Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative

2020 ◽  
Vol 37 (2) ◽  
pp. 140-146 ◽  
Author(s):  
Linda S. Siegel
Keyword(s):  
Response To Intervention ◽  
Early Identification ◽  
First Language ◽  
Reading Difficulties ◽  
Reading Failure ◽  
Learning To Read ◽  
Students First ◽  
Prerequisite Skills ◽  
Rti Model ◽  
Simple Screening

AbstractThis article describes a Response to Intervention (RTI) model of early identification and intervention to prevent reading failure. A simple screening system to alert teachers to children who may not have some of the prerequisite skills necessary for reading and a whole class intervention system will be described. The success of these initiatives was measured systematically, and the incidence of reading difficulties was reduced to 1.5% in the children who had English as a first language and in children who had English as an additional language. The article also examines the relative influence of students’ first language on learning to read in English and the benefits of bilingualism.

Language skills, learning to read and reading intervention

2006 ◽  
Author(s):  
Margaret J Snowling ◽  
Charles Hulme
Keyword(s):  
Language Processing ◽  
Reading Intervention ◽  
Speech Processing ◽  
Reading Interventions ◽  
Language Skills ◽  
Reading Difficulties ◽  
Spoken Language ◽  
Reading Failure ◽  
Learning To Read ◽  
Skills Learning

The paper outlines a framework for the development of reading that shows it is heavily dependent upon spoken language processes. Within this view, reading difficulties can follow from difficulties with speech processing (decoding problems) or from broader language processing impairments (comprehension problems). The paper describes the literacy development of children at high-risk of reading failure and shows how their reading outcome depends on the interaction of the phonological and language skills they bring to the task of reading. Findings have implications for the development of theoretically motivated reading interventions. The evaluation of such interventions is described.

Dyslexia as a Phonological Deficit: Evidence and Implications

1998 ◽  
Vol 3 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Margaret Snowling
Keyword(s):  
Individual Differences ◽  
Phonological Processing ◽  
Early Identification ◽  
Normal Development ◽  
Reading Difficulties ◽  
Reading Failure ◽  
Phonological Deficit ◽  
Reading Deficits ◽  
Specific Reading ◽  
Definition Of

In recent years, limitations of the discrepancy definition of specific reading difficulties have led researchers to propose that dyslexia is best described as a core phonological deficit. With studies of the normal development of reading as a backdrop, this paper reviews the phonological processing deficit hypothesis of dyslexia. The extant evidence suggests that phonological difficulties in dyslexia persist throughout development from the preschool years into adulthood, despite compensation of reading deficits. Moreover, individual differences in the behavioural manifestation of dyslexia are consistent with differences in the severity of underlying phonological difficulties. Implications for the early identification of dyslexia and for interventions to prevent reading failure are discussed.

scholarly journals An Analysis of Students’ Spelling Errors in Writing at the 8th grade of SMPN 2 Kamang Magek

2021 ◽  
Vol 2 (3) ◽  
pp. 418-429
Author(s):  
Indah Paramitha ◽  
Syahrul
Keyword(s):  
Qualitative Research ◽  
Quantitative Research ◽  
First Language ◽  
Single Letter ◽  
Spelling Error ◽  
Spelling Errors ◽  
Correct Spelling ◽  
8Th Grade ◽  
Students First ◽  
Written Form

The aim of the research was to find out students’ spelling errors and the causes of spelling errors in writing. Writing spelling correctly is important in order to not make misunderstanding for the reader and writer. In field, researcher found some problem at related to students’ spelling errors. Most of students were not interested when they wrote spell correctly. Then, most of students were doubt in the letter that have same sound. The last was most of students often wrote Indonesian spelling in writing English that have similiar sound. The purposes of this research based on three research questions were to find out the kinds of error in spelling, the most common spelling error, and the causes of spelling error were made by students in writing. In this research, the researcher used mix method research by using descriptive design. The mix method was the combination of qualitative research and quantitative research. Quantitative research was used to answer the kind of students’ spelling error in writing and most common of error in writing. Qualitative research was used to know the causes of students’ spelling error in writing. The informants of this research was the students of VIII-1 class in SMP N 2 Kamang Magek. The total was 22 students. The data was got through documentation and interview. Documentation was used to get quantitative data and interview was used to get qualitative data. The researcher asked the students’ writing to the teacher as a documentation. The interview was done directly and indirectly because of the pandemi. The result of the research showed that there were 184 spelling errors from 22 students. There were nine kinds of spelling error such as omission of letter, addition of letter, single letter instead of double letter, double letter instead of single letter, substitution of letter, interchange of two  adjacent of letter, involving an apostrophe, multiple error. Therefore, the most common spelling error was substitution of letter which students changed letter incorrectly with 35,3% percentage. Moreover, there were some reasons why the students of SMP N 2 Kamang Magek made spelling error. The first was the difficulties between spoken and written form in English, it made students were not able to remember the spelling. Second was most of students were influenced by students’ first language when they wrote spelling. The last was lack of students’ desire to write correct spelling.

scholarly journals Communicative Competence of the Saudi Learners of English at the Faculty of Languages and Translation, King Khalid University

