Does innovation help improve reading comprehension for students with special needs?
In Napa County in 2016, 47 percent of all students enrolled in grades 3 to 12 were meeting or exceeding grade-level standard on the CAASPP in English Language Arts. Therefore, 53 percent of students are either nearly or not meeting the standard (kidsdata.org, p 1, 2019). As a Special Education Specialist, I wanted to find out what I can do differently to improve reading comprehension for students with special needs.
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Can innovation and innovative tools help increase reading comprehension for students with special needs?
According to the National Center of Education Statistics, the reading scores for fourth-grade reading scores for students without disabilities increased from approximately 220 to 225, whereas students with disabilities declined from 188 to approximately 186 (NCES, 2011).
The purpose of this action research is to improve reading comprehension by innovation and technological innovative strategies and support for students with special needs in a secondary comprehensive learning environment. Best-practice, research-based teaching strategies that promote engagement, effective, and individualized instruction, which can be enhanced with technology and innovation. According to Fielding and Pearson, "the most sweeping changes in r instruction in the last 15 years are in the area of comprehension" (Fielding & Pearson, 1994, p. 1).
Previous teaching and instructional practices have not been successful in the delivery of reading instruction in a "traditional" classroom setting, of students sitting in rows, with only the teacher speaking. We now know that there needs to be a shift in the delivery of effective instruction, and student learning in the 21st century.
Learning environments require: "a successful program of comprehension instruction including four components:large amounts of time for actual text reading, teacher-directed instruction in comprehension strategies, opportunities for peer and collaborative learning, and occasions for students to talk to a teacher and one another their responses to reading." (Fielding and Pearson, 1994 p 3).
Reading Comprehension Gains by
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