Data collection
Where-to-Start Word List
At the beginning level the student was perfect, but at “Level 1” half of the words were incorrect.
Interpretation of Results: The student has knowledge of synthesizing and blending. She often repeated the word “bed” for the word “did”, but quickly corrected her response and moved into the next sentence. D.B. scanned the page for the pictures to obtain a visual that would lead to a possible outcome of the text. She notices the first letter of each word and sequences the others to predict an outcome. Her self-corrections are based on memory, and her comprehension is evident. Her slow, deliberate reading appears to increase fluency and together with the visual and written text; the student was able to …show more content…
This author believed that providing an intervention in the area of concentration has made D.B. cognizant of her issue and given the teacher a new set of tools to help others with their behavioral issues. Not only did the test results provide positive gains for the “at risk student” but, it also established an intervention program that can be followed by others reinforcing phonemic awareness in the classroom. This teacher acknowledged that the student does have an attention distraction problem but has found no reason for further recommendation for assessments. She also acknowledges that the student has reached the grade level benchmark according to the Reading First program (administered by the New york City Department of Education).
What should be made mentioned is the recommendations of “Thomas G., Thomas A. and Lawson C. in the 2005 article “Strategies for Managing Attention Problems; suggesting that early intervention is the key.
Minimize noise and distractions.
Create a signal system (such as a tap on the shoulder or a hand gesture)
Allow for breaks and movement in between …show more content…
This author believed that providing an intervention in the area of concentration has made D.B. cognizant of her issue and given the teacher a new set of tools to help others with their behavioral issues. Not only did the test results provide positive gains for the “at risk student” but, it also established an intervention program that can be followed by others reinforcing phonemic awareness in the classroom. This teacher acknowledged that the student does have an attention distraction problem but has found no reason for further recommendation for assessments. She also acknowledges that the student has reached the grade level benchmark according to the Reading First program (administered by the New york City Department of
Where-to-Start Word List
At the beginning level the student was perfect, but at “Level 1” half of the words were incorrect.
Interpretation of Results: The student has knowledge of synthesizing and blending. She often repeated the word “bed” for the word “did”, but quickly corrected her response and moved into the next sentence. D.B. scanned the page for the pictures to obtain a visual that would lead to a possible outcome of the text. She notices the first letter of each word and sequences the others to predict an outcome. Her self-corrections are based on memory, and her comprehension is evident. Her slow, deliberate reading appears to increase fluency and together with the visual and written text; the student was able to …show more content…
This author believed that providing an intervention in the area of concentration has made D.B. cognizant of her issue and given the teacher a new set of tools to help others with their behavioral issues. Not only did the test results provide positive gains for the “at risk student” but, it also established an intervention program that can be followed by others reinforcing phonemic awareness in the classroom. This teacher acknowledged that the student does have an attention distraction problem but has found no reason for further recommendation for assessments. She also acknowledges that the student has reached the grade level benchmark according to the Reading First program (administered by the New york City Department of Education).
What should be made mentioned is the recommendations of “Thomas G., Thomas A. and Lawson C. in the 2005 article “Strategies for Managing Attention Problems; suggesting that early intervention is the key.
Minimize noise and distractions.
Create a signal system (such as a tap on the shoulder or a hand gesture)
Allow for breaks and movement in between …show more content…
This author believed that providing an intervention in the area of concentration has made D.B. cognizant of her issue and given the teacher a new set of tools to help others with their behavioral issues. Not only did the test results provide positive gains for the “at risk student” but, it also established an intervention program that can be followed by others reinforcing phonemic awareness in the classroom. This teacher acknowledged that the student does have an attention distraction problem but has found no reason for further recommendation for assessments. She also acknowledges that the student has reached the grade level benchmark according to the Reading First program (administered by the New york City Department of