BY Joshua Broadway

Arkansas goal for state standards is to

produce academically competent students who
can demonstrate their competence in core
curriculum and apply their knowledge and skills.
Science of Reading helps identifies how students
actually learn to read and practical application
changes of approaching it as a teacher to reach
said task such as a standard.
 Like many things idea’s on remedial and
clinical reading instruction thing evolve.
However, along with evolving many ideas are
recycled and used over, remedial and clinical
reading instruction is no exception. Since the
1800’s starting with alphabetic method all the way
up to present day RTI’s many methods have been
tested. So what is important to note is that some
past research is valuable but not all of it is
relative. One should always question validity of
others.
Depend on the demographic you’re looking for. The
particulars are important in determining reading
delay or specifically what accounts for as reading
delayed. I would come to an agreement on a specific
definition of reading delay first. I say be narrow in
approach. The more lenient approach of those
students that can benefit from special instruction, not
those it is required to be instructed. As far as I’m
concerned everyone can benefit because in some
capacity we all are reading delayed in comparison to
someone. So, therefore all students are reading
delayed unless you state the specifics of the standard.
 I would not use reading/learning disabled.
Learning disabled I do not see as relative to anything
with intelligence and would only be relative to things
that don’t have intelligence. By capacity all humans
have intelligence, even if some have more than
others.

Reading Disabled would only apply to things

that can’t comprehend language in capacities of sight
or touch. Reading delayed I however thing is useable,
however some relation needs to be established in
comparison. Myself I would be more specific instead
of relating to extreme but often not true types of
generalizations.
 I believe it is relative to the individual students and
the environment and resources available. Some students
benefit more with different methods. Pull-out works if the
students don’t work well as part of the collective. The
pushin or inclusion method is good in building extrinsic
motivation in learning to be apart of a group, or among
peers. However, it would also be relative to how many
students and resources that are available to each teachers.

I would suggest evaluating a student first to

determine the particulars of them in how it stacks with the
environment and resources that are available. After
evaluating pull-out and push-in a decision could be
determined among a realm of other tools available.
 It’s an explanation of the reading process.
Models are different comprehension of how to
understand reading be it cognitively, socio-
cognitive, etc. I don’t see any one model as
complete understanding but rather as a piece in
the larger puzzle in understanding how reading
works. Reading Models help individual grasp
potential answers on reading based on a
particular understanding.
 Zone of proximal development is similar to
reading levels but it can be rather different for a
dyslexic student due to variability in
performance. IQ is not relative to achievement
especially for dyslexic. Sometimes the can do
turns into the can’t do for those with potentially
more severity. I don’t think dyslexic students can
fit more into the neat box of proximal
development because of how multifaceted each
dyslexic student is.
 Phonics is the associate of letters to sounds
which has existed since the times of roman. Many
languages use a roman system such as English. In
particular a lot of early English language teaching
in the United States has used a phonetic method.
Phonics has been used on and off as primary way
to obtain language but also more recently in
identifying and assisting those with reading
difficulty.
 Help should always be welcomed. RTI
originally started as an initiative for special
education but has since expanded. While, the
focus is more in the lower grades, dyslexia does
not go away past the lower grades. I do think it is
more effective the earlier the better to build
necessary skills but I don’t think the only
emphasis should be on reading. As far as
importance speaking, writing, and listening are
on a similar level.
 In my perspective, dyslexia is a either a failure,
delay and/or inconsistency in encoding/decoding of
mental processes that result in variances of a
particular and/or multiple outputs that primarily
effect reading by a person. To explain through an
analogy it is a computer with a virus that cannot be
removed. In this analogy a computer would the
person and the virus would be dyslexia. In the same
way you can work with, though, or around a virus
you can as well with dyslexia. The computer could
inconsistently lag, fail depending on the effects of a
virus or viruses.
 Students still see the same thing regardless if the student
is dyslexic. So, that would mean no backwards letters etc. Only
thing different with dyslexic students and non-dyslexic
students is the outcome based on that understanding.

