ELM/534 v1

Diagnosis and Remediation of Reading Difficulties Worksheet

ELM/534 v1

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Diagnosis and Remediation of Reading Difficulties Worksheet

Name

ELM/534

Date

Faculty

 

 

 

 

 

Diagnosis and Remediation of Reading Difficulties Worksheet

Complete Parts 1 through 3 below.

Part 1

Complete the following table. Describe two published screening tools used to identify students in grades K-3 who are at risk for reading problems. Your descriptions should be 50- to 100-words each.

Screening Tool	Description
Example   DIBELS (Dynamic Indicators of Basic Early Literacy Skills	Dynamic Indicators of Basic Early Literacy Skills (more commonly known as DIBELS) is a formal, standardized reading assessment that is being used by a large number of schools in the United States. The test takes about 10 minutes to administer and is used several times throughout the school year as “progress monitoring,” showing what skills students have mastered and what areas teachers need to focus instruction and intervention (Reading Rockets)   Reading Rockets (2020.) Should we test using DIBELS? https://www.readingrockets.org/blogs/shanahan-literacy/should-we-test-reading-or-dibels
1.
2.

Part 2

Complete the following table. Identify five warning signs or symptoms of students who may be struggling with dyslexia, decoding difficulties, or poor reading comprehension.

	Dyslexia	Decoding Difficulties	Poor Comprehension
Warning Sign or Symptom	Example: Difficulty reading real words in isolation	Example: Guesses at words based on the first letter or two	Example: Cannot tell the logical sequence of events in a story
Warning Sign or Symptom	1.
Warning Sign or Symptom	2.
Warning Sign or Symptom	3.
Warning Sign or Symptom	4.
Warning Sign or Symptom	5.

 

Part 3

Complete the following tables. For each table, identify and describe four interventions, accommodations, or appropriate next steps to take with students suspected of having dyslexia, decoding difficulties, or poor comprehension skills. Reference at least one outside source for each table, and format your citations according to APA guidelines. Note: An example has been provided for you in the first table.

Dyslexia
Accommodation, intervention, or next step	Description (at least 25-50 words each)
Example: Adapt the manner in which students access instructional materials	Example: Provide audiobooks (consider using a service such as Bookshare) for students to use during classroom instruction and/or independent reading. Provide pictures for directions and schedules. Give verbal directions in addition to written directions. Repeat instructions. Use larger print on worksheets and tests. Highlight key words or details in text and/or instructions.
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2.
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Reference:

 

Decoding Difficulties
Accommodation, intervention, or next step	Description (at least 25-50 words each)
Example Elkonin	Example- Elkonin build phonological awareness skills by segmenting words into individual sounds, or phonemes. To use Elkonin, a student listens to a word and moves a token into a box for each sound or phoneme (Reading Rockets, 2020).
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Reference:	Reading Rockets. (2020). Elkonin Boxes. Retrieved from https://www.readingrockets.org/strategies/elkonin_boxes

 

 

Poor Comprehension
Accommodation, intervention, or next step	Description (at least 25-50 words each)
Example Read Aloud	Example -Reading aloud to students helps model how one should read. And improves comprehension. Reading aloud encourages student engagement, especially if it is a book the students enjoy. If reading a chapter book, you can have students share what has happened in the book so far (Adler, 2020).
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4,
Reference:	Adler, C.R. (2020). Seven Strategies to Teach Students Text Comprehension. Retrieved from https://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension

 

 

 

 

 

 

 

 

 

 

References

Adler, C.R. (2020). Seven Strategies to Teach Students Text Comprehension. Retrieved from https://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension

Reading Rockets. (2020). Should we test using DIBELS? https://www.readingrockets.org/strategies/elkonin_boxes

 

Copyright© 2018 by University of Phoenix. All rights reserved.

Copyright© 2018 by University of Phoenix. All rights reserved.

Take a moment to review the details of this assignment below and gather any necessary files. Once you’re ready to submit your assignment, move on to Step 2.Assessment Description

As a school principal, a foundational understanding of the Individuals with Disabilities Education Act is essential. The special education director, school psychologist, or special education teacher can share information about their roles and responsibilities that will be valuable to your future professional practice. The insights of your principal mentor regarding his or her involvement with special education programs and students, and efforts to collaborate with IEP teams, families, and students, is equally important.

Allocate at least 2 hours in the field to support this field experience.

Review the requirements for the current IDEA and meet with a special education director, school psychologist, or special education teacher at your field experience site. In the meeting, discuss their responsibilities as well as the responsibilities of principals in meeting the IDEA guidelines and the needs of these students. Conduct a second interview with your principal mentor about their involvement with special education students, including how they work collaboratively with the IEP teams, families/guardians, and students.

After the interviews, compile a list of 5-10 functions required of the principal to meet IDEA guidelines and to best serve and support special education faculty, staff, students, and families. Include 2-3 community resources that can be used by special education teams to access additional information on specific student needs.

Use any remaining field experience hours to observe and/or assist the  principal mentor in tasks not related to working with students.

Write a 250-500 word reflection on your experiences, incorporating PSEL Standards 5, 7, and/or 8 and describing how you might apply what you have learned to your future professional practice .

While APA style format is not required for the body of this assignment, solid academic writing is expected, and PSEL standards should be referenced using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.