WK3Assgn+Stejskal+H.(extension).docx

WK3Assgn+Stejskal+H.(extension).docx - Getting to Know...

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Getting to Know Beginning Literacy Learners Holley Stejskal Walden University Dr. Linda Holcolm Literacy Development, PreK-3 – READ 6706j March 24, 2019
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2 Getting to Know Beginning Literacy Learners Research has proven beginning literacy learners are at a crucial level in their literacy and writing growth towards mastery. Beginning reader and writers can work more independently than emergent readers and writers. Beginning reader and writers still need guidance to further their literacy development. The intent of this paper is to display three assessments I administered to my beginning literacy learner, a little of their background information, and one researched- based practice I found beneficial for my beginning literacy learner as they master beyond the beginning reader and writer stage. I had the opportunity to assess and work with a beginning literacy learner from a first- grade co-teach classroom at my school. His name is Brian, and he is a six-year-old. Brian is an only child with Autism. Brian comes from a lower socioeconomic family with one working parent. Unlike most of his classmates, Brian is behind the rest of his classmates due to his Autism. He just recently within the last few months has become a beginning reader and writer. Brian has the best attitude and displays enthusiasm to be the best literacy learner like the rest of his peers. Brian participated in completing three different assessments appropriate for assessing the beginning reader and writer stage of development. The first assessment I administered to Brian was a non-cognitive assessment, the Flynt/Cooter Reading Attitude Survey for Elementary Grades (Reutzel & Cooter, 2016). I selected this non-cognitive assessment to gain a better understanding of Brian’s feelings towards reading. When I sat and asked Brian the questions
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  • Spring '18
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