Helping Students Be Successful Readers Identifying characteristics of struggling readers, educational factors that lead to literacy difficulties and analyzing the Elementary School Literacy Program By Jennifer Anderson University of Phoenix RDG 502 Diagnosis and Remediation

Abstract This power point presentation begins with checklists that will help you identify a struggling reader and know what factors may have contributed to the student’s difficulty with literacy. Then, there is an analysis of Elementary School Literacy Program. Positive aspects of the program will be identified and areas to be changed or improved will be explained in reference to course readings and Response to Intervention.

CHARACTERISTICS OF A STRUGGLING READER Intervention and explicit instruction is needed when students show these signs. ___ Lack of phonemic awareness ___ Difficulty tracking text ___Low self-efficacy ___Negative attitude towards reading ___Lack of use of decoding strategies ___Does not use cues ___Trouble with comprehension ___Does not remember words and strategies that have been taught (memory problems) ___Fluency problems (Mokharti, Niederhauser, Beschorner, &Edwards, 2011) (Mathes, Denton, Fletcher, Anthony, & Francis, 2005)

Several factors can lead to literacy difficulties. Educational Factors _ Instructional practices _ Instructional materials _ Teacher effectiveness _ Time for instruction _ Learning environment Non-educational Factors _ Home environment _ Visual impairment _ Hearing impairment _Perception impairment _ Illness or other health issues _ Memory problems _Intelligence _Gender _Emotional/self-efficacy issues _ Nutrition _ Language/Cultural difference (Opitz, Rubin, & Erekson, 2011)

Program Structure Elementary School Literacy program admits students to its program only after a year from taking the state-mandated reading test. This means that struggling readers have to wait a year for their test data to be analyzed. Also, with this entry requirement, students who transfer from out of state would not be considered until after taking the reading test, thus possibly waiting two years for service. Furthermore, this program excludes young students who have not taken the standardized test yet. Teachers are concerned that not all students who need help are being admitted into the program and Students who are in the program may not need it. The current usage of only one test as a deciding factor is neither reliable or valid. Therefore, I recommend that the program be restructured to allow a wider range of students in terms of grade level, as well as using multiple assessments to determine eligibility. Research shows that students need to have intervention early, as soon as problems emerge. (Ziolkowska, 2007) Children should be assessed continually throughout the year in various ways so that entry and exit is possible at any time. According to Opitz, Rubin, & Erekson (2011) “Whatever approach is taken to RTI, it should ensure optimal instruction for every student at all levels of schooling.” (p.5). (Opitz, Rubin, & Erekson, 2011) (Ziolkowska, 2007)

Let’s examine the effectiveness of Elementary School Literacy Program’s Goal Setting : Elementary School has yearly goals that are set at the beginning of the year. Teachers do not create these goals, and thus do not have a full understanding of the program’s goal and philosophy. The teachers feel a disconnect with the program director because of not having adequate time to collaborate. The teachers have trouble clearly explaining the goals of the program to parents, which hinders parent support and involvement towards the goals. Response to Intervention (RTI) demands that there be collaboration between teachers, literacy professionals and parents. The general education teacher and the specialist need to communicate and plan their shared vision and goals for students. Parents, teachers and literacy professionals should be in partnership. (Opitz, Rubin, & Erekson, 2011) If the goals and objectives are clear, then the instruction and assessment should be valid to show student progress. (Opitz, Rubin, & Erekson, 2011)

Method of Instruction Elementary School Literacy Program delivers instruction in small group settings, and inclusion in the general education classroom. This is good. The RTI process involves using differentiated instructional practices. One on one tutoring is also beneficial to students. Instruction should use research based practices. ELL students and those with different cultural backgrounds need to have instruction modified to their individual needs. Therefore, teachers need to be educated and sensitive about their student population. Differentiated Instruction Inclusion Small Group Individual Whole Group (Opitz, Rubin, & Erekson, 2011)

Measuring Student Progress Elementary School Literacy Program Elementary School uses only one assessment to determine a student’s need for the intervention program. It relies on data from a state-mandated standardized reading test. Norm-referenced tests are used for sorting students. This is a summative assessment. This type of assessment does not give details about the students strengths and weaknesses, so that instruction can be tailored to meet individual needs. Teachers feel that students are misplaced. Interactive, Dynamic and Authentic Assessment Interactive and dynamic assessment is recommended. Interactive assessment is multidimensional and looks at factors that affect learning. Dynamic assessment looks at how a student changes. It involves measuring progress several times to show change and allows for evaluation of the instruction. Authentic assessment involves formative assessment and uses various techniques to measure learning and progress. For example, a teacher can assemble a portfolio of reading interviews, running records, writing, etc. (Gunning, 2010). Elementary School Literacy program needs to include varied assessments to determine entry and progress in the program. (Gunning, 2010)

Teacher Effectiveness Elementary School Literacy Program chooses its teachers based on: 1.Teachers who want to work with struggling readers. 2. Teachers who were willing to put in the extra time for training. While these two characteristics are important, for a teacher to be effective, RTI asserts that teachers need to: 1.Have high expectations and believe that all students can learn. 2. Use explicit and integrative instruction. 3. Keep in mind the educational and non-educational factors involved for each student. 4. Create a climate of motivation and positive self-efficacy. 5. Collaborate and communicate with other professionals and parents. 6. Use appropriate research based instructional practices and modify instruction as needed. 7. Use integrative, dynamic and authentic formative assessments to guide instruction. 8. Understand language and cultural differences among the students. 9. Continue with professional development. 10. Integrate reading and writing. (Opitz, Rubin, & Ereckson, 2011)

References Gunning, T.G. (2010). Assessing and Correcting Reading and Writing Difficulties (4th ed.). Boston, MA: Allyn & Bacon. Opitz, M.F., Rubin, D., & Erekson, J.A. (2011). Reading diagnosis and improvement: Assessment and instruction (6th ed.). Boston, MA: Allyn & Bacon. Mathes, P.G., Denton, C.A., Fletcher, J.M., Anthony, J.L., Francis, D.J, & Schatschneider, C. (2005, April-June). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40(2), , Mokharti, K., Niederhauser, E.A., & Edwards, P.A. (2011). FAD: Filtering, analyzing, and diagnosing reading difficulties. The Reading Teacher, 64(8), Retrieved from Ziolkowska, R. (2007). EARLY INTERVENTION FOR STUDENTS WITH READING AND WRITING DIFFICULTIES. Reading Improvement, 44(2),