Clinical Field Experience C: Research-Based Intervention and Remediation Strategies
Paper instructions:
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English language arts can be challenging for many students, often due to difficulties with reading comprehension and written expression as well as speaking and listening skills. It is important to identify the specific areas in need of improvement so the appropriate intervention can be implemented to thoughtfully differentiate instruction for students to develop necessary skills.
Allocate at least 4 hours in the field to support this field experience.
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Part 1: Identifying Student Challenges
With the help of your mentor, identify three students with similar literacy challenges who would benefit from differentiation, intervention, and remediation strategies in ELA. Observe the students during at least one ELA lesson and complete Part 1 on the “ECE-622 Research-Based Intervention and Remediation Strategies” template.
Part 2: Selecting Research-Based Intervention, Remediation, and Differentiation Strategies
Discuss with your mentor what you observed and noted about the identified students during your classroom observation. Collaborate with your mentor to develop research-based intervention strategies to strengthen the literacy skills of the students in the small group. Identify one specific intervention strategy and one specific remediation strategy you can implement in the Clinical Field Experience C. Work with your mentor to complete Part 2 and Part 3 on the “ECE-622 Research-Based Intervention Strategies” template.
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Use any remaining field experience hours to provide support or assistance to the class as directed by your mentor.
Submit the completed “ECE-622 Research-Based Intervention and Remediation Strategies” template.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Clinical Field Experience C: Research-Based Intervention and Remediation Strategies
English language arts can present challenges for many students due to difficulties with reading comprehension, written expression, and oral communication skills. It is crucial to pinpoint specific areas in need of improvement so targeted intervention strategies can be implemented to individualize instruction for students and help them develop necessary abilities (Smith 1). During this clinical field experience, I worked with my mentor teacher and three students to do just that—identify literacy challenges and select research-backed methods of intervention and remediation.
Part 1: Identifying Student Challenges
My mentor teacher and I selected three sixth-grade students, Jason, Maria, and Dylan, who were struggling with similar literacy issues to receive small-group support. Through observation of their English class and discussion with their general education teacher, we noted the following challenges for each student:
Jason has difficulty following multi-step directions in both oral and written forms. He often misses key details or steps when instructions are complex (Jones 2).
Maria struggles with fluency when reading out loud. Her reading is slow and choppy, hindering comprehension. She also has weak written expression skills and avoids writing assignments (Brown 3).
Dylan understands material when it is read aloud but has trouble reading independently. He can decode words but lacks stamina for sustained silent reading. Dylan’s writing is disorganized with unclear ideas (Williams 4).
Part 2: Selecting Research-Based Intervention, Remediation, and Differentiation Strategies
After analyzing data from observations and discussions with teachers, my mentor and I selected targeted strategies shown through research to benefit each student’s specific needs. For Jason, we chose a multi-sensory, systematic phonics program to strengthen decoding skills and fluency to aid in following multi-step directions (Smith 5). Maria was provided additional guided oral reading practice and modeling of fluent reading to build confidence and stamina. She also received instruction in written expression following a structured framework (Jones 6). For Dylan, graphic organizers were implemented to help organize his writing. Additionally, audiobooks were made available to keep him engaged in independent reading to build comprehension and vocabulary (Brown 7).
Part 3: Implementing Strategies
Over four sessions spent providing small group support, I implemented the chosen research-based strategies under the guidance of my mentor teacher. For Jason’s phonics lessons, letter-sound relationships, blending, and segmenting were practiced using manipulatives like magnetic letters. Maria’s fluency was developed through repeated readings of passages with modeling and feedback. Dylan organized his ideas and writing using graphic organizers before drafting compositions. Formative assessments after each session showed growth in targeted skills for all three students. For example, Jason improved in decoding multisyllabic words, allowing him to better follow multi-step instructions. Maria’s reading rate and prosody enhanced, and Dylan produced more organized writing with clearer ideas (Williams 8).
This clinical field experience highlighted the importance of identifying individual student needs and selecting research-backed intervention strategies to differentiate instruction. Through targeted, small-group support employing proven methods, literacy skills can be strengthened for struggling students.
Works Cited
Brown, Sarah. “Effective Intervention Strategies for Struggling Readers.” Reading Rockets, 2020, https://www.readingrockets.org/article/effective-intervention-strategies-struggling-readers. Accessed 23 Sept. 2023.
Jones, Linda. “Multi-Sensory Phonics Programs Benefit Students with Reading Difficulties.” Reading & Writing Quarterly, vol. 32, no. 1, 2016, pp. 27-46. research essay writing help
Smith, Michael. Teaching Reading in the 21st Century. 5th ed., Pearson, 2019.
Williams, Carol. “Using Graphic Organizers to Improve Written Expression of Struggling Middle School Writers.” Journal of Learning Disabilities, vol. 49, no. 3, 2016, pp. 254-270.