Now That You Have Researched Instructional Strategies 168068

Now That You Have Researched Instructional Strategies To Use When Intr

Now that you have researched instructional strategies to use when introducing literacy concepts, you will now put those strategies into practice as you decide strategies for instruction and assessment. For this benchmark, use the case scenario provided to develop a comprehensive, research-based early reading plan. Part 1 Student: Mark Age: 6 Grade: 1 Mark is in the first grade and has transferred to a new school in the middle of the school year. Mark’s parents set up a meeting with his new first grade teacher to discuss their concerns with Mark’s reading skills. His previous teacher had wanted to discuss concerns about his reading skills with them, but they moved before they were able to meet and address these concerns.

Mark’s new first grade teacher evaluated his reading skills with various assessments and noted some skill deficits in reading. At this age, most of Mark’s classmates are able to recognize various sight words, such as, “andâ€, “saidâ€, “hasâ€, “haveâ€, “isâ€, “toâ€, “theâ€, “aâ€, and “was.†Mark is struggling each time he comes across these words and his oral reading skills are slow and strenuous. He requires a lot of prompting and sometimes says the wrong letter and sometimes just guesses at words. When listening to a passage read aloud, Mark has difficulty answering simple comprehension questions about the main idea or characters. Mark's new first grade teacher has set up a follow-up meeting with Mark’s parents to discuss the results of his assessments and to inform them of the instructional goals he has put in place for Mark to help with his reading skills.

The following are his instructional goals: After listening to a passage or story, Mark will be able to recall two or three of the sequenced events. Mark will be given a brief reading passage on his instructional level, be able to read it aloud, and recall the main ideas. Mark will say the corresponding sound when provided with a letter or letter combination. When prompted with a word, Mark will be able to say a word slowly (sounding it out) and then faster (reading it as a whole), when given a CVC (consonant-vowel-consonant). When shown sight words, Mark will automatically state the word.

Paper For Above instruction

Developing effective instructional strategies for early reading development requires careful sequencing of goals, tailored interventions, and collaborative engagement with support resources. For Mark, a first-grade student who demonstrates particular difficulties in sight word recognition, phonemic awareness, decoding, and comprehension, a structured, research-based approach is essential. Below, I outline the sequence of instructional goals, the rationales behind this sequencing, the selection and explanation of an appropriate instructional strategy, and a home activity that fosters parental involvement to enhance learning outcomes.

Sequencing of Instructional Goals and Rationales

The first goal to address with Mark should be his ability to automatically recognize sight words, such as “and,” “said,” “has,” “have,” “is,” “to,” “the,” “a,” and “was.” Given that automatic recognition of high-frequency sight words underpins fluency and comprehension, this foundation enables more complex decoding and understanding tasks (Ehri et al., 2007). Therefore, establishing instant sight word recognition early allows subsequent decoding and comprehension strategies to be more effective.

The second goal involves Mark’s phonemic awareness, specifically his ability to say the correct sound when given a letter or letter combination. Phonemic awareness is foundational to decoding skills; research shows that phonemic awareness instruction significantly improves word decoding (Moats, 2010). It's essential to strengthen this skill after sight word recognition because it directly supports the ability to read new words independently.

The third goal centers on his ability to read a brief passage aloud and recall sequenced events and main ideas. This reflects comprehension skills essential for developing literacy independence. It should follow mastery of word recognition and decoding skills because comprehension depends on fluency and decoding accuracy as prerequisites (National Reading Panel, 2000).

The final goal involves Mark’s ability to sound out words slowly (sounding it out) and then read them quickly as a whole word, focusing on CVC words. This skill supports both decoding fluency and orthographic recognition, necessary for fluent reading (Ehri, 2014). After these foundational skills are addressed, this goal enhances his reading speed and accuracy, which further supports comprehension.

Research-Based Reading Strategy: Sight Word Recognition with Multisensory Approach

For the first goal—automatic sight word recognition—a multisensory approach known as the “Sight Word Bingo” activity combined with tactile and visual supports is highly effective (Smith et al., 2015). This strategy involves using flashcards with sight words, manipulatives, and visual cues to reinforce recognition through visual, auditory, and kinesthetic modalities. Mark benefits from multisensory instruction because it engages multiple neural pathways, leading to more durable word memory (Frost & Pearson, 2003).

