Artifact # 5
Context: The practicum section of the "Reading Assessment and Correction" class is designed to implement and use the diagnostic methods and materials that were taught, explained, and demonstrated during the classroom portion of the class. The practicum allowed the graduate students to work with students that were identified by the Davie County school system as needing extra help/intervention (during summer break) to assist them in their reading skills. I was assigned an eight grade student and a first grade student. This mix was of invaluable experience in that it enabled me to see a young reader that had not yet learned to "break the code" and just needed a little extra help to boost him in his reading skills. The eighth grade student allowed me to experience working with a young struggling reader that was motivated to learn, but needed the one-to-one instruction. Also, it clearly revealed the necessity of placing readers on their instructional level and then moving them upward at a steady pace.
Impact: The summer practicum was an excellent learning experience for my current teaching position. As the reading intervention teacher at South Davie Middle School, I was able to see firsthand how a student arriving from elementary school can be below grade level in reading, and how a student exiting middle school can leave middle school and still be a struggling reader. This information helped me develop lesson plans and strategies for my current classes. I was able to group students to reading levels, and am constructing lesson plans that include word study, guided reading, writing, and independent reading. This is the same format used in the summer practicum for the eighth grade student. I feel this has been an effective implementation of a remedial reading program for middle grades. End of Grade (EOG) testing is not addressing the needs of struggling readers. From a teacher standpoint, I see students arriving from the elementary schools that EOG considers to be "on level" and in actuality they are two to three years behind their peers in reading ability. Additionally, they are clearly frustrated in the regular classroom texts that are informational and require comprehension abilities that they have not mastered.
Based on the experience of the summer practicum, we have instituted a reading intervention program and are confident we will see growth in many of the targeted students. I am more aware that students need to be exposed to various genres and they must see word study and continue to write in order to gain competence as a reader. Based on this experience I incorporated several concepts from various reading classes and the practicum. These include: grouping students on instructional levels, adding spelling/word study instruction to fill the gap in vocabulary development, and a major portion of instruction time devoted to reading of high interest material on the student's instructional level.
Alignment:
Standard A: Instructional Expertise By gaining a more in-depth understanding of reading difficulties from various readings, classes, and forms of instruction, I have been able to link problems in reading experienced by middle school students to a program that creates a learning environment to support the needs of struggling readers. This program is in effect and I am confident it will provide a sound model for future reading intervention programs designed for struggling readers at the middle school level.
Standard B: Knowledge of Learners The reading intervention program reflects the understanding that learners enter middle school with a wide range of ability levels. The purpose of the program is to modify the reading instruction to meet the needs of struggling readers, and to provide the expertise and instruction necessary to advance them in their reading ability.