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This 3 page paper provides an overview of an educational philosophy, which includes a focus on students with reading disabilites. Bibliography lists 5 sources.
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3 pages (~225 words per page)
File: MH11_MHeduphil2d.rtf
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the needs of varied learner populations and set standards for assessments. In recent years, though, educators have sought the help of literacy specialists determine the best approaches to addressing
children at-risk for reading delays. Students I Desire to Serve The students I desire to serve are children who in third grade, age 8-9 years old, who experience
delays in specific instructional areas. These children may believe they lack the ability to succeed in the educational world. I believe that effective special education interventions for at-risk
readers can improve the function and educational experiences of these learners. Instructional Strategies The two instructional strategies that I believe will improve the educational experiences of a
varied learner population include a focus on phonemic awareness and the development of phonological awareness, through the development of vocabulary familiarity. Lenzo (2007) maintains that children develop phonological awareness
through the course of early language development and that this understanding not only impacts language use, but also the application of learned oral language in areas like reading. For
a child to spell, for example, he/she must be able to break a word into its separate components, or sounds (phonemes) and then choose either a letter or a combination
of letters to represent that phoneme (Heward, 2009). In this process, this may mean that a child has developed the capability to break words down into sets of letters
that represent a sound (e.g. --tion, --ment, --ing) or attribute a phoneme to each individual letter in the word in order to sound out a word that is phonemically unfamiliar
(Lenzo, 2007). Runge and Watkins (2006) state that phonological awareness is the understanding and identification of the individual sounds that are a
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