The Prevention Of Reading Diffculties (Elementary Students) – Essay Example
Question The purpose of this essay is to design one question based on the two provided articles and generate an analytical and critical answer in my own words.
After reading the text the discussion point that I generated is “What strategy should be employed in order to best accommodate the needs for at-risk children?" Without question it is the case that different youth learners respond differently to various education methods. According to Torgsen (2002) it was argued that all children must be able to both have a general language comprehension skill, and the ability to identify individual words in print in order for a student to achieve reading comprehension. However the actual ‘educating’ of youth learners is a matter of serious debate insofar as some educators adopt different approaches to conducting the same lesson plans.
For the purpose of this paper it will be argued that the best strategy is a three pronged approach for the education of at risk children. It has been argued by Torgsen (2002) that instruction must be more explicit, intensive and supportive for at risk learners.
In regards to education being more explicit it is the case that children who have lack proper knowledge of letters sounds and pronunciation in general terms require direct instruction on this matter or they risk falling further behind their peers. Moreover in regards to the degree of intensity of education of at risk children it was further argued that students who require this higher degree explicitness of education will undoubtedly require more direct face time with their instructors in order to guarantee a better command of core reading essentials. As such this increased attention translates to a greater intensity of education than the non-at risk student counterparts. Moreover, one could argue that because of the unique needs of at risk learners it may be that they are more likely to falter in their learning objectives insofar as they may have a perceived inability to achieve the same learning objectives as their non-at risk counterparts. What this translates to is adapting the teaching methods of the instructor to be more compassionate and understanding of their students in order to best achieve the end result of their student.
Although it is all well and good to simply state that education of at risk youth should be more explicit, intensive and supportive the real challenge arises out of the various methods as to how this is achieved.
As a second question that arises is “What are the various methods that can be utilized in order to ensure the learning environment for at risk youth readers is more supportive?”
Torgesen, J. K. (2002) The Prevention of Reading Difficulties Florida State University Journal of School Psychology, Vol. 40, No. 1, pp. 7–26,