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Word Study Instruction and its Impact on Students'Writing in Third Grade

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Word Study Instruction and its Impact on Students'Writing in Third Grade

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By:  Ashley Nevada

REVIEW SUMMARY:
This article does pertain to Writing, but knowing how to write words correlates to knowing how to read words. It is incredibly important that students know how to spell. Spelling has moved to becoming manipulative which is part of Word Study.

Good Excerpt:
"Teachers nust not only work with students by providing them with opportunities and strategies to develop their spelling, they also need to learn how to help students transfer that knowledge in spelling to other content areas" (p. 1-2).

Nevada, A. (2010). Word Study Instruction and its Impact on Students' Writing in Third Grade. The College of Brockport: State University of New York. Retrieved from http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1075&context=ehd_theses

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RESOURCE: The Effects of Word Study in Place of TraditionalSpelling

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RESOURCE: The Effects of Word Study in Place of TraditionalSpelling

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By: Amy McCarthy

REVIEW SUMMARY:
This article studied the effects of certain programs when it came to learning how to spell. The research focused on the programs Words Their Way, pre and post Spelling Inventory tests, student thoughts inventory and teacher observation. At the end of the studied, the teacher noticed a positive impact of these programs.

Good Excerpt:
" Word study is an approach to spelling instruction that moves away from a focus on memorization. The approach reflects what researchers have discovered about the alphabetic, pattern, and meaning layers of English orthography" (p. 2).

McCarthy, A. (2014). The Effects of Word Study in Place of Traditional Spelling. St. Catherine University. Retrieved from http://sophia.stkate.edu/cgi/viewcontent.cgi?article=1042&context=maed

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STRUGGLING READERS
Identifying and preventing early reading problems
Interventions for struggling secondary students
Making the most of professional development

By:  Robert Slavin

REVIEW SUMMARY:
This article summarizes how when a child begins to show difficulty with reading, everything else goes down with it. If a child cannot read, they will not be successful in their other subject areas. Every subject revolves around reading. If a teacher identifies this problem early, there are many interventions that can be put into place that will create a successful atmosphere for all students. This article helps to explain how putting the research into the correct interventions for each child pays off in the end.

Good Excerpt:
"The underlying issue for most students with serious reading problems is their struggle learning 'the code' of the English language. This includes the not-always-obvious relationships between letters and sounds, not to mention the 52 visually and verbally similar labels for letter names and sounds" (p.10).

Slavin, R. (2011). Better Evidence-based Education. John Hopkins University. Retrieved from http://www.targetedreadingintervention.org/sites/targetedreadingintervention.org/files/documents/Teaching%20struggling%20readers%20in%20the%20classroom%20%282011%29.pdf

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RESOURCE: Practical Guidelines for the Education of English Language Learners

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RESOURCE: Practical Guidelines for the Education of English Language Learners

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RESEARCH-BASED RECOMMENDATIONS FOR INSTRUCTION AND ACADEMIC INTERVENTIONS

By:  David J. Francis,  Nonie Lesaux, Michael Kieffer,  Mabel Rivera and  Hector Rivera

REVIEW SUMMARY:
Within this article, we explore how students who receive special education services are not the only ones who struggle with reading. In my district, we are comprised of many ELL students, so this article pointed out how they will struggle with every aspect of a school day since they are unable to read everything. The article makes many evidence-based recommendations for all involved in the schools. These recommendations apply to individualized instruction and how we approach our entire class.

Good Excerpts:
"Instead, effective comprehension instruction for ELLs and their classmates must be explicit and direct, must actively engage the student in monitoring and carefully selecting and reflecting upon her own use of strategies during the comprehension process" (p. 23).

"...teachers provide high levels of support for students practicing new skills and then gradually decrease support as students become more independent in using the strategy" (p. 24).

