I have had the opportunity to teach students with RD and as the text states, and the majority view reading as a tiresome and frustrating decoding process. In the past, these students benefited from the intervention program, Reading Recovery. Now, with the elimination of Reading Recovery from my school, it is imperative that I am knowledgeable of and put into practice the instructional modifications and strategies to meet the needs of students with a reading disability. This chapter has opened my eyes to strategies I have not used in my first grade classroom to build comprehension such as Keyword Strategies, Pegword Mnemonics, and Letter Strategies.
Guided Reading, the reading instruction program used in Anderson District 5, models table 7.3 in the text. Each reading lesson is planned with a prereading discussion of the text to be read, students read the story, important information is discussed, and students are asked to relate the story to their own life. Through Guided Reading the teacher models reading and comprehension strategies for students to use during independent reading. The text also mentions Reciprocal Teaching and Peer Assisted Learning Strategies. I have not used these beneficial strategies in my classroom. I feel that they would be very beneficial for a student with a RD because they play an active role and they are learning from their peers.
I plan to use the comprehension strategies I have gained from the text. I will model reciprocal teaching and peer assisted learning so that my students can be more involved in working as a group to derive meaning from a story. I will also model ways to use concept maps to strengthen comprehension of a text with the use of keyword and letter strategies as well as pegword mnemonics.
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