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Using Principles of Sound Reasoning to Analyze Reading Difficulties Good literacy educators must often utilize critical thinking skills in identifying their students’ strengths and challenges. They may have to rely on sound reasoning to identify issues that are presenting obstacles to the reading process and formulate inferences in diagnosing causes of reading difficulties. In some cases, students’ comprehension and fluency may be contributing to their reading difficulties and teachers must identify their students’ faulty reasoning or assumptions students have made. In other situations, factors such as parental support, motivation or self-confidence can impact reading issues. Apply your critical thinking skills of sound reasoning to consider some of the possible obstacles in the following case study and respond to the following: What are some “clues” that identify Gianna’s weak skills? Identify reading strategies that might help you to resolve these issues. Make sure to address at least 3 of her weak skills. Why did you select these 3 skills as being most in need of attention? Case Study: Gianna ( Review the case study of Gianna and then answer the questions below. Based on what you learned in this week's chapter reading, what are some recommended strategies, activities, or skills you would recommend for Gianna? Make sure to include 3–4 details from the unit; for example, how you might provide more access to reading materials or opportunities in the classroom, comprehension strategies you might teach Gianna, or ideas for word-level instruction. Explain how you would incorporate these activities/skills based on the reading and why. Include your references!

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In analyzing Gianna’s reading difficulties, applying principles of sound reasoning requires careful examination of observable clues and contextual factors that influence her literacy development. Through this process, educators can identify specific weak skills that hinder her reading progress and develop targeted strategies to address them, ultimately fostering a supportive learning environment tailored to her needs.

One of the primary clues indicating Gianna’s weak skills is her slow reading fluency, often stumbling over words or mispronouncing familiar ones. Fluency is a critical component of reading comprehension as it bridges decoding and understanding, and students who struggle with fluency often exhibit a lack of automatic word recognition (Rasinski, 2017). Additionally, Gianna’s difficulty in understanding what she reads, despite recognizing words, suggests weaknesses in reading comprehension strategies. For example, she may skip over parts of the text or get confused with questions that require inferential thinking, which points to issues with higher-level cognitive engagement. Lastly, her limited vocabulary and difficulty with decoding unfamiliar words serve as indicators of weaknesses at the word recognition and phonological awareness levels (National Reading Panel, 2000). Developing vocabulary and phonics skills is essential for improving her overall reading proficiency.

Based on these observations, I recommend focusing on three key areas: phonics and decoding skills, vocabulary development, and comprehension strategies. These areas are most urgent because they form the foundation for fluent and meaningful reading. Strengthening phonics skills will help Gianna decode unfamiliar words more independently, leading to increased confidence and fluency (National Reading Panel, 2000). Expanding her vocabulary will enhance her ability to make meaning from texts and reduce guessing strategies that often impede comprehension. Incorporating explicit vocabulary instruction, including teaching prefixes, suffixes, and context clues, can support this goal. For comprehension, teaching strategies such as questioning techniques, visualization, and reciprocal teaching can help Gianna actively engage with texts and build comprehension skills (Armbruster, 2002). These strategies promote higher-level thinking and make reading more interactive and accessible.

To implement these strategies, the classroom environment should provide increased access to diverse reading materials, including leveled texts aligned with her reading level and interests. This access allows for repeated practice and confidence-building within manageable texts. Word-level instruction might include phonics games and explicit decoding exercises, which reinforce sound-symbol relationships and improve automacity. For vocabulary, targeted activities such as semantic maps and context-based word learning can be integrated into daily lessons to solidify new words and their meanings. Additionally, teaching Gianna to ask questions before, during, and after reading encourages active engagement with texts and fosters critical thinking (Harvey & Goudvis, 2000). Incorporating comprehension strategies like summarization and questioning during read-aloud sessions can further reinforce understanding.

Overall, these approaches should be scaffolded to gradually increase complexity and promote independent reading skills. Regular formative assessments will allow for adjustments based on Gianna's progress and evolving needs. By systematically addressing her phonics, vocabulary, and comprehension weaknesses through engaging, evidence-based activities, educators can create a supportive environment that promotes her literacy development and fosters confidence in her reading abilities.

References

• Armbruster, B. B. (2002). Shared reading: Teaching comprehension strategies. Journal of Reading Education, 23(1), 12–18.
• Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension for understanding and engagement. Stenhouse Publishers.
• 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.
• Rasinski, T. (2017). Fluency instruction: Research-based practices. The Reading Teacher, 71(4), 447–453.
• Vacca, R. T., & Vacca, J. L. (2008). Content area reading: Literacy and learning across the curriculum. Pearson.
• Slavin, R. E. (2018). Educational psychology: Theory and practice. Pearson.
• Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10.
• Scarborough, H. S. (2001). Connecting early language and literacy to later reading disabilities: Evidence, theory, and practice. In S. B. Neuman & D. K. Dickinson (Eds.), handbook of early literacy research (pp. 97–110). Guilford Press.
• Snow, C. E., & Uccelli, P. (2009). The challenges of vocabulary instruction. Science, 314(5800), 364–367.
• Moats, L. C. (2010). Speech to print: Language essentials for teachers. Paul H. Brookes Publishing.