So What, Who Cares? In 2017, according to the National Center of Education Statistics (NCES) “68 percent of 4th-grade students performed at or above the Basic” (www.nces.ed.gov, 2018). I suspect that these 4th-grade students are typical peers enrolled in general education classes. It is accessing data that specifies specific information regarding reading for students identified as having a disability. However, NCES indicated that in the 2014-2015 academic school year and were enrolled as secondary students and between the ages of 14 to 21, of these “395,000 students ages 14–21 who received special education services under IDEA exited school in 2014–15: about two-thirds (69 percent) graduated with a regular high school diploma, 18 percent dropped out, 11 percent received an alternative certificate, (www.nces.ed.gov). It is evident that students with special needs are far more significant in lack of additional support in all academic subject areas, instruction, need accommodations and modifications to access curriculum and learning. Specifically, students need to have foundational reading comprehension skills, if they are to gain progress and be successful in their learning environments. Methodology The Action Research will include an analysis of data, information and student performances in the way of completing pre and post assessments (i.e., assignments, quizzes, tests, and exams) in the area of Reading Comprehension. Comparisons will be reviewed and analyzed on students previous reading comprehension data and scores. Students will participate in various structured lessons, activities, assignments, and assessments throughout the study over approximately two-three weeks. Daily and weekly reflections of student performance will be summarized, along with detailed charts illustrating student progress and/or regress if applicable. References Tovani, C. (2004). The “So What?” of Reading Comprehension. Retrieved April 2, 2019, from https://www.stenhouse.com/sites/default/files/public/legacy/pdfs/0376ch02.pdf Reading Performance. (2018). Retrieved April 2, 2019, from https://nces.ed.gov/programs/coe/pdf/coe_cnb.pdf
0 Comments
While there is a wealth of resources, articles, research and journals, the task of narrowing down and comparing three was challenging in the aspects in the identification of three that best aligned the essential driving question and action research theme. Whereas, the utilization of key phrases, and narrowing down specifically to reading comprehension challenges with students with special needs/disabilities proved to be more successful. However, most of the articles targeted specific disabilities (i.e., Learning Disabilities, etc.). “A specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations” (www.necs.ed.gov, 2017).
One of the articles outlined strategy instruction in Reading Comprehension and interventions for students identified as having Learning Disabilities (LD). Forty percent of students with LD succumbed to additional challenges that occur when defined as a student with learning disabilities; such challenges of being “labeled” and being excluded from their typical peers (Antoniou, Souvignier, 2007). Although the article publication was twelve years ago, I suspect that several of the strategies outlined and detailed would still benefit students in the present. The implementation of a “three-layered model for supporting self-regulated learning, which includes the consists of the following: a) students’ use of strategies, (b) students’ use of special skills to direct their learning, (c) students’ motivational-emotional competence, and control These three strategies "would support students in becoming lifelong learners, that can think critically and problem-solve and take ownership in their learning, which would benefit all students, not just students with special needs) ( The second article expresses that with the use of assistive technology (AT) adaptations and by having students identified as having an LD participating in cooperative learning activities. According to the U.S. Department of Education Cooperative Learning is defined as “a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject” (www2.ed.gov, 1992). Bryant and Bryant indicated that when students with Learning Disabilities that the use of Cooperative Learning strategies and activities promote engagement, and that students are more ready to participate. Additionally, “A process for integrating technology adaptations into cooperative learning activities are discussed in terms of three components: selecting adjustments, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness (Bryant, Brant, 1998). In conclusion, it is evident that there are a vast variety of strategies and activities, which will enhance the instruction, learning, and engagement of students with Learning Disabilities in the area of Reading Comprehension. According to the National Center of Education Statistics the highest percentage of students ages 3-21 that receive special education services have a Specific Learning Disability (SLD). SLD ranks the highest percentage over the other qualifying disabilities listed (i.e., Speech Language, Impairment, Other Health Impairment, Autism, etc.). These articles, the authors viewpoints, research and the strategies outlined along with the content relate to my driving question of Use of Innovative strategies to improve Reading Comprehension for students with special needs. References Antoniou, Faye, and Elmar Souvignier. “Strategy Instruction in Reading Comprehension: An Intervention Study for Students with Learning Disabilities.” Researchgate.net, Learning Disabilities: A Contemporary Journal , 2007, www.researchgate.net/profile/Faye_Antoniou/publication/215757766_Strategy_instruction_in_reading_comprehension_An_intervention_study_for_students_with_learning_disabilities/links/004635287ddae9c119000000.pdf#page=46. Bryant, Diane Pedrotty, and Brian R. Bryant. “Using Assistive Technology Adaptations to Include Students with Learning Disabilities in Cooperative Learning Activities.” Journal of Learning Disabilities, vol. 31, no. 1, 1998, pp. 41–54., doi:10.1177/002221949803100105. “Cooperative Learning.” Archived: Cooperative Learning, 1992, www2.ed.gov/pubs/OR/ConsumerGuides/cooplear.html. https://nces.ed.gov/programs/coe/indicator_cgg.asp While there is no shortage of articles, literatire, and resources that address reading comprehension and the use of innovation to help with reading comprehension, it was both tasking and time consuming to sort through. However, I was able to find a few that sparked both interest and excitement within me. One author Tabatha Dobson Scharlac who wrote START Comprehending: Student and Teachers Actively Reading Text reminded me of the importance of modeling for students and scaffolding instruction. The article outlines in detail eight comprehension strategies while teaching and reading aloud in the classroom. For these strategies to be successful and productive students, need to be able "to move the student to the metacognitive level of operations so that he or she is able to transfer this strategy to other settings once we are no longer providing support." The scaffolding includes steps throughout the reading process. Before reading, students are to predict and infer. During the reading, students visualize, make connections and questioning. After reading, then students demonstrate their comprehension by identifying the main idea, summarizing the reading passage/text, reflect and check their predictions and make a judgment. The students complete a two page ART (Actively Reading Text) of Comprehension Recording Sheet. The Recording sheet uses sticky notes to write or illustrate eight responses to each of the following titled boxes on the sheet: In this chapter, I think... In my mind I... This reminds me of... I wonder... I think the most important thing... In ten words or less... After reading the chapter my original prediction... My favorite part of this chapter... While the recording sheet specifies a chapter within a book, I can see how it could be modified and used for students reading a shorter reading passage or text. I believe the strategies would be helpful for students to generalize and apply in other academic subject areas that require reading passages, book or chapters (e.g., Science, Social Studies, etc.). The connection of the breath of information aligns with the need to utilize 21st-Century innovative strategies to support instruction, learning, and engagement of all students, especially students with special needs. When we think of the use of innovation and technology enhancing reading comprehension, often we associate the use of technology is a part of the "21st-Century". However, innovative ideas, strategies, and devices have been used since the 80s and 90s. In the early 90s in the United States, commercials and television programming began utilizing captioning. Shortly after that schools began uses captioned videos and found it to enhance reading comprehension, vocabulary along with student engagement and motivation.
Within our district, we have worked diligently attempting to close the achievement gap in English Language Arts and Mathematics. In ELA for students identified as Hispanic or Latino Caucasian and Socio/Economic, all score 87% or higher meaning they Met or Exceeded. However, students classified as English Language Learners only 55% Met or Exceeded, while the number of students with disabilities was too low for statistical accuracy. At the state level, Digital Literacy and Technology Skills and the use are embedded into the California State Common Core Standards. Detailed Digital Literacy and Technology Skills are outlined for grades K to 12th grade. |
Author:
|