Increasing Literacy and Reading Competency of a Four-Year Old Learner Assignment

Increasing Literacy and Reading talent of a Four-Year Old Learner - Assignment Exampleappraisement, educational adjustment profile (EAP), specialist report, judicial decision - minimum 3 types, research literature - minimum 4).2. Use positive language to highlight what the school-age child can currently achieve. Do not use a deficit approach. Avoid comparisons with the norm. I am particularly interested in finding out about the students interests, likes and dislikes and learning characteristics. What do you already fare about what works for this studentMelanie (pseudonym name) is a healthy four year-old girl, currently attending K1 in red-brick Montessori International Group (MMI). Through the use of appraisement observation (Wood, 1992), it has been noted that when she is asked to read a selection and subsequently on asked of what she has understood about it, she loses track of the entire reading subjecting her to forgetting regular the simple words that she has already come across within the reading. Besides that, it could be noted too that even though she is asked with regards the importation of the words that she was already given familiarity to while reading the material given to her, she has the hardest time remembering them during the prototypic time of questioning. If closer observance is paid to the reading process of Melanie at home, it would likely lead to diverse end results, as per suggested by the Educational Adjustment Profile (Balasundarm, 1998). If one lets her read a make that includes very simple words that she already do its or has come across earlier, there is no power why she could not finish the task. As for a fact, she will readily do the reading from the start of the text as required continuously up until the end of the reading piece. However relating the different content of the words in the reading becomes a hard matter for her to complete.Through the use of one-to-one judicial decision method (Steven, 2008), I, as the teacher of Melanie, was satisfactory to observe her different developments based from the number of practices and trainings that she has undergone such as phonics, reading comprehension and other word based programmes that are all aimed to help an individual verbally comprehend with written pieces of reading. Through a systematic process of gathering the data I was able to keep a record on how well my niece is making improvement based from the daily activities that I handle with her in a regular basis. I used both formal and informal assessments to ensure that the Melanie is making progress. This means that the assessment could happen during or even after classes (ASHA, 2009). Through this mandated procedure, I am sure to be able to help Melanie enhance her skills on understanding words and their context even after class allowing her to see things in a practical manner. As noted through the utter observation I learned how my niece has become much patient and perseverant in accept ing the lessons I cede to her making her better acquainted with the lesson thus pushing her to develop further in her learning. Planning (350 words)1. From what you know about the student, prepare an individualised education plan (IEP) for