Humans possess remarkable minds, navigating the complexities of good and bad, shaping our world through our choices. We hold the unique ability to transform adversity into opportunity, a testament to our capacity for thought, creation, and evolution. Though fleeting in the grand scheme of the universe, these remarkable minds empower us to grow as individuals and leave a lasting legacy on our species. As I approach 50 (a milestone soon to arrive), time’s swift passage becomes increasingly apparent. This realization underscores the fleeting nature of our existence within the vast expanse of galaxies, universes, and history itself. Yet, a profound question emerges: even as mere specks in the cosmos, why are we endowed with such remarkable minds? Perhaps the purpose of these minds lies not just in shaping this life, but in something grander. The yearning for something more, the very question of our place in the universe, is a testament to the power of our minds. Could these minds be a hint of a greater existence, a potential that extends beyond our fleeting lives? So I leave you with this verse, Psalm 139:13-14 says, “For you formed my inward parts; you knitted me together in my mother’s womb. I praise you, for I am fearfully and wonderfully made. Wonderful are your works; my soul knows it very well” There is more to this life.
Threads of laughter, once so bright, Woven tight through day and night. Secrets whispered, dreams confessed, A friendship’s bond, a fortress blessed.
Then came the silence, cold and vast, A careless word, a love surpassed. Misunderstandings, walls arose, A distance grew where friendship flows.
Regret sits heavy, a leaden weight, Words unspoken, sealed by fate. Doors slammed shut in anger’s heat, Leaving echoes in the lonely street.
But memories linger, bittersweet, Of laughter’s echo, soft and fleet. A longing whispers, could it be? To mend the threads, and set hearts free?
The path may twist, the road unclear, But bridges built can conquer fear. With open hearts and words sincere, Friendship’s flame might reappear.
Though time may pass, and seasons change, A second chance, a rearranged. For in the garden, wild and free, Friendship’s bloom may yet rebirth, you see.
Before COVID-19, some students struggled with reading. However, in our post-COVID world, we have seen an increase in students who are not meeting grade-level benchmarks and need more intensive reading interventions.
Most students struggle with reading at some point, but the majority respond well to typical classroom instruction and interventions.“Yet some students with the most severe reading difficulties do not make adequate progress in standard reading interventions and require more intensive interventions to make sufficient growth in reading, (Al Otaiba, McMaster, & Wanzek, 2020). Even though some students need specialized instruction to make significant progress in reading, all students can learn to read. This is important because many students feel that not being able to read well reflects a lack of intelligence, which simply isn’t true. Students who need extra support can benefit from a more intensive reading program. Such programs provide more time for practice and more frequent teacher feedback, which are both essential components of successful learning.
The first step is for teachers to identify students who need more intensive intervention. They can achieve this by using the Response to Intervention (RTI) model or a Multi-Tiered System of Support (MTSS). Most times normal classroom instruction is considered Tier 1 includes high-quality core instruction for all students. Tier 2 provides additional support for students who need it, such as small group instruction or supplemental activities. Tier 3 offers the most intensive support for students who continue to struggle after Tier 1 and Tier 2 interventions. It’s important to implement these steps in order before moving a student to Tier 3.
When implementing RTI or MTSS, teachers continuously assess student understanding to determine reading level and pinpoint areas needing improvement. These frequent assessments and progress monitoring are crucial for providing targeted practice, feedback, and placing students in appropriate reading groups with engaging books. Ultimately, this data-driven process guides teachers in selecting the most effective interventions to help students achieve reading success.
The article “Best Practices in Planning Interventions for Students With Reading Problems” highlights various intensive interventions, while reading groups typically focus on exploring a wider range of reading instruction strategies. Some examples of these intensive interventions include explicit instruction, systematic instruction with specialized and corrective feedback, and cognitive process strategies.
According to Reading Rockets, two categories of students struggle with reading: those with a discrepancy between their IQ and reading achievement, and those with both low academic ability and low reading achievement. Importantly, regardless of the category, all students can learn to read with the right interventions.
“Poor readers with word recognition difficulties generally over-rely on textual cues such as pictures and other words to identify words in a passage that are unknown to them” (Kim & Goetz, 1994).
“Overusing textual cues to identify unknown words reduces the likelihood of transforming unknown words into sight words” (Pressley, 1998). Students with autism sometimes struggle with this as they get used to the repetitive sound of the letters and then have a difficult time transferring those sounds into words.
Once school psychologists and teachers have decided who needs to be in what level of intervention, they then need to look into what type of strategies work the best.
References
Al Otaiba, S., McMaster, K. L., & Wanzek, J. (2020). Intensive Reading Interventions for the Elementary Grades. New York, NY: Guilford Press.
Joseph, L. (n.d.). Best Practices in Planning Interventions for Students with Reading Problems. Reading Rockets. [doi number, if available]
Kim, Y. H., & Goetz, E. T. (1994). Context Effects on Word Recognition and Compensatory Hypothesis. Reading Research Quarterly, 29, 178–188.
Lerner, J. W. (1993). Learning disabilities: Theories, Diagnosis, and Teaching Strategies. Dallas, TX: Houghton Mifflin.
Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford.
The ember glows, a hidden heat, A spark ignited, deep and neat. A simmering stew, a rising tide, The calm facade, it starts to slide.
The voice grows sharp, the words take flight, Barbed arrows pierce the starlit night. Muscles tense, a fist held tight, A storm within, a brewing fight.
Red fills the vision, blurs the scene, Logic surrenders, replaced by the mean. The heart a drum, a pounding beat, Fury unleashed, a raging heat.
The castle of pillows, once a throne of dreams, Now holds a captive, bound by surgical seams. My body, a battlefield, stitched and still sore, Yearning to rise, but weakness pleads for more.
My husband, my fortress, weathers the storm, A juggler of burdens, keeping us warm. His gentle touch soothes, a silent decree, “Your strength will return, just wait and you’ll see.”
The children, like sunshine, peek through the door, Their laughter, a melody I long to explore. Guilt paints the silence, a tear escapes sight, A mother restricted, a wife dimmed in light.
The house, a reflection, whispers my name, Dishes pile high, a game I can’t play. But whispers of hope in my spirit take root, This rest is a haven, to bear future fruit.
For them, I will rise, a warrior anew, My love, their compass, forever will hold true. This too shall pass, like pages turned with care, A stronger wife, mother, with burdens to share.
