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15 Oct
2020

Comprehensive Early Reading Strategies

Category:ACADEMICIAN

SOLUTION AT Australian Expert Writers

Creating an effective early reading plan takes practice. Young readers are learning to process language,increase vocabulary, recognize letter sounds, and blend sounds, in a very complex process. When younglearners are at risk or are not progressing as expected, it is crucial to understand where the learner needsassistance and support. Only through clear evaluation and analysis can a comprehensive early reading planbecome an effective intervention.Develop a comprehensive early reading plan based on the following case scenario and the tasks that follow thescenario:Student: Kale Age: 6.7 Grade: 1Kale has just transferred to a new school from another state. It is the middle of the school year and Kale’s newteacher is concerned about his reading skills, particularly his decoding and sight words. His school recordshave not arrived from his old school, but his parents said that his previous teacher had asked to meet withthem, but they were unsure if it was about reading. They thought it may have been about behavior. His primaryspoken language is French. English is Kale’s second language. His parents struggle with speaking English andneed an interpreter during meetings. It is unclear what prompted the move, but it appears it was sudden andnot planned. Kale is an only child and there does not appear to be any family or friends in the area. Kale’sparents are currently unemployed.Kale completed some assessments for his new teacher, who noted some skill deficits. Most of Kale’s peersrecognize sight words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,” and “said.” Kale has difficulty when heencounters these words. Kale’s oral reading is slow and labored. He often says the wrong letter sound orguesses at words or waits until a peer says the word for him. Kale is unable to answer simple comprehensionquestions (e.g., main idea, main characters) after he has listened to a passage read aloud, as well. His teacherhas scheduled a meeting with Kale’s parents to discuss the assessments.The teacher developed the following instructional goals for Kale:Given a letter or letter combination, Kale will say the corresponding sound, accurately, three out of four trials.Given a brief reading passage on his instructional level, Kale will read the passage and be able to retell themain ideas, three out of four trials.Given a CVC (consonant-vowel-consonant) word prompt, Kale will be able to say the word “slowly” (sounding itout) and then say it “fast” (reading as a whole word), accurately and automatically.After listening to a story, Kale will recall three or four sequenced events.Shown sight words, Kale will state the word automatically.Part 1: Reading StrategiesSummarize the following reading strategies in 100-200 words each. Describe the benefits of the strategy andspecific tips for implementation.Comprehension strategiesGraphic organizersIndependent practiceModel-lead-testPeer tutoringRepeated readingPart 2: Instructional GoalsIn 250-500 words, complete the following:Sequence each of Kale’s instructional goals described in the case scenario in the order you would addressthem with him.For each instructional goal, select an early reading strategy to use from Part 1 and explain why or how it willassist Kale in achieving the instructional goal.Explain how you would involve Kale’s parents. Develop an activity from one of the early reading strategies thatKale’s parents can use at home.Consider the effects of having moved to a new place, learning English as a second language from parents notproficient in English, and any cognitive processing problems that should be formally assessed. Explain howthese issues should be considered to further assist Kale.Support your summaries with 2-3 scholarly resources
Comprehensive Early Reading Strategies

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