Introduction
a. Brief overview of the Reading MTSS system
b. Importance of effective reading intervention strategies in American schools
Basically, the current MTSS program is not working, and there is a need to change the way we approach teaching reading in America, especially when we are teaching it to English Language Learners. The research should help the reader understand that there is a need to try an inquiry-based reading program called the Picture Word inductive Model.
c. Identification of the research problem: issues and challenges associated with the Reading MTSS system
Introduction:
The Multi-Tiered Systems of Support (MTSS) is a widely adopted framework in American schools, designed to provide targeted and differentiated reading instruction to meet the diverse needs of students. The framework emphasizes the importance of evidence-based instructional strategies, ongoing progress monitoring, and data-driven decision-making to improve student outcomes. While the Reading MTSS system has demonstrated success in some contexts, it has faced numerous challenges and limitations in others. This research paper aims to examine the issues associated with the Reading MTSS system in American schools and explore potential solutions for enhancing its effectiveness.
Literature Review
a. Historical context of the MTSS system and its evolution
b. Key components and principles of the Reading MTSS system
c. Previous research on the effectiveness of the Reading MTSS system
d. Identification of the gaps in the literature and the need for further investigation
Methodology
a. Research design mixed-methods
b. Population and sample selection
All of the data was collected from KSDE. (2023, April 6). Kansas Report Card. Retrieved from Kansas State Department of Education: https://www.ksde.org/KSDE.
d. Data analysis procedures
e. Ethical considerations
Results
a. Presentation of the data collected (e.g., demographic information, survey responses, interview transcripts)
b. Data analysis and interpretation of the findings
c. Discussion of the results in relation to the research problem and objectives
Discussion
a. Summary of the main findings
b. Examination of the challenges and limitations of the Reading MTSS system
c. Exploration of potential reasons for the identified issues (e.g., lack of resources, inadequate training, insufficient collaboration)
d. Implications for educational policy and practice
Conclusion
a. Recap of the research problem, objectives, and main findings
b. Recommendations for improving the Reading MTSS system in American schools
The recommendation need to focus on using the Picture-Word Inductive Model as a way to help students who are learning English as a second language.
The PWIM follows a series of steps that involve students in labeling, categorizing, and analyzing pictures to build their understanding of words and concepts. Here’s a general outline of the process:
1. Select a picture: The teacher chooses an engaging, context-rich picture that includes objects, actions, and scenes that are familiar and relevant to the students. The picture should have enough details to generate multiple words and spark discussion.
2. Label the picture: Students are asked to identify and name objects, actions, or scenes in the picture. The teacher writes the words on the picture or on individual labels and places them near the corresponding items. This helps students associate the written words with the objects or actions they represent.
3. Categorize words: Once a substantial list of words has been generated, the teacher guides students in grouping the words into categories. Categories might be based on semantic relationships, grammatical features, or other criteria that help students make connections between words and concepts.
4. Create sentences and paragraphs: Students use the categorized words to create sentences and paragraphs, which can be written individually or as a group. The teacher provides support as needed, helping students with grammar, syntax, and organization.
5. Extension activities: The PWIM can be extended through various activities, such as creating stories, poems, or essays using the generated words or by incorporating the words into other content areas.
6. Reflect and review: Students review their work, discuss what they have learned, and reflect on the process. The teacher may also assess students’ progress and provide feedback to help them improve their language skills.
The Picture Word Inductive Model has been found to be effective in supporting vocabulary development, reading comprehension, and writing skills, especially for English language learners and struggling readers. By engaging students in meaningful and context-rich activities, the PWIM helps them build a strong foundation in language and literacy.