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SPD_580_At_Risk_and_Struggling_Readers_1_17.docx SPD-580 At-Risk and Struggling Readers

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SPD_580_At_Risk_and_Struggling_Readers_1_17.docx SPD-580 At-Risk and Struggling Readers Grand Canyon University: SPD-580 At-Risk and Struggling Readers In this scenario, a third grader named Mari... us was transferred to Oakwood Elementary School in the fall. Marius excels academically in the areas of math, speaking, and verbal vocabulary skills, but he struggles with reading independently falling below grade-level benchmark on his mid-year universal screening measure. As a result of this and his previous school records, Marius is receiving Tier 1 intervention. Looking at Marius™s third grade Academic reading assessment he is adapting well to Tier 1 instruction. The assessment indicated an increased score every time it was administered to him. Week 7, Marius exceeded the expected benchmark of 30 with a score of 33. On a Peabody Picture vocabulary test he scored in the 84th percentile. Based on these results it is determined that Marius benefited from being monitored weekly while receiving instruction at Tier 1 intervention. However, I would recommend Tier 2 intervention based on the results from the beginning phonics Diagnostic assessment. According to the scenario, Marius can sound out all short vowel letter sounds, vowel-consonant, and consonant-vowel-consonant words with beginning and continuous sounds but struggle with reading four of the six words on the measure of CVC words beginning with stop sounds, and only read one of the words on the consonant-consonant-vowel-consonant words with beginning blends sub-test cau. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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