2020 ◽  
Vol 11 (3) ◽  
pp. 446
Author(s):  
Rafiq Ali Mohamed Al-Shamiry
Keyword(s):  
Risk Taking ◽  
Communication Strategies ◽  
First Language ◽  
Target Language ◽  
Spoken English ◽  
Saudi Students ◽  
Communication Breakdown ◽  
English Classes ◽  
Language Communication ◽  
Students First

Saudi students of English at the tertiary level King Khalid University, encounter so many difficulties in real communicative situations due to the influence of the traditional methods of teaching English at the intermediate and secondary schools. The researcher conducted a questionnaire consists of eight questions in order to find out the main difficulties of the learners. The sample of the pilot study was ten students and the actual population of the study was ninety students from level four and eight. The learners' responses indicate that they lack the needed skills of communication strategies which usually lead to communication breakdown. For example, they change the topic when they feel there are some gaps in their speech. This literally means that students resort to risk-avoiding instead of risk-taking. The findings of the study point out the extent to which the Saudi students' first language influences their tendency of using some of the target language communication strategies. It is recommended that the linguistic competence should be taught implicitly whereas the functional competence should be taught explicitly during spoken English classes which may compensate for their lack of exposure to the target language.

English Language Learners and the Response to Intervention Model

2015 ◽  
pp. 198-222 ◽  
Author(s):  
Melissa Christine Higgins
Keyword(s):  
English Language Learners ◽  
Response To Intervention ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Successful Implementation ◽  
Education Programs ◽  
Speech And Language Impairment ◽  
Rti Model ◽  
Research Based Interventions

English language learners (ELLs) are often misdiagnosed as having a learning disability or speech and language impairment and as a result are placed into special education programs. Response to Intervention (RTI) is a framework that can reduce this misdiagnosis and help these learners achieve more over time. This chapter explains how some of this misdiagnosis occurs and how to use Response to Intervention with the ELL population to overcome this problem. It includes research-based interventions proven to work for this population, suggestions on how to implement an RTI model, and case studies of students who represent situations that often come up in the field. With successful implementation of an RTI program, it is hoped that all students will receive the targeted support that they need and deserve.

The Use of Creolized English in FL Classes in Barbados

2021 ◽  
pp. 85-104
Author(s):  
Paula González ◽  
Korah L. Belgrave ◽  
Janice E. Jules
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
First Language ◽  
Controversial Issues ◽  
Language Class ◽  
Language Classes ◽  
Students First ◽  
Language Classrooms ◽  
Language Students ◽  
Foreign Language Classrooms

One of the most controversial issues in the teaching of modern languages throughout the 20th century has been without a doubt the debate on the use of students' first language in foreign language classrooms. In that regard, there have been many and varied arguments for and against this. In this chapter there is a review both of the reasons that have been discussed to reject the presence of L1 in the foreign language class and those in favor of including this language. In addition, the findings of research on Caribbean foreign language students' opinions and beliefs on the use of L1/HL in their language classes are presented. The chapter considers the students' views on the specific classroom contexts in which they consider the L1/HL useful in their process of learning the foreign language.

Response to Intervention: An Opportunity for School Counselor Leadership

2011 ◽  
Vol 14 (3) ◽  
pp. 2156759X1101400
Author(s):  
Theresa Ryan ◽  
Carol J. Kaffenberger ◽  
Amy Gleason Carroll
Keyword(s):  
Elementary School ◽  
Response To Intervention ◽  
School Counselor ◽  
Best Practice ◽  
School Level ◽  
Implementation Team ◽  
School Counselor Leadership ◽  
Rti Model ◽  
The Impact

This article describes a novel implementation of a response to intervention (RTI) model at the elementary school level, with particular focus on the role of the school counselor. The RTI process was used with all K-2 students as a way of delivering research-based best practice to all students, and as a way of documenting the educational progress of students identified as at risk for school problems. A member of the development and implementation team, the school counselor collected data to estimate the impact of the model on student progress after the first year of data collection. The article also shares implications for the role of the elementary school counselor.

High School Teachers’ Sense-Making of Response to Intervention: A Critical Practice Analysis

2019 ◽  
Vol 52 (3) ◽  
pp. 433-458 ◽  
Author(s):  
Benikia Kressler ◽  
Wendy Cavendish
Keyword(s):  
High School ◽  
Response To Intervention ◽  
Student Performance ◽  
High School Teachers ◽  
Sense Making ◽  
School Teachers ◽  
Critical Practice ◽  
Special Education Policy ◽  
Practice Analysis ◽  
Rti Model

Response to intervention (RtI) is touted as an equity-focused provision of special education policy that holds promise for reducing overrepresentation and providing academic opportunities for culturally and linguistically diverse (CLD) students. However, teachers working to implement RtI have encountered complex challenges that stifle equitable outcomes. Employing the zone of mediation (ZOM) as the critical practice analysis framework, this qualitative study examined six high school teachers’ sense-making and engagement within an RtI framework, with specific attention to their data-based decision making (DbDM) for CLD students. We used an inductive analysis approach and developed three themes: (a) limited understanding, training, and support; (b) top-down accountability pressures; and (c) deficit views on student performance. These findings situated within the ZOM framework underscore complexities that render the promise of equity for CLD students impotent within an RtI model.

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