DIane+Woods



I am a single mother of three and have been teaching almost six years now. I have a Master's Degree in Special Education.

Article #1 Upon reading this article, I realized that some very valid points were made when it comes to RTI interventions for kindergarten students but one problem is that there are some unclear points. Some of the questions I have about the article is that why weren't the first grade monitored more closely to make sure that the study was more valid? I would also like to know how can the data from the first grade really indicate how successful first graders can be if they didn't put in the same amount of time with them as they did for kindergartners? Even with those questions, I enjoyed reading the article because it gave me some things to look for and use when providing interventions for my students.



What kind of researcher am I?
As I discovered in class, I believe that I am a pragmatist. I believe this to be true because I pragmatist believe in using whatever method it takes to get the job done. I don't think it is that important to argue that one method is better than the next because all children learn differently, therefore differentiation must be implemented. When I obtain data from my students' performance, whether it's from the DIBELS, DSA, progress monitoring, or block tests, I use that data to guide my instruction according to the weaknesses of my students. Once these weaknesses are identified, intervention is implemented and RTI is implemented. I may use any method from using the arm to segment CVC words to Elokonian boxes as a more concrete way of segmenting and blending sounds of these words.