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Arkansas Teachers Chatboard

Please help at-risk students by completing short survey!

by Roni Foster

Aug 2, 2010

Needs Assessment – Reading Comprehension Survey Administered to Relatives, Teachers, and School Administrators of At-risk Students Roni Foster

As part of my graduate studies in instructional design, I am designing instruction to improve at-risk students’ reading comprehension. Your completion of this informal survey will be valuable and greatly appreciated.

1. What is your involvement with at-risk students? ____________________________________________________________ _______________________ 2. What skills in relation to reading do these at-risk students lack? Check all that apply. ___ reading readiness (a combination of alphabet knowledge, concepts of print, vocabulary, memory, & phonological awareness) ___ vocabulary ___ seeing causal relationship ___ summarizing ___ visualizing ___ self-monitoring comprehension 3. Do at-risk students respond better to lecture based lessons or hands-on activities? Circle one, and please explain. Lecture based lessons Hands-on...See More

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Tena On 8/02/10, Roni Foster wrote: > Needs Assessment – Reading Comprehension Survey > Administered to Relatives, Teachers, and School > Administrators of At-risk Students > Roni Foster > > As part of my graduate studies in instructional design, I > am designing instruction to improve at-risk students’ > reading comprehensio...See MoreOn 8/02/10, Roni Foster wrote: > Needs Assessment – Reading Comprehension Survey > Administered to Relatives, Teachers, and School > Administrators of At-risk Students > Roni Foster > > As part of my graduate studies in instructional design, I > am designing instruction to improve at-risk students’ > reading comprehension. Your completion of this informal > survey will be valuable and greatly appreciated. > > > 1. What is your involvement with at-risk students? > _I am currently disabled, so I write children's books now. Was a Reading specialist for 15 years. _________________________________________________________

> 2. What skills in relation to reading do these at-risk > students lack? Check all that apply. > _X__ reading readiness (a combination of alphabet knowledge, > concepts of print, vocabulary, memory, & phonological > awareness) > __X_ vocabulary > __X_ seeing causal relationship > __X_ summarizing > _X__ visualizing > __X_ self-monitoring comprehension ALL OF THESE > 3. Do at-risk students respond better to lecture based > lessons or hands-on activities? Circle one, and please > explain. > Lecture based lessons > Hands-on activities XXX It seems the best way to keep their attention. > ____________________________________________________________ > 4. Do at-risk students respond better to standardized exams > or performance-based assessments? Circle one, and please > explain. > standardized exams > performance-based assessments XXX Again, better to hold their attention, but then it's more fit for them, rather than being aimed at an entire population of students. > ____________________________________________________________ > 5. What components do you believe are the most effective > for improving reading comprehension? Check all that apply. > _X__increased student practice--all they can get > __X_increased instructional time-needs--driven instruction is the BEST kind > _X__feedback to students--& some can come from themselves by allowing them to tape themselves reading and then listen as they follow along. In this way, they are far more likely to continue the correction if they catch it and correct it themselves. CAN BE VERY EFFECTIVE! > _X__materials--must be of interest to them > _X__lessons related to students--again, if it's related to them, they will likely be onboard. > 6. What other factors influence at-risk students’ reading > comprehension? Check all that apply. > __X_ lack of motivation--What do they get at home? Do we make raeding and learning fun in the classroom? > __X_ lack of confidence--Who likes to do something, especially in front of others that we know we don't do well? > ___ irrelevant instruction--maybe they just aren't ready for what they aregetting yet. Again, needs-driven instruction is the BEST kind. > __X_lack of rich learning environments--this is a tough job to keep them all involved in text they can grow through and are interested in, but it MUST happen. Families are so important, if we can get them onboard.

ESL families are a whole other problem. One must read, write, listen, speak and hear the English language daily in order to learn it well. Families that move to the US, but continue to speak their native language are hurting their students in this way. They don't have to lose their culture, but they must embrace the culture in which they live if the living there is to be successful.

Sep 6, 2010

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