MD1Assgn2AnanabaT.(extension).docx - 1 Getting To Know The Literacy Learner Tunisia Ananaba Master of Science in Education Walden University READ 6727

MD1Assgn2AnanabaT.(extension).docx - 1 Getting To Know The...

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1 Getting To Know The Literacy Learner Tunisia Ananaba Master of Science in Education, Walden University READ 6727: Reading and Literacy Growth Grades 4-6 Dr. Linda Holcomb May 28, 2020
2 Getting To Know the Literacy Learner Using Assessment to Inform Instruction Understanding and getting to know students is one of the most important areas that an educator can take time to master. Walden’s Diversity Proficiency two states, “The candidate demonstrates awareness of students’ prior learning, culture, family, and community values to improve teaching and learn” (Laureate Education, 2016, p. 1). When teachers are aware of a student’s cognitive, non-cognitive, culture, and family experiences the maximum educational experience can be expected. The primary focus of this assignment is to get to know the literacy learner. The student that will be observed during this assignment is a young girl by the name of Taylor. Taylor is a ten year old, fourth grade, transitional student who enjoys the hands on aspects of math and science but has a harder time grasping the content area reading. Being that the pandemic has happened, I have had the opportunity to work with Taylor through her mother, because we teach at the same school. Taylor’s mom has explained that she has average grades in the areas of reading and language arts but struggles in the area of comprehension. I will be assessing Taylor in the cognitive areas of comprehension and fluency. I will also be assessing Taylor in the non-cognitive area of reading motivation by giving her a reading interest inventory. These assessments will provide me with a clear understanding of what instruction will benefit her in the areas of comprehension. I am not Taylor’s teacher so I am unable to determine how she works and the areas that she struggles in on a day to day basis. I will begin assessing Taylor with the non-cognitive Reading Interest Inventory (Mariotti, n.d.). The first cognitive assessment that will be issued is the Fountas and Pinell (2015), which will measure how Taylor is able to comprehend. The second cognitive assessment that will be issued is the One Minute of Reading Test Plus Prosody (Reutzel & Cooter, 2019). Reading fluency is the ability to read
3 aloud smoothly at reasonable rate and with expression, which is a (Ruetzel & Cooter, 2019, p.178). Reading fluency is directly connected to a student reading proficiently. If a student has an issue with reading fluency, that student has a greater chance of having issues with reading comprehension. I begin with Arleen Mariotti’s Reading Inventory. Many times students who are struggling to read may not have cognitive issues such as comprehension, fluency, or even decoding but there may be a lack of interest for reading. “Whether the child is a struggling reader or an unmotivated reader, finding his or her independent, instructional, and frustration reading levels, is just the first step in motivating him or her to read” (Mariotti, n.d., p. 1). Prior to providing Taylor with the Reading Inventory, I explained to her that this assessment was

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