Francis, D.J., Rivera, M., Lesaux, N., Kieffer, M. & Rivera, H. (2006). Practical Guidelines for the Education of English Language Learners. RMC Research Corporation. Retrieved from
https://www2.ed.gov/about/inits/ed/lep-partnership/interventions.pdf

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RESOURCE: Examining English Language Learners’ Motivation of, and Engagement in,Reading: A Qualitative Study

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RESOURCE: Examining English Language Learners’ Motivation of, and Engagement in,Reading: A Qualitative Study

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By:  Seonhee Cho, Vincent Yaoying Xu and Joan A. Rhodes

REVIEW SUMMARY:
Just like most students, ELL learners will not be motivated to learn if they do not understand what is happening around them. This article performed a study that explored specific reading interventions with a focus on a certain group of ELL students. This study helped to revealed challenges in oral reading and participation in making predictions. This study helped me change my thought process when having discussions within my classroom since I have a few ELL students.

Good Excerpt:
"The findings indicated that collaborative learning not only creates more opportunities to listen and speak, but also provides opportunities for students to help each other comprehend stories" (p. 211)

Cho, S., Xu, Y. & Rhodes J. A. (September 2010). Examining English Language Learners' Motivation of, and Engagement in, Reading: A Qualitative Study. The Reading Matrix. Retrieved from
http://www.readingmatrix.com/articles/sept_2010/seonhee_cho.pdf

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RESOURCE: Effective Reading Interventions for Kids with Learning Disabilities

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RESOURCE: Effective Reading Interventions for Kids with Learning Disabilities

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By: Kristin Stanberry and Lee Swanson

REVIEW SUMMARY:
This article may have interventions, however, I enjoyed reading the research behind finding the best approach to teaching students with a learning disability. Every child is different which means every child learns differently. The article goes into how to evaluate the effectiveness of a reading program. As teachers, we are constantly reflecting and adapting. Some of the ideas in the evaluation process will help guide us to be the most effective with every student.

Good Excerpt:
"The most effective approach to improving reading comprehension in students with learning disabilities appears to be a combination of direct instruction and strategy instruction" (p. 2).

Stanberry, K. & Swanson, L. (2009). Effective Reading Interventions for Kids with Learning Disabilities. Journal of Learning Disabilities. Retrieved from  http://www.readingrockets.org/article/effective-reading-interventions-kids-learning-disabilities

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RESOURCE: The Savvy Teacher’s Guide: Reading Interventions That Work

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RESOURCE: The Savvy Teacher’s Guide: Reading Interventions That Work

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By:  Jim Wright

REVIEW SUMMARY:
This article does focus on interventions, but they also include research as to why they are successful. Majority of the interventions in the article, were cited as effective by the National Reading Panel. This is a place where only successful reading strategies will be named. The entire article is broken up into sections such as "promote error correction" or "promote reading fluency." This helps guide educators to appropriate sections and read the research behind the interventions listed.

Good Excerpt:
"Students who are just learning to read or have delayed reading skills often benefit from having a more accomplished reader listen to their reading and correct any reading mistakes immediately" (p. 9).

Wright, J. (2001). The Savvy Teacher's Guide: Reading Interventions That Work. Intervention Central. Retrieved from http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF

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RESOURCE: Study of the Effectiveness of Response to Intervention Used in Elementary School

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RESOURCE: Study of the Effectiveness of Response to Intervention Used in Elementary School

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By:  Michelle Maskill

REVIEW SUMMARY:
This article was incredibly interesting to me as this is how I will be looking at my data. This article performed a study to show the effectiveness of Response to Intervention strategies on student's Northwestern Evaluation Association (NWEA). The study focused on many questions regarding the tiers of the RTI process. At the end, they noticed that most students improved through the RTI process, and if services were discontinued, they

Good Excerpt:
"RTI changes the relationship between general and special education; up until this point, general and special education were viewed as separate entities within the school system. In the RTI model, both general and special educators, as well as parents, must work together to decide what interventions are needed, how to implement them, and to make sure that the interventions are implemented in a timely manner" (p. 5).

