W1_Reading

During the first week of the ETC course, we were asked to select four articles that connected with our action research project and to summarize them briefly. These articles, although not directly tied to my music curriculum and classroom have provided me with some insight about how the Response-to-Intervention (RTI) model and the multiple intelligences (MI) could be used together to effectively reach struggling readers.

The first article I read written by Pokey Stanford was entitled, "Multiple Intelligences for Every Classroom." The focus of the article was how teaching practices, strategies and assessments are connected to formulate an atmosphere where students can learn. However, in the traditional classroom instruction is delivered mostly through lecture, as opposed to the various approaches tied to the multiple intelligences. This is especially important for those students who are struggling. Most students are being taught in the intelligence that is their weakest and forced to try to push through just to survive. Obviously, the multiple intelligence theory and practices provide a solution to this problem.

Stanford, P. (2003). Multiple intelligence for every classroom. intervention in School & Clinic, 39(2), 80-85. Retrieved September 15, 2010 from Academic Search Complete Premier database.

This second article, "Responding to Reading Instruction in a Primary Grade Classroom" was helpful in familiarizing myself with the practices of RTI. This writing stressed the importance of assessment and grouping students based on similar needs. The goal is to identify early those students that are having difficulties reading and to provide intensive instruction so that they catch up with their peers.

Mokhtari, K., Porter, L., & Edwards, P. (2010). Responding to reading instruction in a primary-grade classroom. The Reading Teacher, 63(8), 692-697. Retrieved September 15, 2010 from Academic Search Complete database.

This third article, "Response to Intervention, Collaboration, and Co-Teaching: A Logical Combination for Successful Systemic Change," focused on one of the major areas I will be dealing with in my action research: collaboration. This article, although it did not necessarily stress the importance of related arts teachers, so to speak, focused on the collaboration of all stakeholders. The writing focused heavily on the reevaluation of our teaching instruction and how we should move to being proactive, instead of solely reacting when a child has first failed.

Murawski, W & Hughes, C. (2009). Response to intervention, collaboration, and co-teaching: A logical combination for successful systemic change. Preventing School Failure, 53(4), 267-277. Retrieved September 15, 2010 from Academic Search Complete database.

The final article, "Response to Intervention: Implications for Early Childhood Professionals," provided a detailed description of the four main components (assessment, scope and sequence, activities and instruction, and progress monitoring) of the curriculum framework for how this RTI model will get lived out in the classroom. Further, it stressed the importance of this collaborative effort in the success of this RTI model. In fact, the point is this design will fail without a team working together to provide the best interventions possible for the student.

Jackson, S., Pretti-Frontczak, K, Harjusola-Webb, S, Grisham-Brown, J., & Romani, J. (2009). Response to intervention: Implications for early childhood professionals. Language, Speech, and Hearing Services in Schools, 40(4), 424-434. doi:10.1044/0161-1461(2009/08-0027)