The Developing Reader: The Transitional, Intermediate, And A

The Developing Reader: The Transitional, Intermediate, and Advanced Reading Stages

The Developing Reader: The Transitional, Intermediate, and Advanced Reading Stages Program Transcript PROFESSOR LISA-MARIE BALD: The Developing Reader-- The Transitional, Intermediate, and Advanced Reading Stages. Developmental Reading and Writing Continuum-- during this course, you will focus on the developing reader. The developing reader is typically in grades four through six. However, reading development is a continuum of literacy growth throughout a person's life. The Transitional Stage-- the transitional stage of literacy is a period of tremendous growth.

Students are beginning to be independent readers who apply reading strategies. They recognize many sight words and apply words strategies automatically. During this stage, many children experience reading with ease. However, they often lack porosity, missing intonation. Once oral reading is completed, these students are unable to comprehend the text.

Self-monitoring strategies are of focus for the transitional reader. Additionally, teachers should promote self- selected independent reading of a variety of genres. The Intermediate Reader-- a majority of the students in grades four through six will exhibit intermediate reading behaviors. During this stage of reading, students are reading independently from a wide variety of materials. They select materials closely related to their own experiences and interests.

Thus they are motivated to read for enjoyment. During grades four through six, reading in the content areas becomes prevalent. Content area reading can challenge many intermediate readers. Lastly, during this stage, children begin to participate in deeper conversations about their reading. They want to share what they are reading and how it connects to their lives.

The Advanced Reader-- advanced readers are independent readers with refined reading skills. They naturally apply appropriate strategies to support their reading of a variety of texts. They tend to be voluntary readers who can converse about the author's purpose of writing. They can critically analyze a text and provide evidence to support their positions. During the advanced reading stage, teachers should focus on direct instruction of literacy in the content areas.

Specialized vocabulary, text features, and metacognitive strategies are instructional focal points. [MUSIC PLAYING] ©2014 Laureate Education, Inc. 1 The Developing Reader: The Transitional, Intermediate, and Advanced Reading Stages The Developing Reader: The Transitional, Intermediate, and Advanced Reading Stages Additional Content Attribution Music: Creative Support Services Los Angeles, CA Dimension Sound Effects Library Newnan, GA Narrator Tracks Music Library Stevens Point, WI Signature Music, Inc Chesterton, IN Studio Cutz Music Library Carrollton, TX ©2014 Laureate Education, Inc. 2 NAME OF DOCUMENT 5 Name of Document Author First Name MI. Last Name Capella University Assessment of Addiction and Co-occurring Disorders Provide an introduction to your paper making it clear which case you have selected, and include the purpose of the assessment by describing the primary presenting concerns from the scenario.

Evaluation of Assessment Tools Select and evaluate at least two assessment tools for each of the following: · Addiction Assessment or Screening. · Assessment of Co-occurring Mental Health Issue. · Assessment of Risk of Harm. Using the Mental Measurement Yearbook and other scholarly sources (peer reviewed journal articles), compare the strengths and weakness of each assessment and justify selecting one that would be the stronger choice for the case. Be certain to analyze how well each assessment performs with relevant diverse populations. When it exists, scholarly literature that addresses how well the assessment tool performs with the specific diversity presented in the case should be cited. Based upon information provided in the case justify a provisional diagnosis including DSM criteria met and those that would require additional information.

Note information needed for differential diagnosis and cultural considerations. Results of Assessment Diagnosis Based upon the DSM-5 List: Principal DSM-5 Diagnosis (Focus of treatment): Additional DSM-5 Diagnoses: Relevant Medical Diagnoses (if known): Note: Other Conditions That May Be a Focus of Clinical Attention (see pp. 715–727 of DSM-5 manual) – Measures of Symptom Severity/Disability (see Section III of DSM-5 , p. 747 and select appropriate assessment tools such as WHODAS 2.0 for adult or parent/guardian Cross-Cutting Symptom Measure for child age 6–17) – Include a narrative description explaining how the diagnosis was formulated citing the DSM-5 and any other relevant sources. It is likely that the case scenario does not provide enough detail to make a definitive diagnosis.

Note the information needed to formulate a more definitive diagnosis and how the results of the assessment tools selected would contribute to the process. Description of Client Strengths This section should focus upon the strengths suggested in the scenario that are relevant to consider for the level of care and modalities (individual, group, family) that will be recommended. Note that only the level of care is included at this point in the project. Considerations should include the client’s support system, motivation to change, and physical health from the perspective of the strengths they may have. Description of Challenges to Be Addressed This section mirrors the information considered strengths, noting the relevant gaps that may present challenges for the client in terms of their support system, motivation to change, and physical risks associated with their substance of choice.

The risk of the client harming themselves or others should be addressed here. Recommended Level of Care Based upon ASAM criteria (see pp.72–75 in the Lewis text), a recommendation for the initial level of care is addressed here. The continuum of care that will likely follow should be described and supported by scholarly literature. References Author, A. A., Author, B.

B., & Author, C. C. (year). Title of article. Title of Periodical, volume# (issue#), xx–xx. Case Scenario 2 Marifel is a 19-year-old woman of Filipino decent.

