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Post by ataylor617 on Jun 1, 2016 4:38:04 GMT
I'm posting late, so I will talk a little about Jennifer's presentation today on the components of reading. It was good to have some working definitions of what some of these literacy related terms mean. I know that we often try to stretch our traditional definitions of literacy and its components, but it was a relief to have a place to start as we go deeper. As someone who is interested in becoming a history teacher I really think that history classes are good places to increase literacy. I believe history teachers have the opportunity to teach their content area and literacy at the same time. Some teachers are turning towards giving their students more practice with primary documents. Not only do students practice reading from the past they also get to work on their skills in reading in writing.
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linda
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Post by linda on Jun 1, 2016 12:41:45 GMT
Appreciated Jenn's presentation yesterday, it helped me to understand the reading process and the stages students that I have worked with as a mentor are in with their development of reading. A big problem I see is something we touched on in class, the concept of the student who declares (either vocally or with their grades) that they don't like to read or don't like school and our 'fix' is to give them more school. This happens in after-school care, with weak readers. They would rather be playing with their peers after 6+ hours of school but instead are having to participate in more 'school'. It is a punishment if you don't like reading or aren't strong in it, to have to read even more. Ironically that is a way to improve on your skills but a child doesn't see that and feel they are being punished.
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linda
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Post by linda on Jun 1, 2016 13:37:32 GMT
I thought the story about the young male bird suddenly producing beautiful song when presented with a female bird was a good way to make a point about social and contextual influences in Moje's writing about Adolescents.
For the ed psyc folks: I read about DIBELS, looked at some sample paragraphs and took away that it must be very difficult to mark these tests, is that true?
The literacy myth about 'literacy in a nation = economic success' flies in the face of what we are taught in the US. Another example of a narrow viewpoint that can get in the way of problem solving.
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Post by jessicadiazr on Jun 1, 2016 17:38:05 GMT
This happens in after-school care, with weak readers. They would rather be playing with their peers after 6+ hours of school but instead are having to participate in more 'school'. It is a punishment if you don't like reading or aren't strong in it, to have to read even more. Ironically that is a way to improve on your skills but a child doesn't see that and feel they are being punished. I completely agree Linda. Having worked in an after-school care program, I see this happening, even with the little ones (Kindergarten). Parents who have struggling students ask us to read with them for a little while, so we do. In particular, there was a child that had a lot of difficulty reading and he would find it a punishment to bring him over to our reading table. However, going off of personal experience, I think there are ways to get kids to feel it less of a punishment. If we read with them with a happy, encouraging, patient, and very reinforcing attitude, their attitude can begin to change too. By the the time Spring Break came around, the child I mentioned earlier was way more willing to read with us than at the beginning of the year. He still didn't like it, but he would do it with a happier disposition. |
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Post by jamestgardiner on Jun 1, 2016 17:59:08 GMT
Linda, the DIBELS is actually a really east test to administer. It usually only takes five minutes or so. It's easy to mark as well. The DIBELS is probably one of the most administered tests we give.
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Post by Angelica on Jun 1, 2016 19:16:40 GMT
I also benefited from Jen's presentation! It helped tie the website together for me. It was neat to hear the difference between expressive and repressive vocabulary and the Matthew effect. On the website, I really liked the resource under each component of reading that shared activities to improve each component. For example, before reading it says that its helpful if teachers activate prior knowledge and engagement and also identify the text genre and its features.
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Post by jamestgardiner on Jun 1, 2016 20:22:54 GMT
I thought both of these readings were interesting. For the first reading, I have never heard of the Literacy Myth. After reading about it, I would say that I thought literacy did equate more money, knowledge and social rising. But, now I see that it is much deeper than than. There are multiple variables tied with literacy that lead to those things. It seems difficult to defunct the process of increasing one's place in life. There are multiple avenues to get to a place where one wants to be, and not all of them just take literacy as I previously thought.
The second reading made a lot of sense to me. For another class, I am critiquing an article about the academic disparity between African-Americans and other ethnicities. The article seems to think that this is because the curriculum is not relatable to the African-American culture, and I have to agree. I think it is also due to self-fulfilling prophecies from teachers who do not think a young student will succeed. After reading the second reading, I have drawn on more information as to why there is an academic disparity between races. The concept that children fall behind in school because they do not feel comfortable is intriguing to me. For me personally, feeling comfortable has a lot to do with how engaged I am in a setting. If I do not feel comfortable then I will probably not engage. I believe engaging in the setting is a key factor in learning about the setting or becoming one with the setting. If we could make students more comfortable in the classroom then I think these will then participate in classroom activities. I believe this will lead to a greater understanding of the material; therefore, the academic gap between that child and the rest of the population will decrease. I wonder if students do not feel comfortable in class because of a lack of cultural diversity. I think the two might tie in together. I would love to be able to tackle this topic at some point through research and in practice.
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Post by tom56omara on Jun 1, 2016 20:34:55 GMT
Assessment is a process used to gather information about students. Assessment may be a screening, progress monitoring, diagnostic, or outcome measure. The results of assessment should be used to plan classroom instruction.
I wanted to talk a little bit about reading 6, although Jenn's presentation was very good. the above section seemed to have a huge amount of purpose that I think educators can sometimes forget. How do we asses or evaluate our students. I think it is very important to make sure each student is making progress.
Effectiveness of Interventions seemed like an immediate evaluation that didn't rely on what the teacher's opinion is about a students progress, but it relied on direct calculation about a student that I think was more or a factual approach. Feel free to reply. What are some good ways to evaluate your student's progress.
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Post by rachelmartin1 on Jun 1, 2016 20:46:05 GMT
Linda: J is right, the DIBELS is actually pretty easy to administer. It may look complicated and there are a bunch of rules, but in my opinion, it is the easiest assessment we give. And most of the time, teachers are the one's giving it and then we as school psychologists will collect the data from them.
