More Information on Increased Resources
|
|
Items from Reading Specialist and Early
Intervention Strategies to Explore
|
1. All programs shall be high-quality research based programs
|
| 2. At-risk kindergarten students shall have an opportunity
for extended day programs |
| 3. An aide in each kindergarten classroom with possible
time shifting to provide extended day programs for some
students |
| 4. Improve Instructional Space for all specialists |
| 5. Improve training for aides working with the neediest
students, or shift to teachers |
| 6. Establish communication/collaboration with Head Start |
|
National Reading Panel findings
The following is a list of research-based strategies that have
proven to help students learn to read.
- A balanced (phonics/whole language) approach to
teaching reading is essential.
- Children need a systematic, explicit phonics program.
- Phonemic awareness instruction should not be confused
with phonics instruction.
- Phonemic awareness instruction is essential in improving
a child's ability to learn to read
- Having students read independently though appealing
does not by itself improve a child's ability to read.
Children need to interact with others for it to be
meaningful.
- Comprehension strategies that work include
1. Accessing a child's prior knowledge (If student
lacks prior knowledge, teacher needs to provide
info.)
2. Use of graphic organizers
3. Repeated, multiple exposure
4. Cooperative learning, where students learn reading
strategies together
5. Summarizing, sequencing
6. Setting the stage
7. Vocabulary development (introduce before story
or area content i.e. science)
8. Visualization
|
|
|
Graphic Organizer
- Teachers received a copy of a graphic organizer that is
currently used at both the high school and middle school.
Those present indicated that this organizer could also be
used at the elementary level for developing prewriting skills
as well as to understand the components of a story.
|
|
Reaching the 90% Reading Goal for Third Graders
and Beyond
- Importance of parent and community involvement
- Early intervention strategies
- Professional development for staff
- Appropriate materials for all levels
- Blending of regular and special education teachers
to develop a co-teaching/team approach
|
|
