Intervention has to begin early

As I am beginning to do some research for our reading intervention project, I came across an article from The Reading Teacher that I found useful.  It highlights using the Response to Intervention (RTI) approach with young students.  The idea is that the earlier teachers identify reading problems, the better able they are to respond and support learners to be successful.  The article also highlights how important assessment and teacher observations are to group students and to organize instruction based on student's needs.

The article highlighted the practices of one kindergarten teacher, who was also a trained reading recovery teacher.  I was impressed by "Leah's" approach and her thorough attention to her students.  She has a well-thought-out plan for assessing her students and evaluating their needs.  She uses the assessments to group students and teach the skills that her students need most.  I like the idea of targeted teaching.

The more I learn and teach, the more I realize that a "one size fits all" approach to reading instruction does not work for all students.  Children learn in different ways, and their instruction needs to be tailored to fit them, whenever possible.  Right now, that seems to be a daunting task for me, a new teacher.

I also realize that using RTI requires teachers and administrators to work together to make it successful.  Teachers need to feel that they have the resources and skills necessary to teach effectively.  My school supposedly uses an RTI approach, but it's very loosely managed.  In first grade, we don't have a formal process to follow for RTI.  Perhaps the school trusts us as professionals and thinks we can ensure (sp?) achievement for our students! 

Source:

Mokhtari, K., Porter, L., & Edwards, P. (2010). Responding to Reading Instruction in a Primary-Grade Classroom. The Reading Teacher, 63(8), 692-7. Retrieved from Education Full Text database

Technology and teaching

After our discussion last week, I did some searching around for information on using technology in the classroom.  I found one that adresses the use of assistive technology (AT) in the classroom.  The study took a group of teachers and paid them to join user groups.  They met at a nearby college campus to be trained to use AT.  The teachers worked together to implement what they learned as members of the user group in their classrooms. 

What stood out for me from reading this article was how much better the teachers were able to use the technology once they had professional development time to learn about it and use it.  I feel that every minute of my teaching day is filled.  I wouldn't even want to try to use a Promethian board unless I had time to learn how to use it, expecially since I don't consider myself to be tech saavy.  And I think the training would have to be more than a two-hour in-service session in August.  If we as teachers as expected to implement technology in our classrooms, we have to be given the training and the time to incorporate it for everyday use.  An underutilized Promethian board would be such a waste of resources! and such a missed opportunity for students!

This article includes quotes from the teachers that participated.  It discusses what they said about the benefits and the drawbacks of using AT in the classroom.  These teachers taught students with developmental disabilities and students who were considered "at risk."  The technology they were able to use sounds like it would benefit any classroom. 

I hope I get the chance some day to incorporate more technology in my classroom.  I think it could prove to be an invaluable tool to enhance my students' learning experiences.

Source

Parette, H., Stoner, J., & Watts, E. (2009). Assistive Technology User Group Perspectives of Early Childhood Professionals. Education and Training in Developmental Disabilities, 44(2), 257-70. Retrieved from Education Full Text database