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As students are identified as being at-risk for a reading disability or are struggling with reading concepts, it is important that teachers be able to effectively communicate this information with families. The teacher must be able to articulate what is involved with the reading disability or area where the student is struggling, the process for identification, and what types of strategies will be effective for their child. Create the following deliverables for families that address at-risk and below grade level readers. Use vocabulary that would be appropriate for families. Digital brochure (300 word) Include the following: The causes and characteristics of below grade level readers, including dyslexia, and how a student can be affected by difficulties with reading academically and socially. The steps that will be followed to identify a student as having dyslexia or as at-risk in reading, including what student and assessment data will be used in the determination. Steps for the Response to Intervention (RTI)/Multi-Tiered System of Support (MTSS) process for below grade-level readers, including how families can support each step at home. Three specific strategies that can be used to support students with dyslexia in the inclusive classroom. Three specific strategies that can be used to support students who struggle with reading in the inclusive classroom. At least 2-3 community or online resources to help families assist with reading.

Sample Paper For Above instruction

Introduction

Reading is fundamental to academic success and social development. When students struggle with reading, it can impact their confidence, participation in class, and overall achievement. Recognizing at-risk students early allows teachers and families to work together to provide effective support. This brochure explains the causes and signs of reading difficulties like dyslexia, how students are identified, and practical strategies families can use at home and in the classroom.

Causes and Characteristics of Below Grade Level Readers

Some students face difficulties with reading due to causes like visual or auditory processing issues, lack of exposure to language, or specific learning disabilities such as dyslexia. Dyslexia is a neurological condition that affects how the brain processes written language. Characteristics include difficulty decoding words, reversing letters, slow reading speed, and challenges spelling. These students may also experience frustration, decreased self-esteem, and social withdrawal, impacting their overall well-being and learning experience.

Impact of Reading Difficulties

Students with reading challenges often fall behind academically, struggle to keep up with peers, and may develop negative attitudes toward school. Socially, they may feel isolated or embarrassed, which can affect participation and relationships. Early intervention and supportive strategies are vital to help these students succeed academically and socially.

Steps to Identify Reading Difficulties

  • Observation and Screening: Teachers monitor reading behaviors and may use standardized screening tools to identify students showing signs of difficulty.
  • Assessment Data: Data from reading tests, phonemic awareness assessments, and progress monitoring help determine if a student qualifies for additional support.
  • Referral Process: Based on data, students are referred for formal evaluation to determine specific needs such as dyslexia diagnosis.

RTI/MTSS Process and Family Support

The Response to Intervention (RTI) or Multi-Tiered System of Support (MTSS) involves three tiers:

  1. Tier 1: Core classroom instruction for all students.
  2. Tier 2: Targeted interventions for students showing signs of difficulty.
  3. Tier 3: Intensive, individualized support for students with persistent struggles.

Families are encouraged to support each step by practicing reading routines at home, such as shared reading, phonics games, and encouraging reading for pleasure. Communication with teachers and participation in intervention planning is also essential.

Strategies for Supporting Students with Dyslexia

  1. Use Multisensory Techniques: Incorporate visual, auditory, and kinesthetic activities to enhance understanding (e.g., clay letter formation, using voice for decoding).
  2. Provide Structured Literacy: Explicit instruction in phonics, decoding, and spelling.
  3. Allow Additional Time: Give students extra time for reading and assignments to reduce frustration.

Supporting All Readers in the Classroom

  1. Visual Aids: Use charts, pictures, and graphic organizers to support comprehension.
  2. Flexible Grouping: Small groups based on skill levels for targeted instruction.
  3. Positive Reinforcement: Celebrate progress and efforts to build confidence.

Community and Online Resources

Conclusion

Early identification and targeted support are essential for helping students with reading challenges succeed academically and socially. By working together, teachers and families can create a supportive environment that fosters literacy development for all students.

References

  • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
  • Snow, C. E., & Juel, C. (2005). Learning to read words: The role of phonemic awareness and phonics. Educational Researcher, 34(2), 28-39.
  • Shaywitz, S. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. Knopf.
  • Rose, J. (2009). Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties. Department for Children, Schools and Families, UK.
  • International Dyslexia Association. (2019). Definition of Dyslexia and Red Flags.

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