I graduated from Molloy College in May 2010 with a Bachelor of Science in Childhood Education accredited by the National Council for Accreditation of Teacher Education (NCATE). I am currently pursuing a Master of Science degree in Literacy Education (Birth - Sixth Grade) at Dowling College. I graduate with the degree in January of 2013.
Reading and writing are not natural processes that children can learn independently. Children need direct and explicit instruction in both phonics and comprehension to become proficient readers of complex discourse. A balance literacy program that builds a strong foundation in phonics and whole language is ideal for creating confidence for students to take literacy risks and excel across all subject areas. A gradual release of responsibility program will be used with students. As the teacher, I will model the reading strategy and behavior then through guided practice the student will try the strategy with support from me. When the student feels comfortable they will engage in independent practice of the reading behavior or strategy.
All content areas require students to decode and comprehend subject related texts. Students need to be taught strategies that will emphasized their reading strengths and help refine their weaknesses. Strategies are tools that they can carry with them to help increase their reading comprehension.
In order to create an individualized program, I will need to assess your student's reading and/or writing strengths and weakness. This will be determined by using the Qualitative Reading Inventory IV and the naturalistic assessment. My findings will be used to effectively plan literacy instruction based on the individual needs of your student.
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