Tomika Goble

Johnson

Tomika Goble

Johnson

Biography

Pen Point Reading

When struggling readers are in a regular education classroom of 20+ students they are frequently embarrassed about their inability to read as well as others and typically will not ask for help due to embarrassment. These students need methods and technological devices that will allow access to the general curriculum so that the deficits they face are not as noticeable by other students. Special Needs Students are a diverse group of learners who need access to a variety of different resources to accommodate their individual needs. The well-established literacy strategies that are used in schools today only suit the needs of most of the students. For the remainder, an individual approach is required to meet their individual needs. Students with a reading disability require the right support and tools to enable them to ‘live’ and access their education. As a Special Needs Teacher, I believe my students would benefit from the use of the C-Pen Reader during their regular education and resource time to access the text they are unable to read thus improving their reading comprehension. In the resource classroom, I generally work to increase my students independent reading fluency and comprehension. By also evaluating their grade level fluency and comprehension at the beginning, middle and end of the school year, and providing them with the C-Pen Reader for use in the regular classrooms, I can determine the value of the use of the C-Pen Reader in increasing reading fluency/comprehension. Student independent and grade level reading levels will be determined at the beginning of this school year, based on Grade Level Baseline Assessments, STAR results and Exact Path Diagnostic Assessments. Special Needs Students will use the C-Pen Readers purchased through this grant to access unfamiliar text in all subject areas. Student success will be determined by The Baseline Assessment, STAR and Exact Path Diagnostic Assessment being repeated in December and then again in April to determine improvement. Results will show growth each student has had over the course of the school year. These results will be reported to school and district PLC’s as well as being posted to Promising Practices in “The Holler” throughout the year.

All sessions by Tomika Goble