Ms. Stewart's Toolbox
(ECI 543 and 544: Diagnosis and Remediation of Reading Disabilities)
Informal Reading Inventory Case Summary Sheet
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WRI Test
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WRI Examiner List
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The Diagnosis and Remediation of Reading Disabilities courses provided me with a large repertoire of resources and tools to implement in my teaching. We spent the duration of these courses exploring the constrained and unconstrained skills needed to be a successful reader. I entered the NLGL program with a focus in reading with the intent to acquire new skills to bring back and use with my own deaf and hard of hearing students. These two courses empowered me to try new strategies to support my students' reading.
This course was my first "crash course" in assessment. As an itinerant teacher for the deaf, I seldom administer assessments to my students. Assessment administration is often left up the regular classroom teacher or related service providers. Needless to say, I had not been very confident or knowledgeable about assessments until working with the Informal Reading Inventory (IRI). This was a new tool for me and one that I was excited to come across. The Informal Reading Inventory is provided by the Qualitative Reading Inventory-5 and provides results in an array of areas including: Automatic Word Recognition and Comprehension. Scores compiled by analyzing each sub-group are used to analyze and determine a student's independent, instructional, and frustration reading level. Additionally, this information allows us to plan appropriate interventions to support students with regards to their reading needs and abilities.
I administered the Informal Reading Inventory to a 3rd grade student with a profound bilateral (both ears) hearing loss. While I was well informed of the student's hearing potential and needs, I had little data on his reading ability. The IRI provided me with further details into my student's reading ability as it was impacted by his hearing deficit. Below is a written report on the data that was revealed through assessment and how it guided later instructional interventions. Names have been changed for confidentiality purposes.
comprehension_essay.docx | |
File Size: | 20 kb |
File Type: | docx |
This text is full of wonderful resources, information, and strategies. I incorporate the use of the word sorts provided in this text a great deal in my teaching. Most of my students are struggling readers and the resources I have found in this book have been a wonderful addition to my skill set as a teacher for the deaf and hard of hearing.
The majority of students I work with tend to fall into the Within Word Pattern reading and spelling stage.
"Students in the Within Word Pattern Stage use but confuse vowel patterns. They no longer spell boat sound by sound to produce BOT, but BOTE, BOWT, BOOT, or even boat as they experiment with possibly patterns for the long -o sound.
Students that are working at the Within Word Pattern Stage are manipulating one-syllable words and focusing on various vowels sounds and patterns. The features that are focused on in this stage are long vowels (VCe), r-controlled vowels, other common long vowels, complex consonants, and abstract vowels. According to research, students learn in this progression almost as a stair-step towards word knowledge."
Source: https://sites.google.com/a/apps.fluco.org/carysbrook-literacy-partners/word-study/within-word-pattern-stage
The majority of students I work with tend to fall into the Within Word Pattern reading and spelling stage.
"Students in the Within Word Pattern Stage use but confuse vowel patterns. They no longer spell boat sound by sound to produce BOT, but BOTE, BOWT, BOOT, or even boat as they experiment with possibly patterns for the long -o sound.
Students that are working at the Within Word Pattern Stage are manipulating one-syllable words and focusing on various vowels sounds and patterns. The features that are focused on in this stage are long vowels (VCe), r-controlled vowels, other common long vowels, complex consonants, and abstract vowels. According to research, students learn in this progression almost as a stair-step towards word knowledge."
Source: https://sites.google.com/a/apps.fluco.org/carysbrook-literacy-partners/word-study/within-word-pattern-stage
Within Word Pattern Sorts
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Practice Makes Better
(ECI 645: Diagnostic Prescriptive Practicum in Reading)
We had a very interesting semester in our reading practicum. Despite winter weather and scheduling conflicts, I continued to add a great deal of new information to my knowledge. I had the opportunity of tutoring a struggling reader in the 7th grade. Across our tutoring sessions we focused and practiced a series of reading skills including: fluency, word recognition, and comprehension. Below is the Case Summary Sheet I used to help drive my instruction and planning. Also, you will find a list of clinical recommendations that were helpful in me planning appropriate interventions for him. Both these resources have been a beneficial in teaching language and literacy to my own deaf and hard of hearing students.
clinicrecommendations.docx | |
File Size: | 28 kb |
File Type: | docx |
Compelling Question: What are ways to support deaf and hard of hearing students in developing their literacy and language?
Answer: Tools, tools, and more tools! Resources such as Words Their Way have been a tremendous help in providing instruction to my deaf and hard of hearing students. I've been able to use the Informal Reading Inventory to evaluate my students and later plan appropriate intervention. The knowledge and skills acquired throughout ECI 543 and 544 is immeasurable and I look forward to revisit these findings throughout my professional career.
Answer: Tools, tools, and more tools! Resources such as Words Their Way have been a tremendous help in providing instruction to my deaf and hard of hearing students. I've been able to use the Informal Reading Inventory to evaluate my students and later plan appropriate intervention. The knowledge and skills acquired throughout ECI 543 and 544 is immeasurable and I look forward to revisit these findings throughout my professional career.