Introduction 

 

After working on my Action research and ending my EDLD program, I have been in a profound concept of the benefit of blended learning as a clear and natural development to improve and have accessible growth in learning. A deep understanding of the blended learning approach ensures that the learner is engaged and drives his or her individual to a fantastic blended experience, improving ELAR. However, it is necessary to have a clear implementation concept. 

 

The purpose of creating an Intervention plan after evaluating the needs in the organization, especially in my 2nd grade bilingual classroom, let me consider the implementation of station rotations by blended learning is perfectly positioned to be incredibly beneficial in students' lives; the aims of this learning environment will have been carefully created and put in place to address a specific reading weakness. With a clear implementation plan, we can begin developing blended- learning. Struggling readers experiencing difficulty with literacy acquisition need extra development time to improve children’s success in developing literacy reviews.

 

The Students could have the capability to work both online using a digital platform and with an instructor during small group time. As an instructor, I  will reinforce what the student is learning online. We must move our children into a progressive way of learning, especially when the students are newcomers; the term blended learning represents a broad spectrum of delivery options, tools, and pedagogies but conceptually refers to instruction that is a mix of blended learning. Horn & Stacker  (2011) 

 Regarding (Powell,2015). With blended learning, students have some degree of control over their learning content, pace, time, and location.

 

How is the Blended learning experience? 

 

Blended learning is an entirely new experience for them. The economy is evolving, and now is our time for educators to shift into the digital age.  As the world continues to evolve, the skills our students need to be successful and productive in today’s academic environments and tomorrow’s workforce are shifting toward technical competencies, collaboration, creativity, innovation, problem-solving, and critical thinking in traditional classroom settings. Students are only exposed to the one-size-fits-all learning style, which does not help a child succeed at the rate a blended learning model could provide. Children need to have ownership of their learning and a high level of student engagement. This literature review will analyze three areas of the blended learning models: implementation of blended through station rotation,  student choice, and learning needs.

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The following research supports and proves my research question: How can blended learning develop reading skills in struggling students? How can blended learning be used to close achievement gaps? The following literature review will discuss these factors in-depth and provide supporting research on how the blended learning by station rotation model improves reading skills and empowers students to take ownership of their academic experience. Students who fail to read proficiently at the end of elementary school often need help with their learning skills in their corresponding grades. Such students have exceptionally high attrition rates in high school (Fiester, 2013). Reading outcomes for U.S. students from low socioeconomic status (SES) have been impacted in my organization. Given reading and poor foundational skills, educators must identify and promote the most effective forms of reading instruction in elementary schools, especially for students from low SES backgrounds.