Module 6 Powerpoints

Reading Strategies

I really enjoyed reading through this powerpoint because I teach fifth graders and the reading instruction is different from what we have spoken about all semester. I struggle sometimes with what I should be doing with my students that are good readers but not mastery at comprehension. This powerpoint provided me with many ideas that I would incorporate into my guided reading instruction. The two that I already have made posters about after reading the powerpoint that I'm going to laminate and put in my classroom are the PIC strategy and the 3-2-1. I have done 3-2-1 in the past but I want to have a poster in my room to remind me that this is a good strategy for summarizing. I am going to try these two strategies out first and if they are successful then bring in a few more. I want to make sure that I am keeping my students engaged in reading and that they are gaining the most from my guided reading instruction. It's important for readers to know that there is a purpose for reading.

Assessment for Cognitive, School, and Home factors
What are some problems with intelligence tests? Students put a lot of pressure on themselves and they may not be exactly accurate if the student had a bad day that day. It also puts a label on students without testing what they could do with their intelligence. These also give students a label and if they score low then they might think that they can't achieve more.

Do poor readers tend to get higher scores on arithmetic, digit span, information and coding or on non-verbal and visual aspects? On non-verbal and visual aspects because it doesn't involve students incorporating their reading abilities. They are able to use and show their knowledge without getting bogged down by their lacking reading skills.

Who does the Peabody Picture Vocabulary Test work well for? Students who have a hard time expressing themselves and are extremely shy or withdrawn.

How do you test to see if there is a memory problem using the Wechler Scales? You compare their results to the digit span results to compare the differences. This tests whether there is a memory problem with the child.

What is the most crucial area of all the diagnostic areas? Why? Associative word learning. This shows that if there is a difficulty with associative word learning this defines a severe learning disability.

I had never heard of many of these tests because I am not a special education teacher or speech pathologists but it's important to know what students are assessed through when it comes to learning disabilities.