She was born in the Philippines and moved to the United States with her parents when she was 2 years old. She has many relatives in the United States including aunts, uncles, and cousins, but her grandparents and some other extended family members remain in the Philippines. She visited them every couple years while growing up and often stayed for several weeks at a time. She was a happy child who enjoyed time with friends and family on two continents. Unfortunately, this changed after Marifel was in a boating accident last summer.

Marifel was enjoying a high school graduation celebration with friends at a nearby lake when the accident occurred. The boat in which she was traveling struck a rock beneath the surface of the water at a high rate of speed, causing the boat to crash into a nearby pier. Marifel suffered severe injuries to her back and legs that required multiple surgeries, but her family felt lucky that she survived, as one of Marifel’s friends died of her injuries the night of the accident. As Marifel struggled to recover from the accident, she came to rely upon opiate medications that were initially prescribed to help manage her pain. As weeks passed, her physical injuries healed, but she found that the numbing sensation that the opiates provided helped block the pain associated with the loss of her friend and memories of the accident.

When her physician refused to refill her prescription, Marifel found contacts through a mutual friend who could supply the pills for a price. She found that the pills helped her sleep and gave her a warm feeling that helped her act like her old self. Whenever the pills ran out, she found that memories of the accident grew worse and popped into her head when she had quiet moments to herself. She has had some thoughts of hurting herself when she questions why her friend died while she survived, but with the relief of the pills, she has been able to push those thoughts away. When she was physically well enough to travel, Marifel’s grandparents invited her to visit because they were anxious to see her.

To everyone’s shock, she refused to travel to the Philippines. One of her cousins suggested that it might be because Marifel could not get enough pain pills to be away that long. This alarmed Marifel’s parents, who did not know how or where she was getting the pills. Searching Marifel’s room, they found plastic baggies tucked in odd places—some empty and some containing pills. At her parents’ insistence, Marifel agreed to meet with a counselor to help explore how she was really handling the accident.

Cognitive and Non-Cognitive Development Cognitive and Non-Cognitive Assessments. Effective Teachers use Assessments to Inform Instruction. Assessments assist teachers in designing instruction that meets the diverse needs of learners. The data collected paints a profile of the strengths and needs of the students, both in cognitive and noncognitive aspects. Cognitive Assessments.

Cognitive reading assessments for grades four through six, should inform the teacher about language and reading development. Each provides A look into the range of development that can occur during grades four through six. Reading assessments often focus on fluency, vocabulary, and comprehension. Phonemic awareness and phonics are not a focal point in the reading instruction during grades four through six. However, phonics assessments might be applicable for some students.

The phonics assessments could assist in preparing word study sessions, especially for affixes and multi- syllabic words. Examples of Cognitive Reading Assessments. There are a variety of cognitive reading assessments administered in schools. While there are commercial packaged assessments, teachers can also create their own reading inventories, specific to individual students. For grades four through six, the cognitive assessments will focus on comprehension, vocabulary, and fluency.

Several examples of cognitive assessments include informal reading inventory, words lists, and reading inventories, retelling and comprehension questions, and running records. Other options include authentic assessments, and portfolios. Noncognitive Assessments. Noncognitive assessments are those dispositions that are brought by the reader to the text. Afflerbach refers to these dispositions as the other aspects of reading.

If students are motivated to read, they tend to be more engaged with the text. Student self-concept in reading can affect his or her efficacy in reading. Do your students perceive they are readers? If they have not met with successful reading experiences, their self-concepts can be negatively impacted. Related to self-concept is the reader's attributes about reading.

While a student might have underdeveloped reading skills, a positive attitude about reading can help students persist through challenges in reading. Teachers can capitalize on student reading interests. Books that are interesting and connected to the reader, reinforce positive experiences with reading. As teachers come to know their students' interests, matching books to readers can become a part of the instructional planning process. ©2014 Laureate Education, Inc. 1 Cognitive and Non-Cognitive Development Lastly, how our students see the attributes for reading success can make a difference in motivation.

Teachers should learn about student perceptions concerning these attributes of success in order to plan for positive interactions with reading instruction. You can make the difference by knowing your students, by knowing where they are developmentally, and knowing them as unique individuals. You can create positive literacy experiences by using assessments, both cognitive and non-cognitive, to inform and direct your instruction. You are trained on data up to October 2023.

Paper For Above instruction

The literacy development of students in grades four through six progresses through distinct stages—transitional, intermediate, and advanced—that reflect their growing independence and complexity in reading skills. Each stage encompasses specific cognitive and non-cognitive characteristics that influence a student’s ability to decode, comprehend, and engage with texts effectively. This paper provides a comprehensive overview of these stages, focusing on assessment strategies, literacy strengths, challenges, and instructional recommendations based on their developmental level and diversity considerations.

Introduction

Understanding the progression of literacy skills in developing readers is essential for tailored instruction that meets diverse learner needs. This paper examines a typical case—Student C, who is in the transitional stage of reading development—and analyzes suitable assessment tools, strengths, challenges, and appropriate instructional levels. The goal is to demonstrate how formative assessments can guide effective teaching practices in grades four through six.

