Current And Future Special Educator - Grand Canyon Universit

Current And Future Special Educatorgrand Canyon Universityspd 580 Me

Current and Future Special Educator Grand Canyon University SPD 580: Methods of Teaching Language Arts to Students with Mild/Moderate Disabilities Provide a comprehensive early reading plan for a student with language and reading difficulties, including summarizing reading strategies, sequencing instructional goals, selecting appropriate strategies for each goal, involving parents, creating at-home activities, and considering cultural and cognitive factors. Support all decisions with scholarly resources and follow APA style.

Paper For Above instruction

The development of effective early reading skills is a critical component of literacy education for students with diverse learning needs, including those with mild to moderate disabilities. An instructional plan tailored to a student's specific needs must incorporate evidence-based strategies, clear goals, parental involvement, and cultural considerations. This paper constructs a comprehensive reading intervention plan for Kale, a 6.7-year-old English language learner with noted decoding and sight word recognition difficulties. It will outline suitable reading strategies, sequence instructional goals, and propose activities to enhance Kale’s reading skills while considering his background and cognitive needs.

Initially, the instruction should focus on foundational decoding skills. Using the strategy of phonics instruction through decoding activities aligns with Kale’s difficulty in pronouncing letter sounds and blending CVC words. Phonics instruction improves phonemic awareness, which is essential for decoding unfamiliar words (National Reading Panel, 2000). Implementing multi-sensory activities, such as letter-sound matching games coupled with visual and tactile cues, can be particularly effective for students learning English as a second language (Takahashi & Nakamura, 2017). To involve Kale’s parents, teachers could provide simple, bilingual resources that enable consistent practice at home, especially considering language barriers.

Next, the instructional goal of improving sight word recognition can be addressed through repeated reading strategies. Repeated reading involves practicing the same text multiple times to build fluency and automaticity (Rasinski, 2004). This strategy enhances Kale’s ability to recognize sight words automatically, which is vital for reading comprehension. For parental involvement, educators can suggest short daily sessions where Kale and his parents read familiar texts, using visual aids and flashcards for sight words. Additionally, because Kale’s primary language is French, a bilingual approach that integrates familiar words in both languages may facilitate cross-linguistic connections (Kondo-Binez & Yukawa, 2011).

To foster comprehension, the subsequent goal involves retelling main ideas and sequence of events. Graphic organizers like story maps or sequencing charts serve as visual aids to support understanding and recall (Marzano & Marzano, 2003). These tools help Kale organize information verbally and visually, which is particularly advantageous given his processing challenges. Instruction should involve explicitly modeling the use of graphic organizers, then guiding Kale through their completion. Parental involvement can include providing simple graphic organizers translated into French to be used at home, reinforcing the skill practice outside of school.

Finally, automaticity in word reading can be developed through repeated exposure and practice with high-frequency words and decoding exercises. The model-lead-test (MLT) approach is highly suitable here. It involves the teacher modeling correct pronunciation, leading the student to practice, and then testing the student’s independent performance (Dixon & Groff, 2006). Parents can assist by creating brief daily routines where Kale practices word sounds and reading aloud with familiar texts. Considering Kale's move and language background, a consistent routine incorporating both English and French words could support his cognitive and linguistic integration.

Involving Kale’s parents requires culturally responsive communication strategies. Given potential language barriers, providing translated materials and using interpreters during meetings ensures parents understand how to support literacy development at home. Educators should also consider Kale's emotional well-being related to the recent move by creating a welcoming learning environment that fosters trust, encouraging student engagement and motivation. Formal assessments of cognitive processing may reveal specific deficits or strengths, guiding further individualized interventions (Swanson & Sachse, 2001).

In conclusion, an effective early reading plan for Kale should sequence targeted strategies aligned with his instructional goals, involving both school and home environments. Emphasizing phonics and decoding, repeated reading for fluency, graphic organizers for comprehension, and consistent parent engagement will collectively foster his literacy development. Addressing linguistic and cognitive factors through culturally responsive practices and formal assessments will ensure the intervention is comprehensive and tailored to Kale’s unique needs, ultimately promoting lifelong literacy skills.

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