Mary Beth, a Fourth Grader, Age 9
Mary Beth is intensely competitive and sees every reading activity as a race. She reads aloud at grade level fairly fluently but when faced with an unfamiliar word, she appears to guess wildly and go right on. She rarely pauses, repeats, or corrects an attempt. In silent reading, she always tries to be the first one done and appears to read only parts of each page. Her comprehension is poor; she appears to make little attempt to predict what might occur next or apply what she already knows to a subject. Consequently, her instructional level is barely at grade level, with an independent level of early second. She urgently desires to be “right” and gets upset with herself when she makes an error, but seems to have few dependable strategies in word recognition or comprehension. She does almost no pleasure reading.
In an eight to ten page paper, not including title and reference pages, address the following:
- After reading the scenario, hypothesize what the student’s strengths are. In reality, you are making your best guess based on the limited information and your background knowledge. Once you are comfortable with a clear sense of strengths, identify and discuss the student’s needs.
- Examine the different assessment techniques presented throughout this text. Analyze the assessment technique you will use to test your hypothesis for each of the student’s needs and explain your thinking for your selections.
- Analyze your interventional approach for addressing your student’s needs, while building upon your student’s strengths. Develop a minimum of three original comprehensive lesson plans/instructional strategies that address your student’s targeted areas of need. Include appropriate texts, materials, and children’s literature and provide a rationale for your selections based on criteria presented throughout this course.
- Describe how you will include the classroom teacher and parents/primary caregivers in promoting the success of this intervention. Describe other resources (e.g., technology, afterschool programs, classroom volunteers) you will utilize.
Please reference your text and at least three additional resources in your paper. Your paper must be written using proper APA format as outlined in Ashford Writing Center.
Writing the Final Paper
The Final Paper:
- Must be eight to ten double-spaced pages in length (not including the title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center.
- Must include a title page with the following:
- Title of paper
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
- Must begin with an introductory paragraph that has a succinct thesis statement.
- Must address the topic of the paper with critical thought.
- Must contain a conclusion that reaffirms your thesis.
- Must document at least three sources, in addition to the text, using APA style, as outlined in the Ashford Writing Center.
- Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
Reference: Opitz, M. F. & Erekson, J. A. (2015). Understanding, assessing, and teaching reading: A diagnostic approach (7th ed). Upper Saddle River, NJ: Pearson Education, Inc.