The reading by Nasir and Hand did not surprise me all that much. The fact that students understand average and percent in relation to something that is interesting to them, in this case basketball, was not all that surprising. This speaks to the need for instruction to be relatable to students, because this increases their engagement with the material. I remember taking a Abnormal Psychology class in the same semester as I took an English Literature class, and I performed much better in the class that I was interested in and that I felt was relatable (which was the psychology class). Thinking about differentiated teaching and all that teachers already have on their plate, it seems like a lot to ask for teachers to do even more work in making sure a subject is relatable to a student. However, this could be great for a Tier 2 or Tier 3 intervention in which a student is struggling with a particular area. Making sure that the intervention and instruction is specific to that student could be extremely beneficial for them. I have a better understanding of the material in this class when I relate it to my particular field of school psychology, so maybe it would be helpful to incorporate something like this into the classroom. Maybe this could be a way to break the silence?
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Post by tom56omara on Jun 1, 2016 20:47:56 GMT
I think it is also due to self-fulfilling prophecies from teachers who do not think a young student will succeed. After reading the second reading, I have drawn on more information as to why there is an academic disparity between races. The concept that children fall behind in school because they do not feel comfortable is intriguing to me. For me personally, feeling comfortable has a lot to do with how engaged I am in a setting. If I do not feel comfortable then I will probably not engage. I believe engaging in the setting is a key factor in learning about the setting or becoming one with the setting. If we could make students more comfortable in the classroom then I think these will then participate in classroom activities. I believe this will lead to a greater understanding of the material; therefore, the academic gap between that child and the rest of the population will decrease. I wonder if students do not feel comfortable in class because of a lack of cultural diversity. I think the two might tie in together. I would love to be able to tackle this topic at some point through research and in practice. I absolutely agree with what you wrote. However, I also think this subject does need some thorough research. |
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Post by tom56omara on Jun 1, 2016 20:51:19 GMT
I also wanted to talk about the DIBELS DORF trainging video. I personally think that the level 1 reading test was pretty difficult. I read very slowly, but efficiently, and I did not learn how to read by being rushed by a 60 second timer. I thought this was no way at all a good test for struggling readers because of the time component.
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Post by aholcomb on Jun 2, 2016 5:35:37 GMT
The second reading made a lot of sense to me. For another class, I am critiquing an article about the academic disparity between African-Americans and other ethnicities. The article seems to think that this is because the curriculum is not relatable to the African-American culture, and I have to agree. I think it is also due to self-fulfilling prophecies from teachers who do not think a young student will succeed. After reading the second reading, I have drawn on more information as to why there is an academic disparity between races. The concept that children fall behind in school because they do not feel comfortable is intriguing to me. For me personally, feeling comfortable has a lot to do with how engaged I am in a setting. If I do not feel comfortable then I will probably not engage. I believe engaging in the setting is a key factor in learning about the setting or becoming one with the setting. If we could make students more comfortable in the classroom then I think these will then participate in classroom activities. I believe this will lead to a greater understanding of the material; therefore, the academic gap between that child and the rest of the population will decrease. I wonder if students do not feel comfortable in class because of a lack of cultural diversity. I think the two might tie in together. I would love to be able to tackle this topic at some point through research and in practice. When it comes to engagement, I thought that Nadir and Hand made some really interesting points in their article. The idea of practice-linked identities was very similar to the concept of different registers for different groups. A person is typically different in each setting or practice that they are in, so they have a different register for each of these practices. While we might not be conscious of these different practice-based identities, they still exist. I know that I do not speak to my parents, co-workers, or best friend in the same tones. Many of the same stories will be told, but the versions that I tell to my parents or co-workers might be watered down to be more appropriate. However, Hand and Nadir then related this to engagement. The more engaged a person is in their practice-linked identity, the more they are going to learn. They said that this engagement can come from a variety of things, such as how close they are to their mentor or coaches. This made me reflect upon my own experiences as a student. I would not say that I would necessarily engage more if I was more comfortable with the teacher, but that if I was comfortable with the material and the other students in the class then I would loosen up and speak more. A lot of these interactions would take place when I had a "fun" class, like a class where students could say pretty much anything about the material and the teacher would encourage it as long as it wasn't too far off base. |
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Post by ariellegetz on Jun 2, 2016 11:55:28 GMT
When exactly is DIBELS administered? Is it for already struggling students or is it to identify if students need extra assistance?
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ksbarber
New Member
Hello, classmates. My name is Kathy. I have my BFA in Film and adding a teaching certificate.
Posts: 18
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Post by ksbarber on Jun 2, 2016 15:51:20 GMT
In some ways I second Tom's idea that the DIBELS DORF reading testing method is a little harsh for the student, but perhaps helpful for the teachers if they pursue the results in the correct way. I was a little turned off at the auto-matron style of the tester's voice just saying "continue" or keep reading" when the student paused rather than being able to prompt or assist them. But I do see the value as a testing tool so that afterwards you could work with the student on how to attain reading fluency.
The student RETELL section was a good way to test what students retain from a reading. I'm not sure about the part where you count the number of words related to the reading because if the student is smart enough to substitute a synonym for a word in the story that explains the same meaning are they credited for that?
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Post by jamestgardiner on Jun 2, 2016 17:21:23 GMT
When exactly is DIBELS administered? Is it for already struggling students or is it to identify if students need extra assistance? The DIBELS is used as a benchmark for all students. It also is used when students are moved from tiers due to reading issues. It shows the students achievement level on reading issue. So, The DIBELS is used for benchmarking, testing, and progress monitoring during reading interventions. |
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