Learned helplessness is potential for any student.

However, it would only be determined if you believe it is a
learned behavior. Like for example if one believes morality can
be learned, or it’s innate. Don’t be helpless, never give up.

Hearing impairments can cause difficulty in reading. The

greater the hearing loss the more potential impairment in many
facets of learning. Expect a more difficult road the worse the
severity in higher levels of education attainment.
 One of the dominate traits of dyslexia is
inconsistency even in things a student has
previously learned. Working memory is
particularly important in learning to read because
one must always access rules and sounds in
reading and speaking. The less working memory
the more severe Dyslexia will be.
 One does not equal the other. Correlation is
relative properties. For example people who have
a lot of facial hair tend to be smarter than those
without. In this facial hair is not cause of
intelligence but rather relative property between
two or more people. Just because two items are
similar in one attribute(hair), does not mean they
are in others(intelligence).
 Dyslexia I don’t see easily identified unless in certain
particular capacities with a higher level severity. Teachers are
not always subjective because other more objective goals maybe
present that would take priority. I think a multifaceted
subjective assessment with specialized personnel should be
available and used regularly, not just when a student has an
issue where they can’t learn. I find consistency a particular that
is important in this matter.

Its not be a bad thing to constantly judge reading,

writing, speaking, and listening if done in good faith. I think
largest part is awareness if the parents know the symptoms
even the minor ones it would help identify it earlier and in
greater detail. Teachers don’t have as much time with students
as families. Develop moral obligation within the community so
someone could easily be aware. We are in constant assessment.
 Morally and ethnically right could be debated
all day as far as class work, homework, and
standardized testing for dyslexic students. However,
I think a good guide would be determined by the
community in which it effects. Not all school systems
or individuals for that matter are created equal but
rather diverse. Do what is required first by your
community then do your best to address issues. As
part of this make sure your community is informed
on dyslexia by become an advocate for improving the
process. Emphasize the importance of improving
reading, IQ does not equal achievement, consistency,
and accountability.
 An important part of assessment is knowing where a
student is so you don’t waste time working on things they
already have mastered. In the capacity of levels it is important
to know where to start with a student. Although I think reading
is more subjective because each student is different. For
example, I know a lot of words that my particular community
uses in English however I’m being given a test based on words
that are used by a different community. If you think about it I
might know a relatively a lot of words but an evaluation over
things that are not particular will provide skewed results such
as being tested of mid-western practical information that is
daily used in language when I’m from the south not the mid-
west. If something potentially happened like that it could reflect
much lower especially with colloquial language, uncommon
words and regionalized grammar.
 Reading Inventory is a series of graded passages
each followed by a comprehension check of some
type. A Standardized test is a test that is graded or
scored in a predetermined manner. Reading
inventory is more subjective than standardized test
because it is determined by the competence of the
teacher. Reading inventory additionally are more
designed for the individual by the teacher which
could be more positive or negative depending on this
competence. Comprehension is one of the items of
subjectivity in competence. Standardized test differs
from Reading inventory in that it is more widely
evaluated by others but will be more objective and
less subjective to the individual.
A cloze test consists of a passage where words
have been systematically deleted. Students
provide the missing words and from this an
estimated reading level is determined. Helps
students learn language use.
 Harder to prepare, harder to administer and score than cloze
tests. For administering an IRI the area must be self-contained to the
student taking the test where they cannot overhear other students.
Students must be familiar with recording device since it will be used
to record their responses and must be comfortable with it in the
background. At least 30 minutes must be allowed. Include entry level
word lists or passages to start.

