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SEC 545 GCU Research Based Literacy Interventions Discussion

SEC 545 GCU Research Based Literacy Interventions Discussion


Many students struggle academically across content areas because they are performing below grade level in reading/literacy. The ability to assess students, analyze assessment data, and work with parents/guardians and other stakeholders to develop specific intervention plans is critical in helping all students achieve their academic goals. Clearly communicating information about student skills and proposed interventions to all stakeholders can ensure collaboration in the development and implementation of a reading intervention plan.

Reading Case Study: 10th grade male

Student: 10th grade male

  • English is the student’s first language.
  • The student has a 504 Plan for ADD.
  • Lexile level = 970-1030.
  • The student struggles with comprehending what was read and currently performs approximately two grade levels below grade level.
  • The student’s fluency lags slightly and is approximately a year below grade level.
  • The student tries hard despite attention challenges, and he is motivated to learn.
  • The student actively participates in class but speaks out of turn.
  • The student is very social and has a lot of friends.
  • The student enjoys playing soccer and is in the school choir.

Using the Reading Case Study data provided above, develop an intervention plan specific to your content area to support the student with literacy in your classroom. In the plan, address the following:

  • Identification of state content area standards that align with the student’s learning needs and can be used to support literacy development in the content area.
  • Creation of three literacy performance objectives for the student to meet, within the context of the identified state standards that align to the specific content area.
  • Identification of at least one technology-based application or program that will help the student build literacy skills in the content area and a rationale for how the use of the tool will benefit the student.
  • Selection of three interventions to help the student progress toward meeting the selected content area standards and literacy performance objectives. Include a rationale for the use of each intervention.
  • Identification of three progress monitoring/summative assessments that could be used to document and monitor student progress. At least one online tool should be included. Describe how each will be used, including implementation frequency.

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