EDLI636 Diagnosis and Remedation of Literacy Disorder

 The QUALITATIVE READING INVENTORY (QRI) is an individually administered informal reading inventory (IRI) to provide information about condition where students can identify and comprehend text successfully and where they appear unsuccessful. The QRI can document student growth, estimate reading levels, guide in grouping reading sessions and in choosing appropriate level books. It assesses oral and silent reading and listening ability in children from pre k - high school.  The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills.. DIBELS subtests measure critical skills and abilities that are necessary for reading success and most offer both benchmark and progress-monitoring forms. The differences between these 2 assessment...

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I did not see the space for this assignment on the discussion board so I'm posting here: FLUENCY:  It is the ability to read with speed, accuracy and proper expression- aloud and silently. The child should be able to read phrases fluently. Fluency is a motivator! Reading is not fun if its slow and laborious. children that struggle take so long to read so there is no energy left for comprehension. To help these children, we can help them track with their finger, copy teachers expressions after they read first, use predictable rythmic patterns. We also need to be careful not to push faster reading if the student is reading slowly to aid her own comprehension. My pre test score was 8/10, post 7/10

Here are my on line resources: https://www.mc-wildcats.org/common/pages/DisplayFile.aspx?itemId=5848733 https://www.readnaturally.com/knowledgebase/how-to/9/217 https://www.kizphonics.com/product-types/1st-grade-games-1/ I assessed a 7 yr old girl for PRINT: -She successfully pointed out the front and back of book, the title, where the story begins. She had difficulty with the first word and first letter in the page and the period. -To aid in her print awareness, I would use very large print and do an exercise where she would first watch me circle the first letter and word on a page on a big screen and then attempt to do it herself with different colored markers. I would then teach what a period is and give a positive reinforcement for every period she finds on a page. I then assessed a 10 yr old boy for FLUENCY: -He read 247 wpm correctly. However his expression wasnt great since he was so focused on speed. He did stop at all the right phrases and had good innotation. He was...

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   Mary scored 18/20 correct on the level 1 word list. she identified 17 automatically. Therefore, Mary can read first grade text independently.    Mary read the level 2 word list at an instructional level. she identified 16 correctly and automatically and could not identify 4. She left out some letters and added others . In addition she lost her place towards the end but was not yet frustrated.    Mary struggled at the level 3 word list. she was at the frustration level and identified 3 words automatically. Examiner stopped the assessment since it was too difficult for her which is what I would have done too.    Examiner chose reading passage level 2 based on her word lists. Mary read nicely with 93% accuracy , with 13 miscues. Self corrected a few of her mistakes and read at 46 WPM. 43 of those words were correct.    Mary was able to recall the passage of "Whales and Fish" with the basic idea but had difficulty with the detai...

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   The RTI (response to intervention) identifies students with specific learning disabilities as an initial referral and identification process as well as implementing the intervention immediately.    For immediate intervention we proceed like a pyramid. Tier 1 is where all students receive effective differentiated instruction in a General Ed setting. 80-85% of students perform well through tier 1. If they are unsuccessful, we proceed to Tier 2. This systematic and carefully designed instruction is in smaller group settings. The teacher will adress a specific conern for this group of students. Is is a supplement to Tier 1, not a replacement. In Tier 3, we target students that are still falling behind after repeated Tier 2 instruction. It is more intense and more direct but does not eliminate tiers 1 and 2.   RTI ensures that teachers are on the watch for ALL  students and no student is left behind or "handed over" to a different tutor/educator.