Lecto-escritura

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Estrategias y actividades para acelerar la lectura de estudiantes que no leen al nivel apropiado

Desarrollado por el Centro de Servicios Educativos, Región IV en colaboración con la Agencia de Educación de Texas

Introduction
In January 1996, Governor George W. Bush set a goal for “all students to read on grade level by the end of third grade and continue reading on or above grade levelthroughout their schooling.” To reach this goal, core classroom programs should be designed so that all students will develop the prerequisite phonological, vocabulary, and comprehension skills necessary to become proficient readers. However, even with the best classroom environment, there may be students who need more time and targeted instruction through an intervention program. To assist with theidentification of students who need more time and targeted instruction through an intervention program, each school district and charter school is required to administer a reading instrument at Kindergarten, Grade 1, and Grade 2 (TEC §28.006). Students should be assessed with an instrument in the language of reading instruction. The reading instrument selected from the Commissioner’s List or aninstrument approved by the local district-wide committee must assess phonological awareness, word reading ability, oral reading accuracy, and reading comprehension. Using the results of the reading instrument as primary criteria, districts and charter schools are required to provide an accelerated reading instruction intervention program during the 2001–2002 school year to students identified inKindergarten, Grade 1, and Grade 2 who are not showing adequate progress in reading development and who are at risk for reading difficulties, including dyslexia (TEC §28.006). This reading intervention program should address the reading difficulties diagnosed through information from the early reading instrument and should be provided in the identified student’s language of reading instruction.Students learning to read in Spanish who are identified to be served with an accelerated reading instruction intervention program may need much of the targeted instruction focused on developing word reading ability and reading comprehension. For all students, the reading intervention program should address the reading difficulties diagnosed through information from the early reading instrument. Theactivities in this booklet have been written to provide targeted instruction in the areas of phonological awareness, letter sound relationships, fluency, and comprehension. Effective small group lesson plans for students struggling to read in Spanish would include the specific areas of difficulty identified for each student. The following sources are acknowledged for their contribution to thisbooklet: • Tejas LEE Intervention Guide • Comprehension Instruction (part of the Red Book Series) • LEER MAS, An Extension of the Teacher Reading Academies

Introducción
En enero de 1996, el Gobernador George W. Bush fijó la meta para que “todos los estudiantes tuvieran la oportunidad de leer al nivel que les corresponde o a un nivel superior, al final del tercer grado escolar y durante todo eltiempo que dure su educación”. Para lograr esta meta, el enfoque del currículo de cada clase debe ser diseñado para que cada alumno desarrolle los requisitos de fonología, vocabulario, y las destrezas de comprensión necesarias para ser lectores competentes. Sin embargo, hasta con el mejor ambiente de clase, pueden haber estudiantes que necesiten más tiempo e instrucción adicional por medio de unprograma de intervención. Para asistir en la identificación de estudiantes que necesitan más tiempo e instrucción adicional por medio de un programa de intervención, se le requiere a cada distrito escolar y “escuela autorizada” que administren un instrumento de lectura en kindergarten, primer y segundo grado (TEC §28.006.) Los estudiantes deben ser evaluados con un instrumento que use el mismo...
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