Engagement, motivation and planning.

Who are Striving Readers and Writers?

"Striving: Making great efforts to achieve or obtain something."

Striving reader: The parent category for readers who are learning to read but who are having some difficulty (Fink, 2006).

Striving readers may struggle with vocabulary, fluency, and/or comprehension. Struggling readers and reluctant readers are two types of striving readers. Struggling reader: A reader who is not reading at grade level and who may be having problems with motivation, engagement, and self-esteem (Guthrie & Davis, 2003). Struggling readers are one type of striving reader.

Fink, R.P. (2006). Why Jane and John couldn’t read – and how they learned: A new look at Informational Texts and Striving Readers: 102 striving readers. Newark, DE: International Reading Association.

Guthrie, J.T., & Davis, M.H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading and Writing Quarterly, 19, 59-85.

Course Details:

C&T 843: Supporting Striving Readers Practicum

Case study approach to the treatment of pre-adolescent through adults with reading disabilities. Requires diagnostic testing of the learner, compilation of case study reports, and participating in staffings for the purpose of designing remedial reading programs. Students also participate in implementation of remedial programs with pre-adolescent through adults through tutoring in either a clinical setting or a public school setting.

Assessment & Intervention

The Qualitative Reading Inventory

• The Qualitative Reading Inventory-6 (QRI-6) is an individually administered informal reading inventory (IRI) designed to provide information about (1) conditions under which students can identify words and comprehend text successfully and (2) conditions that appear to result in unsuccessful word identification or comprehension. The QRI-6 provides graded word lists and numerous passages designed to assess the oral and silent reading ability and the listening ability of students from the pre-primer 1 through the high school levels. ”

“I have used previous versions of the QRI in my own teaching and research and found it a superb informal reading inventory...this inventory has allowed me to help teachers do their best with typically developing and striving readers.

- Karen Jorgensen, University of Kansas

Leslie, L. & Caldwell, J. (2017). Qualitative reading inventory. Boston: Pearson.

About the QRI (what is it?)

There are two types of passages assessed in the QRI. Level-Diagnostic Passages are primarily used to determine a student’s reading level and diagnose areas of needed instruction. Inference-Diagnostic Passages are used to ascertain a student’s ability to answer different forms of inference questions allied to the Common Core State Standards (CCSS) (CCSSO, 2010).

The QRI-6 provides a number of assessment options. Results can be used to estimate students’ independent, instructional, and frustration reading levels. Results can also provide information for designing and evaluating intervention instruction and for documenting student growth.

OUTCOME (ASSESSMENT PROCESS)

Methods for assessing literacy that fall somewhere between informal and formal include reading inventories, such as the Qualitative Reading Inventory-5 (QRI-5; Leslie & Caldwell, 2010). Reading inventories require students to read word lists, passages, and answer questions, and although there are specific directions for how to administer and score them, they offer flexibility in observing how students engage in literacy tasks. Reading inventories are often used to record observations of reading behaviors rather than to simply measure reading achievement.

Leslie, L. & Caldwell, J. (2017). Qualitative reading inventory. Boston: Pearson.

The case study includes the assessment outcomes of work that I did in practicum with an adult English Language learner.

Below are the results of the QRI assessment and intervention strategies that I implemented based on the outcome.

Effective literacy instruction for ELLs looks very much like good literacy instruction for all students. It embodies a close link between assessment and instruction, clear instructional objectives, carefully designed and consistent instructional formats, explicit teaching, opportunities for authentic practice, and active student engagement

Literacy skills can transfer across languages; if you learn something in one language, you can learn it more easily in another (Goldenberg, 2010). Cross-​linguistic transfer can be facilitated by explicit instruction that assists students learning a new language to use linguistic similarities from their primary language. (McCarthey & Zheng, 2010; Proctor & Silverman, 2011). Leslie, L. & Caldwell, 2017, p.10)

At the most general level:

the level/diagnostic materials measure

• word-recognition ability

• comprehension

Depending on the stage of reading development, we should find different"

• patterns of intercorrelations.

(Leslie, L. & Caldwell, J., 2017, p.528)

Leslie, L. & Caldwell, J. (2017). Qualitative reading inventory. Boston: Pearson

How will I assess it?

