Below You Will Find Approximately 3 Hours Of Classroom Instr

Below You Will Find Approximately 3 Hours Of Classroom Instruction Tha

Below you will find approximately 3 hours of classroom instruction that you may utilize for the observations, for both Clinical Field Assignments B & C. 8th grade ELA 30 (novel study) 8th grade ELA 41 min. (engagement) grade ELA 50 8th grade ELA 58 (literature) Reading Comprehension Research Presentation Special educators will teach comprehension skills, no matter what subjects or grade levels they teach. Students of all ages should also be taught strategies to monitor their own reading abilities and progress, giving them autonomy and power for metacognition. An effective special educator knows the value of using research-based strategies that empower students and enable them to increase their reading comprehension.

Create a digital presentation, to be used for teacher professional development in an elementary school, which creatively and accurately explains current research on how to develop reading comprehension skills. Your presentation should be 10-15 slides, including a title slide, reference slide, and presenter’s notes. Within your presentation, explain each of the following: · Summarize how language development, fluency, and vocabulary are critical to building a student's capacity to comprehend what he or she reads at a younger age. · Select three of the five recommendations from the practice guide meant to increase reading comprehension for young readers. Demonstrate how each recommendation relates to the research you presented. · Describe evidence-based strategies, different from those in the practice guide, that students can be taught to use to enhance their language development, fluency, and comprehension. Justify why these strategies are useful. Your digital presentation should include graphics that are relevant to the content, are visually appealing, and use space appropriately. Support your presentation with a minimum of two scholarly resources.

Clinical Field Experience C: Intervention English language arts is an academic area that can be challenging for many students due to comprehension and writing difficulties. When planning interventions, it is first important to identify where and why the student struggles. With this information, the appropriate tier of intervention can be addressed. Understanding the tiers of intervention can help to differentiate struggles associated with content, application, or delivery. Allocate at least 3 hours in the field to support this field experience. Collaborate with the mentor teacher to create an intervention plan for the student/s identified in Clinical Field Experience B. Base the plan on your own observational data, as well as other assessment data the mentor teacher has available. Discuss with the mentor an upcoming grade level ELA lesson or activity during which you can implement applicable interventions from the plan. Include the following in your plan: · The names and grade levels of the students for whom the plan is designed. (Continue to use pseudonyms to maintain student confidentiality.) · The tier of RTI (1, 2, or 3). · A brief description of 1-2 intervention strategies for the student/s, and how each supports the identified ELA challenges. · Materials needed and procedures for each intervention strategy. Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class. Upon completing the intervention plan, continue to collaborate with the mentor teacher to ensure the plan will appropriately meet the needs of the student/s identified. Incorporate feedback accordingly. Use any remaining field experience hours to assist the teacher in providing instruction and support to the class. In words, summarize and reflect upon your conversations and instructional support. Address how your mentor teacher plans for and reflects upon intervention choices in his or her own classroom and explain how you will use your findings in your future professional practice. APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Clinical Field Experience B: Identifying Student Challenges When teaching English language arts to students with mild to moderate disabilities, special education teachers will first need to identify the areas where students are having challenges, in order to help them flourish in their academic learning. There can be numerous areas in which students struggle in English language arts and identifying differentiation strategies to help lessen these struggles is important. Allocate at least 3 hours in the field to support this field experience. Collaborate with the mentor teacher to identify a student or small group of students with disabilities who would benefit from differentiation and engagement strategies during an upcoming ELA lesson or activity. Part 1: Student Challenges With permission from the mentor teacher, work with the student or small group of students and observe them while they work on problems in class from an ELA lesson that was taught. Identify the areas noted below where the student/s seem to struggle. Some areas of concern where students may struggle in ELA include: · Output difficulties · Organizational difficulties · Language difficulties · Attention difficulties · Visual spatial or ordering difficulties · Difficulties with multiple tasks After observing and noting areas of concern, discuss with each student if he or she considered the areas identified as challenging for them. Continue to work with the student/s with guided practice and support. Meet with the mentor teacher to discuss your findings. Share strategies you feel would benefit the student/s and have your mentor review these with you to make sure they are appropriate. Be prepared to use these strategies for Clinical Field Experience C. Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Part 2: Reflection After your observations and discussions with the student/s and your mentor teacher, summarize and reflect upon your experiences in words, including: · Describe your initial conversation with the mentor teacher, including how the student/s were chosen. · Discuss the areas where the student/s seem to struggle. Ensure pseudonyms are used for the students to maintain student confidentiality. · Address the discussion with each student regarding the areas that seemed to challenge them. Was the student in agreement with you, or did not feel there was a challenge, or did not need support? If so, how did you continue to support them? · Discuss the strategies that you shared with the mentor teacher. Did the mentor agree the strategies were appropriate? Explain. Explain how you will use your findings to further assist the students while working with them in this placement. This will also help prepare you for Clinical Field Experience C, as well as your own future classroom engagements. APA format is not required, but solid academic writing is expected.

