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Trisha Katsuno
SPED 638
3 September 2018
A comprehensive core reading program is the main instructional tool used by teachers to
carry out successful reading instructions. Most schools use a core reading program as their
Tier 1 reading instruction to make sure there is high-quality instruction given to all students.
Comprehensive core reading programs have a scope and sequence, create consistency within
a school, are research based to meet diversity, teaches transferable skills, and reflects
standards for each grade level. Also, comprehensive core reading programs teach the five
critical components of literacy which are phonemic awareness, phonics and word study,
2. List the five critical components of effective reading instruction, and briefly describe
The five components of effective reading instruction are phonemic awareness, phonics and
word study, fluency, vocabulary, and reading comprehension. First, students with a sound
understanding of phonemic awareness generally have an easier time learning to read, have
better reading comprehension, spell correctly, and learn to decode words. Second, phonics
and word study help with word recognition, reading, and spelling. It helps students sound out
and identify words which greatly impacts text comprehension, turn written language into
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spoken word, and concentrate on reading to understand. Third, fluency requires reading
accurately, with appropriate rate and expression. Those who struggle with fluency are usually
not comprehending, because they are concentrating on decoding and sight-word recognition;
instead of making sense of text. Fluency increases not only comprehension, but also reading
confidence, motivation, and engagement. Next, vocabulary includes oral and reading
vocabulary. Students must recognize words heard, read, and written. Students with a larger
vocabulary tend to have an easier time identifying words in text. Larger vocabularies
“the essence of reading”. It is essential for academic learning and in becoming a lifelong
learner. Better understanding occurs when students use a variety of reading comprehension
skills.
4. Mrs. Harrison is practicing fluency instruction with her first graders during whole-
class instruction every day. Her students’ reading ability levels range from
kindergarten level to third-grade level. Choose a flexible grouping practice that Mrs.
Harrison could implement to more adequately teach fluency to all her students.
Describe how Mrs. Harrison will implement this grouping practice for fluency
instruction.
A flexible grouping practice that Mrs. Harrison could implement to more adequately teach
fluency to all her students is paired instruction. During this time, students read with a partner
and practice reading words or text from the reading lesson. They model good reading and
give corrective feedback. Students are paired heterogeneously. Mrs. Harrison will rank
students based on their fluency or number of words read correctly per minute. She will split
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the class list in half, place the two lists side by side, and partner the students based on the list.
She may make some partnership changes based on progress, behavior, and students’ needs.
6. Discuss at least three different ways in which high-quality reading instruction in Tier 2
One way in which high-quality reading instruction in Tier 2 will differ from that in Tier 1, is
who receives instruction. All students receive Tier 1 instruction, while students who are not
making enough progress with Tier 1 will receive Tier 2 instruction. Another difference is the
amount of daily instruction. Tier 1 instruction is given at least 90 minutes. Tier 2 includes
Tier 1 plus 30-45 minutes per day. Younger students will have closer to 30 minutes because
they have shorter attention spans, while older students could have up to 45 minutes. Lastly,
they differ in when the instruction is provided. Tier 1 instruction is given during core
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reading time. Tier 2 instruction needs to be scheduled by taking time from two consecutive