EDPC 636 Remediation of Literacy Disorder

 Click below to see my Lesson Plan that is created to help students increase fluency in reading. https://docs.google.com/document/d/1HeC6SBwNfhl4dFiS6DIaAv5ACb5cOZUx_qPyqVeUpXU/edit?usp=sharing

I did a running record on a 4th grade student. Rachel is an ELL and has come very far in her learning both reading and writing. We read a story called, "A Fire" by Glenn McCracken. Her level of print awareness was excellent as she understood the layout of the print and where to begin. I was not surprised since at this point in Rachel's learning print awareness is expected to be mastered. Phonological and phonemic awareness/Phonics-there were few errors in Rachel's reading which was due to lack of proper structure in sounds and combinations. There were also many times that she was able to correct herself with limited guidance. Fluency-Rachel's reading was fluent with a few pauses when faced with a challenging word. However, as I asked questions on the text upon completion she was able to answer with ease and proper understanding. This proved to me that she was reading and understanding. The following sites should be helpful in Rachel's learning experience: ...

Level 1- independent level Level 2- instructional level Level 3- frustration level Mary is on the instructional level of second grade. Her reading is clearly different in each of the levels. I found it interesting to see the differences and the change as Mary read each word list. In the first level word list Mary was reading with a 90% accuracy. She got stuck by only 2 words and read the rest with ease. This proved her proficiency in the level 1 reading. The next word list was more challenging as there were more words that Mary could not read but the majority was read with fluency. It was clear to see from Mary's reading on level 3 that it was just too hard for her. She could not pronounce the blends and skipped many words. I think that Mary has many strengths in reading with a few weaknesses. She was reading with confidence and ability till she reached a hard word. Since the examiner told her she can just skip what she does not know she began skipping the words more freely. I...