Kristin Foster

EDSE 321
Reflection #3
It would be helpful for the intervention under Basic Reading to state that phonics and/or
phonemic awareness need to be taught systematically, directly and explicitly. It does state that
interventions should be systematic, direct and explicit just not specifically what the area of skill
is. I think that also lessons may need to be longer than 10-15 mins depending on the students
deficit. Lessons should be as long as needed, or appropriate for the size of the deficit. In the
progress monitoring column, I would also write that the more sever the deficit is the more often
the students progress should be monitored. This way the student can receive a more intense
intervention if they are not making progress. That is just what I was taught about reading
instruction.
I do like how the evaluation tools are listed. This will be extra helpful for me when I am
trying to decide how to asses a student for special. If I think a child may be struggling in
calculation I will be able to use this guide to find the appropriate assessment to test their
achievement in the specific area. I also appreciate that their is oral expression and listening
comprehension is listen. This is helpful for teachers who are finding that their students have
deficits in areas that very closely effect academics but are not necessarily academic deficits.
Students who have deficits in executive functions (oral expression and listening comprehension)
are a huge population in special education. I also appreciate the strategies listed for oral
expression and listening comprehension.
It would be really nice to have specific curriculums or programs that have good
interventions to teach each skill. I know they are not that hard to find however it would make the
chart extra top noch.