Comprehensive Early Reading Strategies and Instructional Goals

Assessment Description
Creating an effective early reading plan takes practice. Young readers are learning to process language, increase vocabulary, recognize letter sounds, and blend sounds, in a very complex process. When young learners are at risk or are not progressing as expected, it is crucial to understand where the learner needs assistance and support. Only through clear evaluation and analysis can a comprehensive early reading plan become an effective intervention.
Develop a comprehensive early reading plan based on the following case scenario and the tasks that follow the scenario:
Student: Kale Age: 6.7 Grade: 1
Kale has just transferred to a new school from another state. It is the middle of the school year and Kale’s new teacher is concerned about his reading skills, particularly his decoding and sight words. His school records have not arrived from his old school, but his parents said that his previous teacher had asked to meet with them, but they were unsure if it was about reading. They thought it may have been about behavior. His primary spoken language is French. English is Kale’s second language. His parents struggle with speaking English and need an interpreter during meetings. It is unclear what prompted the move, but it appears it was sudden and not planned. Kale is an only child and there does not appear to be any family or friends in the area. Kale’s parents are currently unemployed.
Kale completed some assessments for his new teacher, who noted some skill deficits. Most of Kale’s peers recognize sight words like “and,” “has,” “is,” “a,” “the,” “was,” “to,” “have,” and “said.” Kale has difficulty when he encounters these words. Kale’s oral reading is slow and labored. He often says the wrong letter sound or guesses at words or waits until a peer says the word for him. Kale is unable to answer simple comprehension questions (e.g., main idea, main characters) after he has listened to a passage read aloud, as well. His teacher has scheduled a meeting with Kale’s parents to discuss the assessments.
The teacher developed the following instructional goals for Kale:
Given a letter or letter combination, Kale will say the corresponding sound, accurately, three out of four trials.
Given a brief reading passage on his instructional level, Kale will read the passage and be able to retell the main ideas, three out of four trials.
Given a CVC (consonant-vowel-consonant) word prompt, Kale will be able to say the word “slowly” (sounding it out) and then say it “fast” (reading as a whole word), accurately and automatically.
After listening to a story, Kale will recall three or four sequenced events.
Shown sight words, Kale will state the word automatically.
Part 1: Reading Strategies
Summarize the following reading strategies in 50 words each. Describe the benefits of the strategy and specific tips for implementation.
Comprehension strategies
Graphic organizers
Independent practice
Model-lead-test
Peer tutoring
Repeated reading
Part 2: Instructional Goals
In 250 words, complete the following:
Sequence each of Kale’s instructional goals described in the case scenario in the order you would address them with him.
For each instructional goal, select an early reading strategy to use from Part 1 and explain why or how it will assist Kale in achieving the instructional goal.
Explain how you would involve Kale’s parents. Develop an activity from one of the early reading strategies that Kale’s parents can use at home.
Consider the effects of having moved to a new place, learning English as a second language from parents not proficient in English, and any cognitive processing problems that should be formally assessed. Explain how these issues should be considered to further assist Kale.
Support your summaries with 2-3 scholarly resources.