The content of Module 4 is related to aligning a student’s
needs with instructional literacy strategies and possible ways to integrate
those strategies into the content areas. The best place to begin when assessing
a student’s needs is within the RTI framework; if the particular student
requires interventions above and beyond typical classroom differentiation, it
is here that you will find the research-based interventions that are applicable
to the individual student.
In my classroom, all of the students are receiving special
education services so tasks are guided by their IEP goals and objectives. Each
of my student has specific needs and modes of learning that are different than
their peers so we implement different types of instruction within the
classroom; some are more visual, some learn well with music, and some require
technology supplemented learning.
The most complex part of assessing a student’s needs is not
only identifying which of the 5 components of literacy require support, but also
evaluating how deficits in each area impact the others. Ultimately the goal is
comprehension, but the development of each component affects the others, which
can have detrimental effects on literacy development. This is why it is
extremely important that educators have an understanding of the stages of
reading development as outlined by Ehri, and the assessments used are
reflective of the component.
Because of the developmental nature of literacy development,
it is crucial to think of the future and the tools that the student will need
to become a fluent independent reader. Strategies to support word recognition
and automaticity should be implemented as soon as developmentally appropriate
to support the student as learning becomes more student-based with higher expectations
as the child gets older.
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