Because all of my students receive special education services, I have never participated in the RTI process, although I have observed it. In this case, the student had some decoding difficulties which were affecting fluency and comprehension. As this student was in third grade and had a good foundation of phonics and phonemic awareness, a whole to part instructional approach was used to segment words that were not read with automaticity into onsets and rimes, drawing attention to the sounds and using word families to generalize and provide opportunities to learn by analogy.
This particular student was on Tier 2 for a short time and after the personalized interventions had been implemented, building on what the student already knew, in a supportive environment where progress was continually monitored, she was placed back on Tier 1 where the standard classroom instruction is used.
This student's reading difficulties were indicated by spelling tests, fluency assessments, and the DRA. These assessments indicated that spelling patterns were delaying proficient fluency and comprehension.
No comments:
Post a Comment