Maskill, M. (September 2012). Study of the Effectiveness of Response to Intervention Used in Elementary School. DigitalCommons@EMU. Retrieved from http://commons.emich.edu/cgi/viewcontent.cgi?article=1818&context=theses

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RESOURCE: EFFECTS OF READING INTERVENTION STRATEGIES FOR ELEMENTARY STUDENTS AT-RISK OF READING DISABILITIES

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RESOURCE: EFFECTS OF READING INTERVENTION STRATEGIES FOR ELEMENTARY STUDENTS AT-RISK OF READING DISABILITIES

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By:  Traci J. Busick

REVIEW SUMMARY:
Throughout this article, the importance of reading is brought to our attention many times. Knowing how to read is an essential life skill. This study only focused on K-3, but it went into depth as to why reading interventions need to be started early. In the end, all studies showed positive results, even if there were weak points.

Good Excerpt:
"Much research has been done about early intervention in reading. The results have been positive and suggest that early intervention can be valuable. Early identification of at-risk students seems to be an essential part of the intervention process."

Busick, T. J. (2013). Effects of Reading Interventions Strategies for Elementary Students at-risk of Reading Disabilities. Northern Michigan University. Retrieved from Website:
https://www.nmu.edu/education/sites/DrupalEducation/files/UserFiles/Busick_Traci_MP.pdf

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RESOURCE: Response to Intervention (RTI): What Teachers of Reading Need to Know

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RESOURCE: Response to Intervention (RTI): What Teachers of Reading Need to Know

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By:  Eric M. Mesmer and Heidi Anne E. Mesmer

REVIEW SUMMARY:
This article explained the basics of RTI. It went into detail of what RTI is and its entire background. In the article though, there were specific examples of how all teachers and parents worked together to find the best intervention for a child named Mark. This section of the article helped me to see how important working together is when it comes to creating successful RTI time.

Good Excerpt:
"RTI will alter the work of reading teachers because more than 80% of students identified for special education struggle with literacy, and the law names 'reading teachers' as qualified participants in the RTI process because of the International Reading Association's lobbying efforts" (p. 280).

Mesmer, E. M. & Mesmer, H. A. E. (2008). Response to Intervention (RTI): What Teachers Needs to Know. International Reading Association. Retrieved from
http://www.scred.k12.mn.us/UserFiles/Servers/Server_3022443/File/rtl%20center/training%20module/RTI%20What%20Teachers%20of%20Reading%20Need%20to%20KnowMesmerMesmerIRAArticle.pdf

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RESOURCE: Response to Intervention: Preventing and Remediating Academic Difficulties

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RESOURCE: Response to Intervention: Preventing and Remediating Academic Difficulties

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By:  Jack M. Fletcher and  Sharon Vaughn

REVIEW SUMMARY:
In this article, RTI models are reviewed. The processes that lead up to RTI are laid out in the beginning. Then it discussed primary and secondary goals of RTI. This process wants to integrate all students together, no matter if they are general or special education students.

Good Excerpt:
"There is a substantial research base showing that, when used by classroom teachers, CBM provides reliable and valid information about how well students are progressing and is associated with improved outcomes" (p. 3).

Fletcher, J. M. & Vaughn, S. (2009). Response to Intervention: Preventing and Remediating Academic Difficulties. Child Dev Perspect. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3137487/pdf/nihms88585.pdf

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1. Will this amount of time allow me to capture accurate data?

2. Timing of our Reading NWEA

3. Why do I need consent when I will be implementing Reading Strategies which is a norm for my classroom?

4. Some of my students are pulled from my classroom during my RTI time that would benefit from the reading interventions.

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RESOURCE: Response to Intervention: Right on Track

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RESOURCE: Response to Intervention: Right on Track

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By:  Charmion B. Rush, Nicole Dobbins Ph.D. and Stephanie A. Kurtts Ph.D.

REVIEW SUMMARY:
This article begins with the purpose of RTI. This process is very data driven. RTI does not only focus on academic interventions, but behavioral ones as well. In order for the interventions to be successful, both need to be put into place. The article also goes into what a comprehensive RTI plan includes at all levels.

Good Excerpt:
"Positive Behavioral Support System (PBS). This school-wide approach focuses on proactive and preventive, rather than aversive and punitive, behavioral techniques" (p. 3)

Rush, C. B., Dobbins, N. & Kurtts, S. A. (2010). Response to Intervention: Right on Track. Electronic Journal for Inclusive Education. Retrieved from http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1120&context=ejie