I am assuming Dorn meant- things like- difficulty focusing, ADHD, lack of
home support, a passive learning style-  - I'm sure others could come up
with issues as well...

We (my Title 1 Program) would work and work with these students and get them
up to grade level (as assessed by the Woodcock-Johnson, Benchmark texts
etc,).  Then we would send them home for the summer- and often for these
kids- the summer loss was huge.

I am also a Reading Recovery Teacher- so perhaps- while they assessed at
grade level- they had not truly developed a self extending system....- it's
almost as if you have to go beyond just teaching them to read- and you
really have to look at ways to assist students to become self regulated
learners.



On Sun, Jul 24, 2011 at 4:28 PM, <[email protected]> wrote:

>
>
> Now I'm wondering what else is going on for these students?  If it looks as
> if students have learned to read, but they still need support, something
> else is happening.  What is happening?  And what support do they need?
> Jan
>
>
> Quoting Tamara Westmoreland <[email protected]**>:
>
>> I took Linda Dorn's early literacy class years ago and she made the point
>> that whatever puts students at risk for learning to read - does not
>> necessarily go away just because they were taught/learned to read. They
>> often need *continued support* throughout their schooling.....
>>
>
>
>
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