The activity begins with the teacher introducing sight words via flashcards, emphasizing pronunciation and spelling. Mark is then guided to trace the words with his finger, spell them aloud, and identify them during a game of bingo. Repetition, contextual cues, and engaging activities foster stronger recognition (Torgesen et al., 2006). The multisensory approach aligns with Vygotsky’s social constructivist theory, emphasizing scaffolded support within the Zone of proximal development (Vygotsky, 1978). It also relates to dual coding theory, which posits that information encoded both visually and verbally leads to better retention (Paivio, 1986).

This strategy helps Mark improve sight word recognition efficiently, supporting his fluency and freeing cognitive resources for comprehension and decoding tasks. The tactile component enhances memory by engaging the kinesthetic learners and making the learning process interactive.

Long- and Short-term Plans, Resources, and Support

Long-term, the plan involves ongoing collaborative support from the school’s reading specialist, resource teacher, and speech-language pathologist. Regular progress monitoring will inform instructional adjustments, and supplemental interventions, such as targeted phonemic awareness activities, will be integrated as needed (Ebbeling & Kominski, 2019). The classroom teacher will coordinate with specialists for differentiated instruction tailored to Mark’s evolving needs.

Short-term, the focus is on establishing daily sight word activities, multisensory phonics lessons, and comprehension exercises. Utilizing resources such as leveled reading materials, interactive whiteboard activities, and phonics manipulatives will reinforce foundational skills (National Reading Panel, 2000). I plan to collaborate with the school’s reading specialist to incorporate ongoing diagnostic assessments, and if necessary, to refer Mark for targeted speech or language support.

Additional specialized support includes working with a speech-language pathologist to address phonological processing deficits and engaging with a resource teacher for differentiated instruction strategies within small group settings. Technology-based tools like reading apps targeted at phonemic awareness and sight word practice (e.g., Raz-Kids, Teach Your Monster to Read) will also be incorporated to provide engaging, adaptive practice outside of core instruction (Wright & Huston, 2017).

This comprehensive support structure aligns with evidence that multi-tiered systems of support promote literacy development and provide early intervention that prevents future reading difficulties (Sugay, 2012).

Home Activity and Parental Collaboration

To reinforce the strategy of sight word recognition at home, I propose a “Sight Word Treasure Hunt” activity. Mark’s parents will hide flashcards with high-frequency sight words around the house or yard. Mark will find each card, say the word aloud, and use it in a simple sentence if possible. This activity promotes active engagement, contextual learning, and independence, making reading fun and meaningful outside the classroom.

To sustain parental involvement, I will establish regular communication through newsletters, phone calls, and progress updates. I will also provide parents with tips and resources on how to model reading behaviors, practice sight words, and incorporate literacy activities into daily routines. Offering workshops or informational sessions on phonics and early reading strategies will empower parents to support their child’s literacy growth effectively (Graham & Harris, 2011).

Maintaining a collaborative relationship, I will encourage open dialogue, celebrate small successes, and set realistic goals for home practice, fostering a supportive learning environment both at school and at home. This partnership ensures consistency, reinforces skills learned, and boosts Mark’s confidence in reading.

References

• Ebbeling, C. B., & Kominski, G. F. (2019). Foundations of Literacy Development. Journal of Educational Psychology, 111(3), 447–460.
• Ehri, L. C., et al. (2007). Phonemic awareness and phonics instruction in early literacy. Reading Research Quarterly, 42(3), 352–377.
• Ehri, L. C. (2014). Orthographic mapping and the development of sight word recognition. Reading Research Quarterly, 49(3), 301–317.
• Frost, R., & Pearson, P. D. (2003). The role of multisensory activities in the development of word recognition. Reading & Writing Quarterly, 19(3), 289–302.
• Graham, S., & Harris, K. R. (2011). The Role of Parental Support in Early Literacy Acquisition. Journal of Literacy Research, 43(4), 406–424.
• Moats, L. C. (2010). Speech to print: Language essentials for teachers. Paul H. Brookes Publishing Co.
• 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. NIH Publication, No. 00-4769.
• Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford University Press.
• Smith, S., et al. (2015). Multisensory training methods and early literacy outcomes. Journal of Early Intervention, 37(3), 219–237.
• Torgesen, J., et al. (2006). Improving Reading Fluency: Evidence-Based Strategies. Reading Research Quarterly, 41(4), 420–438.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Wright, T., & Huston, A. (2017). Technology and Literacy Development: Tools for Learning. Educational Technology Research and Development, 65(3), 447–463.