Documentation of the Problem, Research Paper Example

Children of primary school age may often possess a number of academic-based challenges that impact their wellbeing, particularly in the child care environment where they are exposed to other children. Educators must be able to identify these problems and discuss them with parents as they emerge in order to create an environment where change and progress are likely to occur. Therefore, the focus must be on the development of new perspectives and resources to identify concerns with these children and a means of addressing them with parents in a productive manner. In addition, a creative approach to managing these issues must be identified in order to ensure that children benefit from the resources that are available to improve their academic success. To be specific, the performance of three third grade students is less than adequate, particularly in reading. Therefore, this problem must be addressed more fully in order to determine how to improve reading skills for these students.

Some of the most critical factors to consider in regards to reading for primary school-age children include the following:

• Children must meet a series of core competencies, including but not limited to self-regulation and adaptation, which may be difficult for some children to accomplish under certain circumstances (Liew, 2011)
• Children must be able to demonstrate reading skills at the third grade level that will align with the performance expectations of other children within this age group
• Children must be able to accept and utilize guidance from their teachers in order to learn how to read at a third grade level and to improve their overall academic performance in this manner
• Children must be able to effectively adapt to reading in such a way that it will benefit their overall academic performance and strength in other subjects, adopting a balanced approach that will positively impact these children and their reading abilities at this stage (Pressley & Allington, 2014)
• Children who are introduced to reading at this level must accomplish a number of objectives that will impact their reading performance and their overall understanding of the dynamics of reading and what it provides in order to fulfill their lives in different ways (Pressley & Allington, 2014)
• When children are unable to manage their activities effectively at this stage, the classroom experience may be daunting and difficult to navigate for children; therefore, they may find themselves in a position where adjustment to the classroom as next to impossible, thereby hindering their growth, development, and learning curve throughout the educational spectrum, including but not limited to their reading ability at this grade level (Denham et.al, 2014)
• Children may also experience any number of challenges related to academic readiness, and this requires an emotional and social balance that will have a lasting impact on academic outcomes for children that begins at the preschool level and during this early part of the classroom experience (Denham et.al, 2014)

The issues that have been presented demonstrate a greater need to understand the dynamics of a given situation and to be successful in working towards a number of critical elements that will have a lasting impact on how children respond to reading and how their academic-based challenges play a role in their ability to succeed at this primary level of the school-based experience.

Anticipated Outcomes

The primary goal of the research project is to better understand the dynamics of how third grade children are able to connect with their reading skills in an effort to achieve their academic potential at a young age, using the support of teachers and parents in working towards an effective balance in their young lives. Those who demonstrate weaknesses in this area must be able to be evaluated on a regular basis in order to monitor any improvements that might occur for these children.

Based upon the aforementioned statement, it is important for teachers and parents to connect of their own doing for the betterment of the children who require support and encouragement at this level. This will demonstrate an ability to effectively adapt to change and to be recognized for the contributions that are made through the collaborative effort of teachers and parents in promoting students’ wellbeing and growth at this age. Teachers and parents must play a significant role in enabling children to be prepared for academics and to be cognizant of their own abilities in order to improve their performance (Denham et.al, 2012). This process is ongoing and requires teachers and parents to freely express their concerns and to make a difference in the lives of these children as best as possible in order to effectively meet expectations without difficulty (Denham et.al, 2012). This process will encourage children to explore their own reading abilities in a controlled environment in order to identify any potential concerns and to be proactive in working to enable children to be effective and productive in an academic context, particularly as their learning and development continues to grow and thrive (Denham et.al, 2012).

Based upon the expectations set forth through the actions of teachers and parents, the following elements are expected to be critical to this process:

• It is anticipated that third grade children may struggle with their reading skills at this age and will subsequently underperform at the expected academic level
• Third grade children must be prepared by their teachers and their parents to balance their academic development and reading skills in order to achieve effective academic performance as they grow older
• Parents and teachers must be able to communicate at a very high level on a consistent basis so that children are able to benefit from the support and encouragement that they receive from this group
• It is important for these children to continue to develop at level that will have a considerable impact on their long-term academic potential and to expand their practical knowledge accordingly to be successful throughout their academic careers; in other words, the foundation must be laid at an early age in order to promote optimal effectiveness and achievement in this context
• Children must also be able to address difficult academic challenges successfully with the assistance of their teachers and parents in an effort to produce academic effectiveness in their reading skills
• Children must also receive continued guidance and support from their parents and teachers to enable them to balance their ever-increasing development and knowledge base at the highest possible level
• Children must be able to overcome academic and reading challenges with the guidance of their teachers and parents when the latter are able to communicate and to optimize their ability to be effective in meeting the expectations that are set forth at the primary school level
• It is expected that these children will be provided with a stable and nurturing environment at this stage in order to learn how to read effective and to respond to and manage their overall academic performance without extreme difficulty

Measurement of Outcomes

A determination of how to manage the reading-based needs of third grade children of requires parents and teachers to openly communicate and collaborate regarding these needs to remain consistent with the expectations set forth for these children. In this context, it is important to recognize the value of improving reading ability and performance and in supporting an environment where change and progress will be achieved and are measurable to determine success. This is best measured by adopting the STAR reading assessment in order to measure a child’s reading aptitude and overall ability to be effective in working towards improving reading skills at the third grade level. There must be a significant emphasis on support and how parents and children respond to a child’s struggles in this regard and to determine what is required to improve outcomes and to create opportunities for growth that will impact the child’s life in a positive manner. Therefore, the measurement tool must take reading skills into account and how teachers and parents respond to this growth, including what is required to facilitate a successful reading experience that will have a meaningful and lasting impact on the success of these children at a young age. The STAR reading assessment is essential in the discovery of a child’s continuous improvement and his or her academic reading development at this level. Third grade students who consistently underperform in reading are likely to benefit from this assessment and to determine which methods are necessary to improve outcomes for these children over the long term. As a result, they must be assessed in order to determine a baseline score and to determine which methods will be necessary to improve the knowledge and reading skills of these students.

References

Denham, S. A., Bassett, H., Mincic, M., Kalb, S., Way, E., Wyatt, T., & Segal, Y. (2012).

Social–emotional learning profiles of preschoolers’ early school success: A person-centered approach. Learning and individual differences,22(2), 178-189.

Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137-143.

Denham, S. A., Bassett, H. H., Zinsser, K., & Wyatt, T. M. (2014). How Preschoolers’ Social–Emotional Learning Predicts Their Early School Success: Developing Theory?Promoting, Competency?Based Assessments. Infant and Child Development, 23(4), 426-454.

Liew, J. (2012). Effortful control, executive functions, and education: Bringing self?regulatory and social?emotional competencies to the table. Child development perspectives, 6(2), 105-111.

McCabe, P. C., & Altamura, M. (2011). Empirically valid strategies to improve social and emotional competence of preschool children. Psychology in the Schools, 48(5), 513-540.1

Pressley, M., & Allington, R. L. (2014). Reading instruction that works: The case for balanced teaching. Guilford Publications.