Lesson 1.5: Risk Factors of Future Reading Difficulties and Circumstances That Promote Success for Beginning Readers
Focus: Read and discuss the risk factors related to reading difficulties. Identify those that can be used to identify children in need of prevention and early intervention.
Prior to the Collaboration Group Meeting
1. Reflection Journal
Write in your reflection journal prior to the Collaboration Group meeting. You are to respond weekly in your journal, reflecting on your learning, observation, questions, and personal connections. Your reflections need to be at least 250 words. You may choose how to format your journal, though you may want to consider the following as you write:
- What are some new understandings you made this week as a result of the work for this lesson and your work with your students?
- How has this new understanding influenced your current practice?
Bring your reflection journal to the weekly Collaboration Group meeting, and prepare to share your entries.
2. Reading
Read the book Starting Out Right: A Guide to Promoting Children’s Reading Success, pp. 130-139, and think about the predictors of possible reading difficulties for young children.
During the Collaboration Group Meeting
- Share your reflection journal entries.
- Divide the risk factors from the Risk Factors of Future Reading Difficulties and Predictors at School Entry among the participants.
- Reread the pages indicated for the terms/concepts you are responsible for and complete your assigned section(s) of the form.
- The recorder takes notes on this form during the group discussion.
- Go through the list of terms sequentially and allow people approximately three minutes per item to summarize what they learned.
- Discuss the summarized items. Encourage people to share their insights and questions.
- Discuss how health professionals can work with the school to provide services to students.
- Participate in the Circumstances That Promote Reading Success for Beginning Readers activity.
- The recorder takes notes on this form during the group discussion.
- Determine the facilitator, recorder, timekeeper, date, time, and location for the next Collaboration Group meeting.
After the Collaboration Group Meeting
- The recorder emails the instructor the completed documents: Risk Factors of Future Reading Difficulties and Predictors at School Entry and Circumstances That Promote Reading Success for Beginning Readers. Send your assignment(s) to the instructor as an attachment to an email message. Be sure to include your name, date, location, and title on the document. Also, include your name and lesson title in the file name, for example, moses_risk_factors.
- The timekeeper emails the attendance to the instructor.
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