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One of the first things I noticed is that most of the students in the class don’t
think that have a reading struggle. What we find is that they can actually read and
so their real struggle is really comprehension. We try to explain to them that is
it’s not just about their fluency but also comprehension. We find that through the
years they have just been pushed along and we need to focus on comprehension
strategies, we need to focus on main idea, and drawing conclusions, and problem
and solution, and looking at non-fiction text, and breaking down the text structure
because those are the skills they are weak in. We also find that we have a lot of
students who have been identified as special education and what we realize is that
they may get read aloud in other subjects but they don’t get read aloud in English.
So they continue to struggle because they are receiving that support and it has
handicapped them in a sense. Students really struggle with non-fiction text. They
like fiction text because it’s easier. Non-fiction text is usually more difficult and
is on a higher reading level for them, and so when they take the SOL test, that
SOL test is on grade level, a lot of times with the fiction work that we give them
might be below grade level and that’s what they struggle with. And so what I do
like about the READ 180 program is that it helps with that struggle. We have
nine workshops and of the nine workshops, seven of them are non-fiction. So it
really helps them focus on their non-fiction text structure, which is where they
struggle. So I do appreciate that part of the program.
5) Describe your thoughts about the materials and technology that you used
for READ 180.
I love the materials. One of the resources they use are anchor videos. In the
beginning we usually begin the workshops by introducing the kids to the concept.
We find that our struggling readers or at promise students don’t have background
knowledge. The technology really helps them to make that connection. Whereas
you might have students at another school, who know about the reading material,
or not only do they know about it, they have been there and done that. Many of
our kids don’t have those experiences. The videos really provide that background
knowledge for them. The kids really like the computer, they like the technology,
they have instructional software on the computer and I enjoy that because it is
broken down into four levels. They are either going to be on level one, two, three,
or four. I like the fact that it individualizes instruction for that student. I always
remind my students that there may be 15 of them in this class but they are an
individual who should go at your own pace and do what works for them. They
should only be in competition with themselves. It is very important for them to
realize that the program is based on where they are and it knows how to narrow it
down to give the student just what they need and move them up at their own pace.
As the teacher, I can go in and monitor my student’s progress and the amount of
time they are spending in the workshop. I like the flexibility that I can gauge my
student’s growth and move them up as necessary.