WEEK 3: Assessment of Thoughtful Literacy & RTI

Assessment of Thoughtful Literacy in NAEP

            Literacy is one of the focal aspects of one’s schooling. It includes “thoughtful literacy-an ability to link the text with one’s existing knowledge to arrive at a considered and logical response” according to the article titled, “The Assessment of Thoughtful Literacy in NAEP: Why the States Aren’t Measuring Up”. From early on, Thorndike stated that reading and the act of thinking are to go hand-in-hand. This has been one of the fundamental cores that we took pride in our schools before, but recently it has gone downhill.

            To get out in the work field while this is a problem can be quite challenging so it is important to know what issues are at hand. There are pressures for the teachers as well in this area because they are expected to teach the material for the test and are limited teaching time for skill building. There has been research done to show that there is a “disconnect between the ideal and the real.” State results have let down the line because of laws such as the No Child Left Behind Act. This in turns leads us to believe ideally the results haven’t changed much but in reality, it has tremendously changed.

            There are some things we can do to bring about a change. By focusing on vocabulary, genre, text organization, characterization and detail, like the article had shared, we can move towards a different result. Our attitudes as teachers go a long way because when we engage and encourage our students, they are motivated to learn. We are to work as a team with our class to make a difference.

Response to Intervention (RTI)

            One of the positive results through the many resources we have now is our responses. Through identifying students with learning disabilities, teachers are able to provide support and intervention to struggling students. RTI was started to be more of a well-structured program that involves IQ tests and achievement tests and using the scores of “intellect and achievement to identify a learning disability”, according to the article, “Response to Intervention (RTI): What Teachers of reading Need to Know”.

            The RTI process has five main steps and the results illustrate positive results. There is universal literacy practices are clear, scientifically valid interventions are implemented, the progress of students receiving intervention is monitored, individualize interventions for students who continue to struggle, decision- making process to determine eligibility for special education services. The model identifies and places students into services that are based on “effectiveness of those services.” This has been experimented through different subjects as a means of random selection. This is the best way to know if a method is being measured at the best possible outcome.

            RTI helps with struggling readers and it is a dominant and alternative way to address the problem. There are tests still being done and these diverse ways are the most effective way to screen learning. Intervening in these specific areas is important for a student’s learning behavior.