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Final Paper, F.R..Edited (1) .Edited
Final Paper, F.R..Edited (1) .Edited
Student’s Name
Institutional Affiliation
FINAL PAPER FROM FUSION READING - MCGRAW HILL 2
especially those with disabilities, in their learning process and improve their grades (Hock &
Deshler, 2012). Fusion reading program is taught in classes of 12-15 students who are reading
two or more years below grade level. The program is designed to teach high-leverage learning
strategies and increase students' engagement, motivation, and reading achievement in the
learning process. The program has a curriculum that comprises of seven units that each are
taught using explicit instructions according to the program procedure. The program has major
Centre for Research on Learning). Word level instruction is the first reading unit that involves
word identification, phonics, and decoding f words. Comprehension component involves the
understanding of a text, summarizing it, and drawing predictions and references from a text. The
motivation component involves encouraging students for success through goal setting and
possible performance tracking. Lastly, the assessment component involves the documenting of
students' progress throughout the learning process to assess the student’s performance progress.
As a result, fusion reading is a program designed to assist and improve the grades of struggling
The program has significantly worked out on many groups of struggling adolescents
research conducted responding to the needs of students with severe reading disabilities, the
program has also failed in other aspects, and some groups of adolescent students continue to
perform poorly. The research involved various studies conducted on different adolescents
groups, especially those with severe reading disabilities (Hock & Deshler, 2014). The research
FINAL PAPER FROM FUSION READING - MCGRAW HILL 3
was conducted in various schools, especially those in urban districts. The participants in the
research were special education teachers and students. The research findings indicated that
despite the implementation of the program to assist struggling adolescents, some group of
adolescents’ students continues to perform poorly. As a result, there is a need to make some
changes in the program to assist those students who are still lagging behind and performing
poorly. However, the program does not need a complete overhaul but requires some little
Firstly, research has shown that a group of grade 8 adolescent students with disabilities
continues to perform poorly. The research has also shown that 63% of students with disabilities
read below the basic level compared to the non-disabled in the NAEP assessment (Hock &
Deshler, 2014). As a result, this effect poses a serious challenge to those students, and therefore
needs to be conducted to understand the problem facing students with disabilities. Adolescent
students are mostly in their cognitive transition stage of life, where they are more advanced and
complex in thinking and actions (Fischer & Lamborn, 1989). As a result, adolescent students
may be experiencing challenges due to their cognitive transition stage. Therefore, a complex
study needs to be conducted to identify these challenges that might be causing poor performance
on students with disabilities, and after that, the development of solutions to deal with the
problem.
programs may also be tested to verify the point of improvement in the Fusion Reading. This
means that multiple learning strategies may be applied together with Fusion Reading. This would
help to help to identify the weakness of the Fusion Reading program by assessing the impact of
FINAL PAPER FROM FUSION READING - MCGRAW HILL 4
other programs on the adolescent students (KU Centre for Research on Learning). The cause of
poor performance on the students with disabilities may be identified in the process, and
necessary improvement may be implemented on the program. As a result, the challenges facing
poor-performing adolescent students with disabilities may be identified, and possible solutions to
Lastly, in order to improve the Fusion Reading program, comprehensive research needs
to be done to understand the social transitions of adolescent students. For example, African-
American and Latino students perform poorly than the whites’ students of the same age. This is,
as a result, of difference in the social transitions of the adolescent students. Students live in
different societies, and therefore their social transitions are also different (Fischer & Lamborn,
(1989). This influences their behaviors, which may impact their academic performance.
Therefore, for Fusion Reading to become more effective and comprehensively cover all students
from different societies, an appropriate study needs to be done to understand their different social
transitions. This will help to understand the various challenges that struggling students encounter
from different societies. In the process, multiple challenges that result in poor performances can
be identified, and possible solutions can be developed to help struggling students cope up with
the challenges and improve their grades. As a result, the fusion reading program would be
In conclusion, the fusion reading program needs comprehensive research to identify the
challenges struggling adolescent students encounter in their daily lives. The research should
focus on cognitive and social transitions of struggling adolescent students, and the associated
challenges that affect their academic performances. Identification of the challenges will enable
the development of possible solutions to cope up with these problems and, in the process,
FINAL PAPER FROM FUSION READING - MCGRAW HILL 5
improve the academic performance of struggling adolescent students. As a result, the Fusion
Reading program would be made more effective for struggling adolescents in their learning
process.
FINAL PAPER FROM FUSION READING - MCGRAW HILL 6
References
Fischer, K. W., & Lamborn, S. D. (1989). Developmental levels: cognitive and emotional
Hock, M. F., Brasseur-Hock, I. F., & Deshler, D. D. (2014) Responding to the Reading
Hock, M. F., Brasseur-Hock, I. F., & amp; Deshler, D. D. (2012). Technical report: Fusion
Reading Program. Lawrence, KS: The University of Kansas Center for Research on
Learning.
https://kucrl.ku.edu/fusion