RTI is a process whose goal is to shift educational resources away from the grouping of disabilities and toward the provision and analysis of teaching. RTI is applied in a variety of methods to provide English language learners with reading assistance. First off, reliable screening processes frequently identify people who might have literacy issues. Teachers can spot students who may not pass their state's annual attainment tests by using screening.
All the elements required to teach reading are included in the teaching process because it is informed by research data. In the intervention process, learners who are identified to be at risk are offered enhanced opportunities to acquire skills including supplementary instruction as well as special education (Dickman, n.d.). Progress monitoring is also employed to evaluate reading skills while establishing whether the learners are responding well. Further, the progress is systematically reordered o charts to offer a visual record of achievement in particular reading skills thus highlighting the areas of improvement. Additionally, the manner of intensity can be tailored to meet the learner’s specific objectives.
Is RTI effective in offering reading assistance to English Language Learners?
According to the texts, identify and explain strategies that will help ELLs with reading comprehension.
According to Breiseth (n.d.), comprehension is the objective of reading. However, it can be the most complex skill to master. English language learners can be helped in reading comprehension by the instructors building on background knowledge of the student. The students may possess content information, but they may not express it i0n the English language, therefore, the establishment of a connection between the student’s experiences and the new content helps learners in reading comprehension. Further, instructors should focus on teaching vocabulary explicitly by paying attention to key vocabulary as well as including directional words and signals. Learners should also be given opportunities to participate actively in learning new words. Additionally, comprehension should be checked frequently through the use of informal checks and subjecting students to friendly questions. Teachers should also ensure that students volunteer supplementary examples to compare and discuss (colorincolorado.org, n.d.). Teachers should also have a briefing session with their students to discuss how they apply strategies and skills.
What are the most efficient strategies for reading comprehension for ELLs?
Explain how fluency is important in the development of reading skills for ELLs and what strategies teachers can employ to improve fluency.
Fluency enables learners to read more efficiently while closely following a text and story more closely. Additionally, fluency is beneficial in establishing critical concepts in a text. Learners with fluency can complete assignments as well as assessments effectively. Further, fluency promotes motivation among learners to read in school and outside of school. Improving fluency entails various measures particularly in the elements of reading accuracy, prosody as well as automaticity. Therefore, instructors should pay attention to these factors to help learners enhance their fluency. Regarding reading fluency, teachers should ensure that students are provided with texts that are hard enough for them to practice various reading strategies, however, they should not be too complex for the learner. Regarding the text difficulty, teachers should employ the functional reading levels; the independent reading level, instructional reading level as well as frustration reading level. Automaticity can be achieved through the selection of short reading passage and making the learners to read them out loud. The teachers can begin timing the students while assessing the development of the learner. The teacher and the learner should coordinate to ensure that the learner understands the timing. Moreover, students will be required to read silently until they read at a second-grade level. Additionally, in assessing prosody, most instructors often utilize rubrics to establish whether learners are reading with the appropriate pitch variation, phrasing, intonation, phrasing as well as expression (colorincolorado.org, n.d.). For instance, the oral reading fluency scale that was designed for the national assessment of educational progress, makes students read short texts then they are rated with a score of 1-4 according to the listed descriptions.
What is the quickest way to measure reading accuracy?
References
Breiseth, L. Reading Comprehension Strategies for English Language Learners - ASCD Express 5.11. Ascd.org. Retrieved from http://www.ascd.org/ascd-express/vol5/511-breiseth.aspx
Colorincolorado.org,. Reading Comprehension Skills for English Language Learners | Colorín Colorado. Colorincolorado.org. Retrieved from http://www.colorincolorado.org/article/reading-comprehension-skills-english-language-learners
Dickman, E. RTI and Reading: Response to Intervention in a Nutshell. Reading Rockets. Retrieved from http://www.readingrockets.org/article/rti-and-reading-response-intervention-nutshell
Ford, K. ELLs and Reading Fluency in English | Colorín Colorado. Colorincolorado.org. Retrieved from http://www.colorincolorado.org/article/ells-and-reading-fluency-english
