Interestingly the clearinghouse also said Read Naturally was not
effective, but it works for my students. Maybe because I read it as a
repeated reading and questioning writing model. The children love
that it increases their speed. I like it because it models reading with
expression. They learn to slow down for comprehension. We play
around with it and they eventually write their own questions. The
parents also time them at home looking for expression instead of speed
reading
How do you do your repeated reading.
Pat K
"to be nobody but yourself -- in a world which is doing its best, night
and day, to make you like everybody else -- means to fight the hardest
battle which any human being can fight, and never stop fighting."
e.e. cummings
On Jan 17, 2009, at 7:44 PM, [email protected] wrote:
We mostly use repeated reading which is research based. Some groups
who are not working on fluency use a packaged program (Soar to
Success- the district provided it for every grade level through our
latest reading adoption and it is not a good program) because the
district says that the law says it must be a research based program
delivered with fidelity. My school has no money but we are making
great strides with repeated reading and guided reading. The thing is
most of the research behind the programs is insignificant and usually
conducted by the company. If you go to the WHat works clearinghouse
you will see that Voyager, an intervention program highly pushed in
our district is not a very effective program unless you are working on
alphabetics. Interestingly enough DIBELS and Voyager come from the
same company.
Susan
----- Original Message -----
From: "Beverlee Paul" <[email protected]>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Sent: Friday, January 16, 2009 11:02:06 PM GMT -05:00 US/Canada Eastern
Subject: Re: [MOSAIC] Interventions
So...I'm rapidly forming a picture that I'm hoping is premature and
incorrect: Do almost all of you do purchased programs for
interventions?
I'd love to hear from some of you who provide increased instruction
within
your existing literacy program, or smaller groups, or individual
help...something that increases the engaged time but isn't really a
"program"?
On Fri, Jan 16, 2009 at 7:23 PM, <[email protected]> wrote:
Thanks, Jen, for your reply.? I'll look into SIPPS.? We've been
talking
about Fundations for gr. 1 students who are struggling with fluency
and
cracking that code.? Wilson is painful, but for the 2 second grade
students
I have in it who are getting great instruction in comprehension and
leveled
text in class, it's working.? And they're so proud of themselves!
Martha
-----Original Message-----
From: [email protected]
To: [email protected]
Sent: Thu, 15 Jan 2009 8:39 pm
Subject: Re: [MOSAIC] Interventions
Martha
I do mainly the in class support and I supervise and train the staff
working
in the intervention programs. I do an occasional pull out group to
learn
the
programs I must supervise. I am Wilson trained, but only two special
educators are using it with a few tough cases. I cannot take teaching
it.
I
like
SIPPS the best of all of them... (SIPPS stands for Systematic
Instruction
in
Phonics Phonemic Awareness and Sight words.) They do not pretend to
teach
comprehension and I don't agree with all of the philosophy behind
it. I
think
that
some of the research they quote in the rationale was misinterpreted.
With
some tweaking though, it has some good aspects when combined with
balanced
literacy instruction in the classroom. The aides can do SIPPS with
some
supervision. We are seeing some results in first grade...less in
second
and
third but
that makes sense since research tells us that phonics instruction is
really
only effective in grade K and 1.
Fundations, (Wilson for primary) is working well in Kindergarten (I am
coteaching this one) for 20 minutes a day...but again, the teachers
in K
are
very
strong in teaching comprehension at other times during the day. It
seems to
have escaped the deadly slow pace of Wilson for intermediate aged
kids.
The jury is out on Fluency Formula but Soar to Success seems to be
keeping
our kids with comprehension problems reading and interested. With a
very
few
tweaks, it requires kids to actually think!
Jennifer
The effectiveness of the intervention is depending upon In a message
dated
1/13/2009 10:03:51 P.M. Eastern Standard Time, [email protected] writes:
That said...
Would you share with us which of your interventions programs you
find work
best at which grade levels??
How did you determine which program to use with particular students??
Would you also clarify....do the IA's do Wilson, etc. and you do the
in
class support or do you do both??
-Martha
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_______________________________________________
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To unsubscribe or modify your membership please go to
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_______________________________________________
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[email protected]
To unsubscribe or modify your membership please go to
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Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
_______________________________________________
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To unsubscribe or modify your membership please go to
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