Posted: September 19th, 2023

Reading Support Strategies

Reading Support Strategies

Paper instructions:

Regardless of grade or content area, teachers work with students who experience reading challenges daily. Early childhood teachers are key to helping families become knowledgeable about literacy development, as well as strategies and technologies that support instruction and student learning at home. The ability to identify needs and provide a variety of research-based, age-appropriate strategies that students can use in academic and non-academic settings is critical to building reading skills and fostering classroom success across content areas.

Consider what you have learned about the Science of Reading, Scarborough’s Reading Rope and the types of literacy challenges students can encounter. Using what you have learned from the topic Resources and your own research complete the “ECE-622 Reading Support Strategies for All Students” template.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Reading Support Strategies for All Students
Introduction
Building reading proficiency requires addressing the varied challenges students face. Scarborough’s Reading Rope model illustrates how decoding, language comprehension, and other skills intertwine (Scarborough, 2001). This complexity demands multi-faceted support.
Needs Assessment and Targeted Instruction

A needs assessment identifies individual strengths and difficulties. For example, a student struggling with phonological awareness may benefit from phonemic exercises (Ehri et al., 2001). Meanwhile, a student with weak vocabulary could engage in word learning activities (Beck et al., 2013). Targeted small-group instruction allows focusing on specific skills.
Scaffolding for Independence
Gradual release of responsibility scaffolds reading until students apply strategies independently (Pearson & Gallagher, 1983). For example, initially reading aloud together and modeling think-alouds demonstrates comprehension monitoring. Over time, students internalize think-alouds on their own. Progress is celebrated to build confidence and motivation.
Accessing Texts of Interest
Struggling readers may disengage if only given difficult texts (Gambrell, 2011). Accessing appropriately leveled yet engaging books maintains motivation. Audiobooks and e-readers allow independent reading. Partner reading pairs more advanced readers to support peers. Discussion ensures understanding.
Conclusion
A variety of evidence-based strategies empower all students as independent readers. Continued assessment guides targeted support. With scaffolded instruction and access to motivating texts, reading challenges can be overcome.
References

Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. Guilford Press.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading research quarterly, 36(3), 250-287.
Gambrell, L. B. (2011). Seven rules of engagement: What’s most important to know about motivation to read. Reading Teacher, 65(3), 172-178. research essay writing service.
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary educational psychology, 8(3), 317-344.
Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis) abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). Guilford Press

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