Hi Tim,
Welcome! Your comments about fluency are right on with what I do in my
classroom. I am not teaching my students to read faster, they are reading
faster and with better expression because they are becoming better at
comprehension. The strategies I teach them give them real tools to help them
become better readers. I hope I made that clear in my earlier post.
I don't remember the training I had focusing on teaching the kids to read
faster. (I was trained at a workshop put on by the NC Department of Public
Instruction about 3 years ago.) The trainer said to use the benchmarks to
influence your instruction, not to do more DIBELS (except you might want to
monitor them more frequently than 3 times per year if they are struggling
significantly.) They never presented DIBELS as an instructional method. I
wonder how it got turned into one?
I'm not sure why I feel I have to defend my use of DIBELS. As I stated
earlier, my school has no literacy programs, and very little money to spend on
resources. I'm stuck here reinventing the wheel, and DIBELS offered me a free
resource that I can use along with running records and anecdotal observation as
a way to monitor my student's progress. I'm grateful I had good training, and
do not teach at a school where things become misconstrued.
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: process and content go
hand in hand. http://www.responsiveclassroom.org
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