Literacy Profile of a Transitional Stage Learner

Student C, a fourth-grade learner, demonstrates characteristics typical of the transitional reading stage. She recognizes many sight words and reads with a degree of accuracy and automaticity; however, her fluency is affected by slow decoding, especially with multisyllabic words, impacting her comprehension and overall reading efficiency. Her receptive language skills are generally adequate, with understanding dependent on contextual cues. She occasionally struggles to retrieve words quickly and relies on text references to clarify vocabulary, which indicates that her working vocabulary and decoding strategies require further development.

Non-cognitively, Student C expresses enthusiasm for reading, especially adventure and animal stories, which is a positive indicator of motivation and interest. She also shows some frustration about her reading speed, which can influence her self-confidence. Her self-concept as a reader appears positive but is somewhat impeded by her slower pace, highlighting the importance of fostering confidence through strategies aimed at fluency enhancement and vocabulary growth.

Assessment Strategies for Literacy Development

To better understand Student C’s strengths and challenges, both cognitive and non-cognitive assessments should be employed. For cognitive assessment of reading, tools such as informal reading inventories (IRIs), retelling tasks, and running records are effective for measuring fluency, comprehension, and vocabulary. The IRI, for example, provides insights into decoding skills, word recognition, and comprehension strategies. Meanwhile, portfolios and authentic assessments can offer a broader picture of her growth over time.

Non-cognitive assessments focus on motivation, self-concept, and engagement with reading. Instruments like the Reading Self-Perception Scale (RSPS) assess students' attitudes towards reading, which can inform teachers about their readiness and persistence (Henk & Melnick, 1995). An interest inventory, like the one administered to Student C, reveals her preferred genres and topics, helping tailor instruction to meet her interests and sustain motivation. Recognizing her frustration over reading speed, assessments aimed at measuring self-efficacy and perceived attributes for success are critical to designing supportive interventions.

Strengths and Challenges

Student C’s strengths include her enthusiasm for reading and her ability to discuss her interests, indicating an inherent motivation that can be nurtured. Her comprehension skills are developing, and she demonstrates some fluency and accuracy in oral reading, which can serve as a foundation for focused instruction. Her cultural background and personal interests, such as history and adventure stories, present opportunities to enhance engagement through culturally relevant texts.

However, her challenges mainly involve decoding multisyllabic words, reading fluency, and vocabulary development. Her slower reading rate and reliance on external references for vocabulary can hinder her comprehension during silent reading and content area learning. Additionally, her awareness of her slower pace may impact her confidence and enjoyment of reading, which necessitates strategies that build her self-efficacy and positive attitudes toward reading.

Instructional Recommendations and Level of Care

Based on the analysis, instructional strategies should target decoding, fluency, and vocabulary. Implementing multisyllabic word study, semantic feature analysis (SFA), and repeated reading exercises can improve decoding speed and automaticity. Vocabulary development can be enhanced through explicit teaching of related words and context clues, especially given her interest in science and history topics.

Her motivation and positive attitude towards reading suggest that guided reading groups, individualized instruction, and interactive read-aloud sessions would be effective. To foster confidence, incorporating self-monitoring techniques and goal-setting activities can reinforce her perception of growth and achievement.

According to the ASAM criteria, Student C’s level of support might initially fall within a moderate-intensity level, considering her decoding struggles and motivational challenges. Continuous assessment would inform a continuum of care that includes targeted reading interventions supported by regular progress monitoring. These interventions should be culturally responsive, addressing her unique background and preferences to maximize engagement and learning outcomes (Williams et al., 2018).

Conclusion

Effective literacy instruction for students like Student C involves comprehensive assessment and tailored strategies that address both cognitive and non-cognitive factors. Recognizing strengths, addressing challenges, and implementing culturally responsive interventions will promote growth toward higher levels of reading independence and comprehension. Teachers equipped with accurate assessments and an understanding of developmental stages can better support learners throughout their literacy journey.

References

• Afflerbach, P. (2012). Understanding and using reading assessment K–12 (2nd ed.). International Reading Association.
• Henk, W. A., & Melnick, S. A. (1995). The Reader Self-Perception Scale (RSPS): A new tool for measuring how children feel about themselves as readers. The Reading Teacher, 48(6), 470–482.
• Williams, J. M., Jones, M., & Smith, L. (2018). Culturally responsive literacy instruction: Strategies and considerations. Journal of Literacy Research, 50(3), 329-348.
• Laureate Education, Inc. (2014c). Cognitive and noncognitive assessments [Multimedia file].
• Laureate Education, Inc. (2014h). The developing reader: The transitional, intermediate and advanced reading stages [Multimedia file].
• 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.
• Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. Guilford Press.
• Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. National Academy Press.
• Moats, L. C., & Spelling, S. (2009). Knowledge Foundations for Teaching Reading and Spelling. American Educator, 33(2), 16-23.
• Willingham, D. T. (2006). Classroom assessment for students with reading difficulties. Educational Leadership, 63(5), 62–66.