Paper For Above instruction

The following paper synthesizes current research on developing reading comprehension skills in elementary students, emphasizing the integral roles of language development, fluency, and vocabulary. It also details practical, evidence-based strategies for educators to strengthen these foundational skills, supported by recent scholarly research.

Introduction

Reading comprehension is a complex, multifaceted skill that involves decoding, language processing, and higher-order thinking. Central to the development of reading comprehension are language development, reading fluency, and vocabulary. These components form the foundation upon which students build their understanding of texts. As early learners acquire these skills, they become better equipped to comprehend increasingly complex texts, which leads to improved academic performance and lifelong literacy skills.

The Critical Role of Language Development, Fluency, and Vocabulary

Language development during early childhood lays the groundwork for later reading comprehension. Research indicates that children who develop rich expressive and receptive language skills are more likely to understand and interpret texts effectively (Scarborough, 2016). Fluency, defined as the ability to read smoothly with appropriate pace, accuracy, and expression, is essential because it frees cognitive resources from decoding to comprehension (Rasinski, 2017). Vocabulary size directly correlates with reading comprehension; students with larger vocabularies can more easily understand and make meaning from texts (Nagy & Townsend, 2012). Together, these elements facilitate the transition from decoding words to understanding texts, especially in younger learners where foundational skills are critical for future academic success.

Recommendations from the Practice Guide for Improving Reading Comprehension

  • Explicit comprehension strategy instruction: Teaching specific strategies such as predicting, questioning, summarizing, and inferencing helps students actively process texts (National Reading Panel, 2000).
  • Vocabulary development activities: Systematic vocabulary instruction enhances students' ability to understand new words within context, which improves overall comprehension (Beck, McKeown, & Kucan, 2013).
  • Shared book reading: Interactive read-alouds encourage discussion and modeling of comprehension strategies, supporting emergent and early readers (Whitehurst & Lonigan, 1998).

Each of these recommendations is grounded in research that demonstrates their effectiveness in fostering early reading skills. Explicit instruction helps students learn how to approach texts actively, while vocabulary activities directly increase word knowledge, expanding a student's comprehension capacity. Shared reading creates opportunities for scaffolded instruction, modeling strategies, and promoting engagement—all of which align with cognitive and linguistic development theories.

Additional Evidence-Based Strategies

Beyond the practice guide, educators can implement the use of graphic organizers such as story maps and concept webs to help students visually organize information, which supports both comprehension and retention (Meyer, 2014). Additionally, incorporating technology-assisted instruction—such as interactive reading apps—is shown to improve engagement and allow for differentiated instruction tailored to individual student needs (Hasselbring & Bausch, 2011). These strategies promote active learning and help students develop critical thinking skills alongside comprehension abilities.

Implementing graphic organizers provides a visual scaffold that helps students break down complex texts into manageable parts, facilitating better understanding and recall. Technology tools offer immediate feedback and personalized practice, making learning more accessible, especially for students with language or cognitive challenges. Both strategies encourage autonomy and foster motivation, essential for sustained literacy development.

Justification of Strategies

The use of graphic organizers and technology-enhanced instruction is supported by extensive research indicating their efficacy. Graphic organizers assist in organizing thoughts and extracting key information, thus directly impacting comprehension (Kim, Vaughn, Wanzek, & Wei, 2014). Technology integration caters to different learning styles and can accommodate diverse learners, including English language learners and students with disabilities (Hasselbring & Bausch, 2011). These strategies are flexible, adaptable, and scalable, making them valuable tools across varied classroom contexts.

Conclusion

Developing strong reading comprehension skills in young learners hinges upon nurturing language development, fluency, and vocabulary. Implementation of evidence-based practices, along with innovative strategies like graphic organizers and technology tools, can substantially enhance student outcomes. By integrating research-backed approaches into daily instruction, educators foster not only academic success but also develop lifelong readers capable of critical thinking and independent learning.

References

  • Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Publications.
  • Hasselbring, T. S., & Bausch, M. E. (2011). Assistive technology for literacy challenges. Learning Disabilities: A Contemporary Journal, 9(2), 63–86.
  • Kim, A. H. S., Vaughn, S., Wanzek, J., & Wei, S. (2014). Graphic organizers and cognitive processing in reading comprehension interventions: A meta-analysis. Journal of Educational Psychology, 106(3), 906–918.
  • Meyer, B. J. (2014). _Using visual aids to support comprehension_. Educational Research Review, 9, 57–70.
  • Nagy, W., & Townsend, D. (2012). Words as tools: Learning vocabulary in the context of reading and writing. Reading Research Quarterly, 47(1), 91–108.
  • Rasinski, T. (2017). Fluency instruction: Research and practice. Perspectives on Language and Literacy, 43(3), 37–42.
  • Scarborough, H. S. (2016). Connecting early language and literacy with later reading skills. The Developmental Psychologist, 52(1), 14–30.
  • Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872.

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