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SPD580 - at Risk and Struggling Readers - CYoung
SPD580 - at Risk and Struggling Readers - CYoung
Calandra Young
SPD 580
12/16/2020
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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,
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
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
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
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Running Head: AT-RISK AND STRUGGLING READERS
interested in topics that concern them and methods that are better suited to their needs, will make
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.
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Running Head: AT-RISK AND STRUGGLING READERS
References
Cox, J. (2019, October 17). Smart Ways to Develop Reading Fluency and Comprehension.
repeated-reading-2081398
The Understood Team, T. (2020, October 22). 4 Benefits of Inclusive Classrooms. Retrieved
differences/treatments-approaches/educational-strategies/4-benefits-of-inclusive-
classrooms