Castellanos, Dawn | Reading Specialist

Reading Intervention Basics:

AZ State Law, MOWR, requires that schools monitor reading achievement in students. DVUSD uses a varity of assessments to gauge student learning and plan effective lessons to promote reading success.  Grades k-3 are screened using the DIBELS test.  It is administered a minimum of 3 x per year to assist in identifying struggling readers.  This data combined with teacher input drives the instruction of a reading intervenionist.  Interventionists meet with small groups of students using research based reading lessons and techniques to improve student reading with the intent of ensuring all students are reading at grade level.

If I will be an instructor for your child this year, you will be provided to my Canvas Course and/or ZOOM link via email once reading groups are created.

Move On When Reading: 

In this information age, acquiring the ability to read and write proficiently is both necessary and crucial for a student’s academic success.  It is essential that K-3 students have full access to effective, strategic and purposeful reading and writing instruction using strategies that have been proven to be successful with research and evidence.

In 2002, Arizona state statue, A.R.S. § 15-704 requires schools/charters to provide effective reading instruction, with initial screening; on-going diagnostic and classroom based reading assessments, and a system to monitor student progress.

In 2010, Arizona’s revised statue A.R.S. § 15-01 established the requirement that a pupil not be promoted from the third grade if the pupil obtains a score on the reading portion of the Arizona Instrument to Measure Standards test (AIMS) or a successor test, that demonstrates that the pupil’s reading falls far below the third grade level.

In 2012 Arizona’s revised statue A.R.S. § 15-211 (A) requires all schools with a K-3 program to submit a comprehensive plan for reading instruction and intervention across grade kindergarten through grade three. State funding is provided to schools to support the implementation of their K- 3 reading plan. The goal is to have all grade three students in Arizona reading proficiently at grade level.

 

DIBELS Next:

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills.

DIBELS are individually administered measures of student skills in each of the key basic early literacy skills.

DIBELS are comprised of seven measures to function as indicators of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. DIBELS were designed for use in identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support early and prevent the occurrence of later reading difficulties.

We conduct DIBELS testing through the use of software from Amplify/Mclass.  For more information click here AMPLIFY/MCLASS/DIBELS

 

Reading with automaticity increases fluency. One component to becoming a fluent reader is to memorize/know the most common sight words.  Often times many of these words do not follow our typical phonics rules, thus making reading labored while the student is "stuck" on the word.  In the end, this leads to decreased comprehension. 

Click below for DVUSD Sight Words by grade level:

SIGHT WORD LISTS BY GRADE