Assessment will be based off of word identification and

comprehension into three separate levels. The separate levels include
frustration, instructional, and independent. The higher level indicates
higher grade level of performance. During the assessment
substitutions, omissions, insertions, use of non-words, and phrase
reversals are often recorded and scored. Although, repetitions, self-
corrections, hesitations, and ignoring punctuation are often recorded
but not scored.
 Sight words are usually easier than other
word identification word strategies such as
phonics in earlier learning with reading. Sight
words are especially effective in learning irregular
words that do not follow phonics rules.
Identifying sight words happens before decoding
however overall learning through sight words
first is only slightly less effective than focusing on
phonics first. Also, sight words training goes well
when used in conjunction with orthographic and
semantics
 Yopp-Singer Phoneme Segmentation Test
identifies phonemic awareness. It breaks apart
each sound in a word as a segment. The students
are administered it separately which usually takes
about 5-10 minutes. This is what I would use for
the most basic understanding of phonemic
awareness. I would recommend it because one
must have grasp on smaller concepts in order to
build towards more advanced and Yopp-Singer
Phoneme Segmentation identifies understanding
of basic concept.
 Dyslexia can provide potential issues with
sounds. The issue could be with isolating
particular sounds in a word, or relating them
individual letters, or mixing sounds together. Like
most things it can be improved with practice in
doing those implied tasks. However, additional
meaning, and understanding of the word can help
with using sight word or phonics methods.
 RMI is a tool for recording and analyzing
student oral reading behavior. It does not
determine reading level. However, it provides
information on strengths and weaknesses of
particular reading strategies. RMI is designed
around the idea that reading is primarily an
interaction between thought and language.
 Sander’s is basically similar to blooms
taxonomy. The higher level question the longer it
takes to process and answer. It is good to have
low and high level questioning the reason is
because engaging in critical thing but also being
able to define simple things are both important. I
see them as both con and pro depending on the
circumstances involved in the classroom. A con
for example would be having little time to explore
the topic. In a situation with little time one would
not have time to think critically on topics as
much.
 Process assessment is very practical. It tests
functional level in certain areas and how students
best learn. It helps in determining how students
can be addressed in education. I am a practical
person, I like practical things. I have plenty of nice
ideas as well but not always practical. Not all
theories are practical, like not assessments are
practical. Knowledge is half the battle and this
assessment gives the assessor effective tools.
 I would recommend a reading pen to help
with students when doing self-study. I would
additionally include many games that could be
used personally to build skills. I had alphabet
identification games for my boy, orthographic,
semantic, phonetic and many others to help with
initially learning. It’s important to build all the
minor skills in order to use them together. Ipad’s
are useable. Build around students interests or
build them towards the topic. Interaction is
important but also reflection of the time when
using it.
 A Dyslexia Therapist is a teacher responsible
for assessment, instruction and leadership to the
student during the time allotted for reading
recovery in order to attain suitable reading level.
During this time the Therapist will address
automatic recognition for fluency, use structural
analysis to assist phonics in word identification,
build study skills with informal text
comprehension, and use other related
understanding to improve literacy.
 Good and bad research is determined by what is practical
that could actually be implemented and cause positive change.
It must be tested thoroughly and varied removing more
chances of error. Bad research is just hypothesis that has no
practical application that does not actually make a difference if
you know or not.

I think of it as the difference between social and scientific

theory. Social theory does not always seem logical because it
does not have a more definite proof but rather potentially
multiple indefinite proofs that cannot really be proven right or
wrong. Science theory contrasts in that it can be consistently
tested for a more definite proof. The best research provides
testable and more precise answers with little to no need for
interpretation that deliver positive change.
 When getting ready for planning specialized
instruction one must understand whom they are
accommodating and how they are. I would need
to know location, time, how often and length of
instruction available. Additionally, group size,
and level of students would be important in
planning instruction. Doing research on the
individual students and gaining resources to
improve the level of instruction is always
beneficial. I would review past assessments in
order to make more informed decisions in
planning.
 I would use checklists for evaluating readers
and ones for student as well to make sure all
items are covered. It is good to be thorough as a
teacher. I would also use some book series to
build student interest and work on prior
knowledge. Also, allows a student to work
towards something to make it more rewarding.
Workbooks are potential asset to be utilized as
well. Overall being multimodal and integration is
important. Addition ideas could include
computers, newspaper, games etc.