Name of an assessment:

QRI Assessment

Link of QRI Assessment

The goal of the QRI assessment is to learn more about the student’s strengths, areas of practice in reading comprehension and word identification. The objective of acquiring this information is help support the student’s needs in these areas.

The information determined by the assessments were used prior to instruction and is intended to be diagnostic.

The initial assessments are considered the informal warm up methods to analyze the student’s background in relation to word study, reading and writing in an academic and occupational setting.

Performance:

Leslie, L. & Caldwell, J. (2017). Qualitative reading inventory. Boston: Pearson

Word Lists:

Independent at 4th-5th grade levels and instructional at the 6th grade level

Oral Reading

1. Activities include guided reading of leveled passages and supported comprehension activities.

2. Because reading level can be an indicator of word identification proficiency, the student is encouraged to practice word study activities.

   1. We will integrate word awareness into these activities

   2. We will apply new vocabulary into writing activities to practice story sequencing and connect meaning to words.

3. Based on the principle that English language learners (ELLs) learn words when they are directly taught and embedded in meaningful contexts and when they have multiple opportunities for practice, T will be encouraged to read independently and then respond in guided comprehension activities.mins)

4. T is encouraged to continue engaging in her self-directed method of recording in a journal where she writes about unfamiliar vocabulary. She can extend this activity by adding synonyms to the definitions and write examples to establish meaning with low-frequency text.

Differentiation?

The tutoring trends tracker enables the use to plan lessons and track lesson outcomes. Different areas are listed and can be used for the various areas based on: (strength, instruction, and practice) for example if the student is strong in a given area, less time can be appointed in the tracker. The area can be used for a break to extend. Areas for instruction can be used to support the learner where the student is on level and can continue increasing their skills. While instruction time will be spent on strengths and instruction the emphasis will be placed on areas of practice to accommodate the specific needs of the learner. These needs have been evaluated through the data collected through the QRI assessment

What are my state and/or district standards?

Based on the guidelines of N.J.A.C. 6A:15-1.1 (New Jersey Administration Code) the informal Home Language Survey (English Language Learner) was reviewed as a unit of measurement in the initial assessment process.

The information is used to make:

o Observations based on oral interviews with student and/or parent/guardian;

o Review of available records (may include native language assessments);

Because the student was not entering a state or district facility. It did not include:

o Standard district entrance assessments (e.g., basic skills screeners)

https://www.state.nj.us/education/bilingual/policy/ImplementingELLPrograms.pdf

Resources and recommendations:

The course outcomes are reported extensively through the information and details described on this page. Other instructor recommendations were provided to support the practicum student and to assure a supportive and well established approach to meet objectives.

The course provided resources and presented information, review and ongoing supervision of teaching strategies.

Strategies

Motivation, Engagement, and Identity: It is pertinent to understand the interests and what sparks the motivation of each learner.

While I was aware that the tutee was a self starter, as an adult who voluntarily sought out lessons, I wanted to ensure that she was offered materials that would meet her needs as well as maintain her engagement.

Morphology

A closer look at tacit morphological processing shows that root words (i.e., free morphemes) and affixes that are represented in a student’s mental lexicon contribute to the processing and spelling of printed words by spreading activation; the surface level (e.g., lovable), the root word (e.g., love), and affix(es) (e.g., -able) contribute to the speed and/or accuracy of responses by students and adults.

References

Caldwell, J. A., & Leslie, L. (2012). Intervention strategies to follow informal reading inventory assessment: so what do I do now? Boston, MA: Allyn & Bacon.

Leslie, L., & Caldwell, J. A. (2006). Qualitative reading inventory. Boston: Pearson

Goodwin, Amanda P., Yaacov Petscher, Joanne F. Carlisle, and Alison M. Mitchell. "Exploring the Dimensionality of Morphological Knowledge for Adolescent Readers." Journal of Research in Reading 40.1 (2017): 91-117. Web.

Jacqueline Woodson, National Ambassador for Young People's Literature (2018-19)—Inauguration Address https://youtu.be/hk9lCB6-wf4