Final Exam - Diagnostic and Corrective Reading Strategies | RED 4519, Exams of Business Management and Analysis

Download Final Exam - Diagnostic and Corrective Reading Strategies | RED 4519 and more Exams Business Management and Analysis in PDF only on Docsity! RED 4519 Final Exam- Spring 2011 Take Home Portion Student Name________Taylor Jones_____________ Course Day/Section _RED 4519 Mon. 6-8:50 Directions: Complete the table below. What Information do I want to know? What is it? Provide a definition of the area to be assessed. Why is this important to reading instruction? Name at least 1 Assessment Tool that can be used to get information about this area. Name and describe an instructional strategy/activity you would use to support this area of reading. Motivation The willingness, or lack of will, of a student to complete a task/assignment If the student does not have motivation to read then the student can fall behind in not only reading but other subject areas as well. This could lead to the student being held back. A lack of motivation can also result in a declining self-esteem. Interest Inventory I would suggest particular books, both narrative and expository, that interest the student, based on his or her interests. An Independent Reading Level The level of print that the student can read with ease without guidance/help from the teacher. This is important to recognize because if it is unknown to the teacher or student (student usually doesn’t know their reading levels in terms of independent, instructional and frustrational), the student may be reading at their frustrational level. If this is happening the student will shut down and not want to learn to read because it is too difficult at the current level for them. Informal Reading Inventory, more specifically the QRI I would suggest books on their independent level for them to read during silent reading time and at home. Metacognitive Awareness The student’s awareness of his or her own thinking and the conscious efforts to monitor this awareness. This is important to reading because students who lack this tend to be poor readers. Metacognitive Survey I would use the “think- aloud” activity. This is where the teacher models the metacognitive process by demonstrating their own reading. An example would be the teacher reading a part of a passage and when Kennedy, 2010 confused she would voice her confusion and show students how to clarify the confusion by rereading. Phonemic Awareness A child’s understanding and conscious awareness that speech is composed of identifiable units, such as spoken words, syllables and sounds. It is important because if a student does not understand the correlation between the words and the sounds he/she may not understand how to read or comprehend the reading. DIBLES Syllable clapping with environmental print. This is a great activity in which students, or the teacher, bring in print from our environment (soda box or can, McDonalds ad, and cereal boxes). The class then will talk about what the item is and count the syllables in the word(s) by clapping. Phonics Phonics instruction helps children learn and use the alphabetic principle-the understanding that there are systematic and predictable relationships between written letters and spoken sounds. It is important because in order to become skilled readers, students must be able to identify words quickly and accurately. Phonics Mastery Survey Say it faster/move it closer. This is an activity in which students pronounce the smallest parts of each word. As they master saying each individual part they say it faster and move the parts closer together until they have pronounced the word. Fluency Is a combination of rate, automaticity, prosody/phrasing, understanding punctuation and expression while reading. This is important because your main goal as a teacher teaching reading is to get them to comprehend and to be fluent. Being fluent shows a mastery of the skill. Fluency Checklist Echo reading, used for K-4 settings. This involves the teacher reading a short phrase or sentence and the students read it back with the same rate and intonation. Vocabulary Vocabulary is linked to comprehension, allows us to communicate and according to some studies, students with better Research indicates a strong correlation between readers’ vocabulary and their reading comprehension, therefore Object description is the activity I would use for improving vocabulary. In this activity the teacher Kennedy, 2010