New Literacies and Global Learning Creative Synthesis
by Laquita Covington |
How can Response to Intervention improve literacy outcomes
for readers who struggle in elementary school?
What is your rationale:
When I first began this journey in graduate school, I had previously been exposed to Response to Intervention without knowing. Within my previous school system, I had sat through many trainings of the MTSS process, and the thoughts I and other educators held did not accurately align with its purpose. We viewed it as another job task that required extra hours of labor with lesson planning and completing paperwork. The training had not adequately prepared me to utilize response to intervention as an instructional frame guide to help identify and support struggling readers. It was not until I sat in our first class, Reading in the Elementary School, and the discussion of student intervention in response to standardized testing began to make sense to me. I had my first “aha moment.” I started to make connections to the purpose of the different assessment tools, and how the data collected from them could help me gain a general idea of how to reach my struggling students. As we continued through the cohort and moved into researching ideas to support the need for intensive instruction, I became fascinated and wanted to learn more. I even began to share my findings during PLCs so that I could help my team members make connections as well.
What is your findings:
Throughout my completion of course work in NLGL, I was able to make a deeper connection with the need for RTI to help meet the needs of struggling readers. I was able to understand although the goal is for students to be proficient readers through comprehension; the end goal is for them to use the skill of reading to apply and gain new knowledge. With proper implementation, students will be able to receive the additional support they require which will allow them to achieve this goal. Through the use of RTI, I was able to increase reading proficiency in my class during the 2017-2018 school year.
When I first began this journey in graduate school, I had previously been exposed to Response to Intervention without knowing. Within my previous school system, I had sat through many trainings of the MTSS process, and the thoughts I and other educators held did not accurately align with its purpose. We viewed it as another job task that required extra hours of labor with lesson planning and completing paperwork. The training had not adequately prepared me to utilize response to intervention as an instructional frame guide to help identify and support struggling readers. It was not until I sat in our first class, Reading in the Elementary School, and the discussion of student intervention in response to standardized testing began to make sense to me. I had my first “aha moment.” I started to make connections to the purpose of the different assessment tools, and how the data collected from them could help me gain a general idea of how to reach my struggling students. As we continued through the cohort and moved into researching ideas to support the need for intensive instruction, I became fascinated and wanted to learn more. I even began to share my findings during PLCs so that I could help my team members make connections as well.
What is your findings:
Throughout my completion of course work in NLGL, I was able to make a deeper connection with the need for RTI to help meet the needs of struggling readers. I was able to understand although the goal is for students to be proficient readers through comprehension; the end goal is for them to use the skill of reading to apply and gain new knowledge. With proper implementation, students will be able to receive the additional support they require which will allow them to achieve this goal. Through the use of RTI, I was able to increase reading proficiency in my class during the 2017-2018 school year.