Oh, I just realized the problem here! The only funding sources would be for the marketed curriculum; they're the only ones with a vested material interest. There's nobody to pay for balanced literacy "programs/practices". Oh, well, I'd take the $$s from the scripted programs--no problem. And if my research proved their point? Well, I'd then be a True Believer. HOWEVER--my assessments would have to involve READING in order to count as READING . My game, my rules!
I guess I just can't reconcile the "need for speed" in every single one of those boxed programs I've seen with the "thoughtful waiting" of reading comprehension in To Understand. I just wish, wish, wish that some of the research collected data only about reading comprehension. No parts is parts stuff. Because if I were convinced of the authenticity of the comprehension data, and direct instruction programs showed long-term gains (6-8 grades), I wouldn't be using it. Believe me, I'd be selling it!!! So hard to know. Then, if I got another doctorate, or did post-doc research, I'd investigate the professional reading teachers. What would happen to their vitality and longevity? The college rep who supervises our student teachers told me that when she opens her eyes in the morning, and realizes she has to get up and go supervise, she thinks "Where do I go today?" followed by "great!" or "doggone it." I'm just glad we're not the "doggone its." Maybe less hard to know. On Tue, Jan 13, 2009 at 7:33 PM, Beverlee Paul <[email protected]>wrote: > Yes, I've thought about a lot of the same issues. What we have been doing > for intervention, the last decade and more, is giving each child a "session" > of balanced literacy by the classroom teacher, a session of balanced > literacy by a Title teacher, and giving those in greatest need yet another > session (Reading Recovery). > > If only I could lop a couple of decades off my age, and I was in the mood > to pursue a doctorate, what I would absolutely research for my thesis would > be a comparison of programs such as described above, with programs that > provided balanced literacy and an "intervention in a box", with programs > that were exclusively direct instruction. > > Heck, I'd do it now. Anyone have any funding sources? > > On Tue, Jan 13, 2009 at 6:58 PM, <[email protected]> wrote: > >> >> Beverly >> I am struggling with this whole issue myself. About 50% of my job >> description as reading specialist is intervention...25% assessment and 25% >> staff >> development. >> >> District support for our homegrown intervention program (which was modeled >> after reading recovery) was pulled this year and programs had to be >> research >> based and approved through our district intervention committee. When I >> asked >> what research based meant, I was told..."It comes in a box." >> >> So, to make a long story short, kicking and screaming, I trained my IAs >> and >> we are now using Wilson, Wilson Fundations, SIPPS, Soar to Success and >> Fluency >> Formula. In addition to the programs, the at risk students get >> intervention >> in the classroom as I plug in and teach the regular balanced literacy >> curriculum side by side with regular educators and special educators. >> SO...the kids >> get an intervention program based on their reading needs and an extra >> teacher >> in the room for the regular curriculum to lower the teacher student ratio >> for the most at risk students. >> >> As the time for midyear data collection rolls around, I am finding Bev, >> that >> some of these intervention programs work and work well. I think if these >> programs are supplemental, and are added to balanced regular QUALITY, >> balanced >> classroom instruction, they can be of help to kids. This realization led >> to a >> "crisis of faith" for me. I have disliked the scripted lessons as I have >> always had the deepest belief that it is teacher decision making and >> quality >> instruction that makes the difference rather than a program. Yet, here I >> am, >> forced to admit that children in my SIPPS program are learning to read at >> a >> faster rate than they would have with just my intervention within the >> classroom. >> >> Perhaps it is how these programs are used and if they are used with the >> right kids at the right time and for short periods of time in conjunction >> with >> balanced literacy instruction, then they might add an extra element that >> will >> lead to student success. I still have the decision making power within the >> classroom and I still choose which intervention to place students >> in....but my >> job just isn't as much fun, and not as creative as it used to be. (Though >> I do >> get home a lot earlier...) >> Jennifer >> tIn a message dated 1/13/2009 4:15:33 P.M. Eastern Standard Time, >> [email protected] writes: >> >> I'd really like to open this thread up again and take another try at it. >> Those of us in balanced literacy classrooms are fighting for our >> professional opinions and desperately need the most up-to-date research >> which supports comprehensive literacy, not direct instruction. >> >> >> >> >> >> **************New year...new news. Be the first to know what is making >> headlines. 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