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    Marius is a third grade student who struggles with reading independently and scored below benchmark on exams. Evaluation shows he would benefit from Tier 1 interventions. He made progress when tracked weekly but still struggles with vocabulary and phonics. Tier 2 interventions like repetitive reading would help with fluency. Books on his interests in science and dinosaurs can be incorporated. An open classroom with station teaching and support from another teacher would suit Marius' learning style and help him reach his potential. His progress should continue to be monitored monthly in Tier 2 and he may eventually move to Tier 1 with less support.

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    At Risk and Struggling Readers

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    SPD580_At Risk and Struggling Readers_CYoung

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    Marius is a third grade student who struggles with reading independently and scored below benchmark on exams. Evaluation shows he would benefit from Tier 1 interventions. He made progress when tracked weekly but still struggles with vocabulary and phonics. Tier 2 interventions like repetitive reading would help with fluency. Books on his interests in science and dinosaurs can be incorporated. An open classroom with station teaching and support from another teacher would suit Marius' learning style and help him reach his potential. His progress should continue to be monitored monthly in Tier 2 and he may eventually move to Tier 1 with less support.

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    47 views4 pages

    SPD580 - at Risk and Struggling Readers - CYoung

    Uploaded by

    Calandra Young
    Marius is a third grade student who struggles with reading independently and scored below benchmark on exams. Evaluation shows he would benefit from Tier 1 interventions. He made progress when tracked weekly but still struggles with vocabulary and phonics. Tier 2 interventions like repetitive reading would help with fluency. Books on his interests in science and dinosaurs can be incorporated. An open classroom with station teaching and support from another teacher would suit Marius' learning style and help him reach his potential. His progress should continue to be monitored monthly in Tier 2 and he may eventually move to Tier 1 with less support.

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    © All Rights Reserved
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    of 4

    Running Head: AT-RISK AND STRUGGLING READERS

    At-Risk and Struggling Readers

    Calandra Young

    Grand Canyon University

    SPD 580

    12/16/2020

    1
    Running Head: AT-RISK AND STRUGGLING READERS

    Marius is a transfer student from Oakwood Elementary School and in Grade 3. He fails to

    read independently, and when given the mid-school examination, he dropped behind the grade-

    level benchmark. The evidence from the evaluation and past school reports indicate that it would

    be useful for Marius to be interested in Tier 1 action. Marius excels in subjects such as algebra,

    voice and vocabulary skills.

    Marius demonstrated progress after being tracked weekly. His subsequent test scores

    changed each time. At the end of the 7th week, Marius scored 33 points, 3 points more than 30

    points. As conducted, the Peabody Vocabulary Test Marius was 84th percentile. This indicates

    that Marius, while making strides, will benefit from additional measures such as Tier 2

    intervention. This is due to his difficulty with the vocabulary of the CCVC and his early phonics

    Diagnostic examination. Fluency and below-grade levels come into Tier 2. Marius would benefit

    from the Repetitive Reading technique. When practicing with a colleague, Marius will practice

    reading the passage repeatedly before fluency is achieved (Cox, 2019).

    Marius' books ought to represent his passions, such as ecology, science and dinosaurs.

    These books can be incorporated into techniques that help Marius achieve its potential in Tier 2.

    These are the books that I would recommend; "What if there were no bees? A Book on the

    Grassland Environment by Suzanne Slade, "Dinosaur Babies" by Lucille Recht Penner and What

    Is Science" by Rebecca Kai Dotlich. They will help Marius remain active and concentrated while

    improving his learning.

    There are a few aspects that educators need to take into account when deciding how

    Marius behaves in the classroom; cultural and linguistic. Students will act in a particular manner,

    based on how they are educated, and teachers ought to recognize this while attempting to find

    out what degree of interaction is appropriate for each pupil. Students like Marius, as they are

    2
    Running Head: AT-RISK AND STRUGGLING READERS

    interested in topics that concern them and methods that are better suited to their needs, will make

    change and be more efficient.

    An open classroom is ideally suitable for Marius, as there might be another teacher who

    will track and support Marius in the classroom. Collaborative team type training will help

    students like Marius achieve their full potential. Station-teaching is better for students who learn

    kinesthetically by encouraging them to have more movement and fidgeting (The Understood

    Team, 2019).

    When Marius hits Tier 2, it will be better to track it on a monthly basis. This will help

    teachers know whether they're going to have to go up to Tier 1 or if they're going to have to go

    down to Tier 3 where they're going to teach one at a time. Marius has also proven that he is

    capable of improving within a brief span of time, so I expect that he can step up to Tier 1 with

    less supervision as they understand his academic style and his preferences in their lesson plans.

    3
    Running Head: AT-RISK AND STRUGGLING READERS

    References

    Cox, J. (2019, October 17). Smart Ways to Develop Reading Fluency and Comprehension.

    Retrieved December 9, 2020, from https://www.thoughtco.com/developing-fluency-with-

    repeated-reading-2081398

    The Understood Team, T. (2020, October 22). 4 Benefits of Inclusive Classrooms. Retrieved

    December 9, 2020, from https://www.understood.org/en/learning-thinking-

    differences/treatments-approaches/educational-strategies/4-benefits-of-inclusive-

    classrooms

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