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Reading Problems and How to Help Students With Reading Disabilities

Information to be gathered on Aiden and other students

There are factors that contribute to poor reading ability within 10-grade students. The students who have such difficulties in reading need immediate assistance to help them continue with their education. For such a remedy, the person concerned will be compelled to gather the following information to help assist these students.

Gather information on the students’ hearing and visual capabilities. The teacher has to gather information on whether the students have any impairment in their sight and ears. When students have such impairments, their reading abilities are affected. They, therefore, require special education that suits their need. This kind of information helps in identifying the right kind of education that is suitable for these students.

The student’s environment and abnormality in their brain need to be examined. Lathrop and Foss (2005) say that; the environment from where they come from has many effects on their education. Some students may have brain abnormalities that might need treatment or some special kind of education. To get a proper diagnosis, they need to address such information.

The student’s language proficiency: There is a need to gather information on their mastery of language. Students cannot read if they have not mastered the language. The teacher has to gather enough information on their language capability.

The teacher has to assess if the student’s skills of reading were automated in the early stage of their education. Students cannot read a language in which they have not been automated. In most cases, while reading, they will have divided attention between the message and the language meaning.

To improve the reading and writing performance of these students the teacher has to do the following;-

  • Make students be acquainted with the daily political issues. They will then develop a culture of reading political information and improve their language mastering. The teacher has to open every class session with the day’s news and ask how it affects their daily lives.
  • After mastering the act of reading news, the teacher to try and incorporate some timely writings and personal speeches in every lesson. This should be gradual but the workload is increased with time. This will instill the culture of learning how to write different words and how to read them. Such practices will perfect their language skills (Booth and Rowsell 2007).
  • Finally, to make the students participate fully in these learning skills the teacher should instruct them to keep a daily journal about their lives. They should present these at the end of every week. The teacher will mark them and give further instructions.

Mini lesson plan for COPS strategy

Mini Lesson Plan

Topic COPS Strategy
Materials Study books: reading books, story books etc
Connection Sentence structure in the previous lesson:
Examples of sentences studied in the previous lesson and how they are connected to today’s lesson
Instructed Practice Write sentences to students to see the structures and rule guiding the writing of correct sentences. The sentence must be well structured and punctuated.
Students Practice Students to construct their own sentences following the rules learned. They should master the rule of writing and reading a correct sentence.
Assessment In the sentences constructed and written by the students must follow all the COPS strategy formulation. The teacher to ascertain if the sentences have
C – for capitalization
Are all the first words and nouns capitalized in each sentence written?
O- for overall sentence
Are the sentences consistent with the rules learned?
P-for punctuation
Are all the punctuations in the sentences correct and up to date?
S-for spelling
Have the students spelled all the words in their sentences correctly?

Pre-requisite for the lesson

The students must have mastered how to read and write before they take this lesson. These pre skills will help to smooth run the lesson since it is based on reading and writing. Without these skills, the lesson cannot be taught.

Some of these skills that are included in this lesson are; pronunciation, reading, and writing.

References

Booth, D., and Rowsell, J. (2007). The Literacy Principal: Leading, Supporting, and Assessing Reading and Writing Initiatives. Chicago: Pembroke Publishers Limited.

Lathrop, A., and Foss, K. (2005) Guiding students from cheating and plagiarism to honesty and integrity: strategies for change. New York: Libraries Unlimited.