32. Mr. Hopkins is a special education teacher in a sixth-grade literacy inclusion class. He has a student with dyslexia in his classroom who receives reading intervention in a resource room. The student is often off-task during whole-group instruction and rarely meets the goal of reading for twenty minutes during independent reading time. Data from the formative assessments indicate a lack of progress in the areas of reading fluency and comprehension. Based on the data collected, which of the following is Mr. Hopkins most likely to request of the reading specialist?
Answer: C
Mr. Hopkins is most likely to request a reevaluation of the student's instructional level and adjustments as needed.
Given the data indicating a lack of progress in reading fluency and comprehension, Mr. Hopkins would logically request that the reading specialist reevaluate the student's instructional level to ensure that the reading material aligns with the student’s current abilities.
A) Allowing the student to listen to audiobooks that are above the student's instructional level
While audiobooks can be a valuable resource for improving listening skills and comprehension, allowing the student to listen to materials that exceed their instructional level may not effectively support their specific reading needs. This option does not address the fundamental issue of the student’s current performance level and could lead to further frustration and disengagement.
B) Teaching the student how to use a self-monitoring checklist before, during, and after reading
Using a self-monitoring checklist can be beneficial for promoting self-regulation and awareness in reading, but it may not directly resolve the underlying issues that the student faces with reading fluency and comprehension. Without first ensuring that the student is reading at an appropriate level, this strategy might not yield significant improvements.
C) Reevaluating the student's instructional level and making adjustments as needed
Reevaluating the student's instructional level is essential to identify the appropriate reading materials that will facilitate progress. This approach allows for tailored interventions that align with the student's capabilities, thereby addressing the observed lack of progress in their reading skills.
D) Assigning books that the student can read independently at home
While assigning books for independent reading at home can provide practice opportunities, it may not adequately consider the student's current instructional level or specific challenges with dyslexia. Without adjustments based on reevaluation, the chosen books may still be too difficult, leading to continued lack of progress.
Conclusion
Mr. Hopkins' most appropriate action would be to request a reevaluation of the student's instructional level and adjustments as needed. This approach directly addresses the root cause of the student’s reading difficulties and ensures that subsequent interventions are effective and relevant. Other options, while potentially helpful, do not focus on the critical need to align reading materials with the student's abilities, which is essential for meaningful progress.