is important to administer timed, written assessments to determine the learner’s level of understanding. Using the progress monitoring tools chart helps determine the progress made by the student.
Conclusion
Students with comprehension problems present various characteristics that may lend them to different instructional challenges. Proper interventional strategies are important in ensuring that such students get the necessary help to boot their academic and general prospects. The best way to prevent the retention of below-average literacy skills is for the right stakeholders, such as the special education teachers, general education teachers, administrators, psychologists, and parents. Furthermore, scaffolding is appropriate in this case because of teacher facilitation, feedback, and the provision of appropriate instructional materials that support finding a solution to the task in hand. The teacher needs to engage the student in discussions and other learning activities to help in constructing meaning.
References
Baghdady, M., Carnahan, H., Lam, E. W., & Woods, N. N. (2014). Test‐enhanced learning and its effect on comprehension and diagnostic accuracy. Medical Education , 48 (2), 181-188.
Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman‐Spisak, S. J., Solis, M., & Simmons, D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly , 48 (1), 77-93.
