Discussions of Literacy Intervention Experiences: Case Studies of Struggling Readers

Discussions of Literacy Intervention Experiences: Case Studies of Struggling Readers

DOI: 10.4018/978-1-5225-5007-5.ch006

Abstract

This chapter presents a discussion of varying experiences of intervention sessions with struggling readers. It includes vignettes of children at the elementary level who are at risk for reading failure due to struggles in one or more conceptual areas of learning how to read. The vignettes highlight some opportunities that exist within an intervention session to develop effective strategies for strengthening literacy skills. This chapter focuses on pedagogical methodologies in literacy instruction and intervention, working directly with struggling readers. The vignettes of reading behaviors of struggling readers illustrate how literacy instruction and intervention uses tools for developmentally appropriate literacy intervention strategies built upon the literature related to a balanced and comprehensive literacy framework presented in the previous chapters. Furthermore, this chapter includes effectively designed strategies to help children strengthen literacy skills and discussions about literacy intervention experiences based on these individual case studies of struggling readers.
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Vignettes Of Reading Behaviors

Vignette of a Kindergarten Struggling Reader: Laura (Sources of Information)

Laura is finishing kindergarten and preparing to enter first grade. She is currently reading at a DRA (Developmental Reading Assessment) Level 1. Laura likes to be silly, and laughs a lot. She enjoys playing games with her dogs and new rabbit, as well as her older brothers. She is compliant in completing necessary tasks. During reading, her behaviors include using sources of information, most notably meaning and structure through the use of picture clues, and re-reading to make sense and sound right. Laura’s strengths are in remembering the important points within a text, making connections within the text, and asking questions to clarify understanding. In writing, she composes sentences that make sense, and attempts to spell all words that belong within her story. She has been working to include visual information when decoding unknown words, and self-monitoring her reading. Sometimes Laura omits or adds words, based on the picture clues, but they do not match the visual characteristics of the print. She is conscientious, though, often appealing for confirmation when making uncertain visual attempts at point of difficulty.

During intervention sessions, Laura has worked on developing her reading accuracy through monitoring miscues and using repeated patterns in a text. She has consistently practiced reading familiar texts at her independent level. Opportunities included exposure to phonics patterns, segmenting and blending, and sight words. Laura subsequently received opportunities to engage in writing to implement the spelling patterns, segmenting and blending, and sight words experienced in the texts. Through these frequent opportunities, Laura has been able to increase her use of all three sources of information: meaning, structure, and visual. Continued reading experiences with texts at her independent level will further build confidence in orchestrating her already acquired skills. In order to increase knowledge of various word patterns, specifically in segmenting and blending words, continued exposure to instructional-level texts will provide the opportunity to accelerate her use of visual information at her instructional text level.

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