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Posts Tagged ‘remedial reading programs’

Free Reading Intervention Resources

Teaching remedial reading is one of the most challenging yet enriching tasks. Reading is the key to learning. With the evolving Response to Intervention (RtI) process, special education and classroom teachers are scurrying to find appropriate resources to differentiate reading instruction. What these teachers are finding is that one-size-fits-all canned reading programs are not matching the needs of all of their students. Additionally, many intervention teachers are feeling that scripted programs are ignoring teacher experience, judgment, and expertise. What is needed are resources that will allow trained professionals to differentiate reading instruction within flexible learning structures. The three-tiered RtI model looks good on paper, but quality resources are essential in these delivery models.

Most special education and classroom teachers are quite prepared to teach the reading and writing content of their courses. Their undergraduate and graduate courses reflect this preparation. However, most are less prepared to teach reading intervention. Most credential programs require only one or two reading strategy courses. Expertise is critical because the research shows that only one-in-six students reading two or more grade levels behind by middle school will ever catch up to grade level reading.

Following are articles, free resources (including reading assessments), and teaching tips regarding how to teach remedial readers and reading intervention from the Pennington Publishing Blog. Bookmark and visit us often. Oh, and don’t forget to copy down the 10% discount code found only on this blog to purchase the quality curricula and resources offered by Pennington Publishing.

Reading Intervention

Free Whole Class Diagnostic ELA/Reading Assessments

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Download free phonemic awareness, vowel sound phonics, consonant sound phonics, sight word, rimes, sight syllables, fluency, grammar, mechanics, and spelling assessments. All with answers and recording matrices. A true gold mine for the teacher committed to differentiated instruction!

How to Teach Reading Intervention

http://penningtonpublishing.com/blog/reading/how-to-teach-reading-intervention/

Teaching reading intervention is qualitatively different from teaching beginning reading. By definition, the initial reading instruction did not “take” to a sufficient degree, so things must be done differently this time around to improve chances for success. This article defines the key ingredients for a successful reading intervention program and provides an instructional template.

Backwards Reading Intervention

http://penningtonpublishing.com/blog/reading/backwards-reading-intervention/

How strange that a student-centered approach to learning, as advocated by many teachers and authors, does not extend to a student-centered approach to instruction. To cut to the chase, why are many reading intervention teachers so reluctant to differentiate reading instruction according to the diagnostic needs of individual students?

Reading Intervention Programs

http://penningtonpublishing.com/blog/reading/reading-intervention-programs/

So… you’re adopting a reading intervention program for your district or school. What questions should you be asking? Your needs (and those of your students) are only half of the equation. The other half of the equation is the needs of the program publisher. Read this article before you invest time and resources in a reading intervention program.

Remedial Reading Intervention Placement: What Does Not and What Does Make Sense

http://penningtonpublishing.com/blog/reading/remedial-reading-intervention-placement-what-does-and-does-not-make-sense/

Placing students in remedial reading intervention classes is certainly a challenge. By understanding what does and does not make sense in the selection process, educators will be able to avoid many of the usual pitfalls of these types of programs and have a greater chance at success.

Secondary Reading Program Placement

http://penningtonpublishing.com/blog/reading/secondary-reading-program-placement/

No matter which school-wide model of reading intervention is used at the middle or high school levels, the problem of proper reading placement is common to all. Here are some helpful suggestions as to how to place students in reading intervention classes. Placement and monitoring are the keys to successful Tier I, II, and III Response to Intervention.

The Problem with Dialectical Journals

http://penningtonpublishing.com/blog/reading/the-problem-with-dialectical-journals/

Dialectical journals have been teacher favorites since literature-based reading pedagogy was popularized in the 1980s. However, this reader-centered instruction creates more problems than it solves. In lieu of dialectical journals, teachers should help students learn and apply the five types of independent reading strategies that promote internal monitoring of the text.

Community College Remedial Reading Costs

http://penningtonpublishing.com/blog/reading/community-college-remedial-reading-costs/

Increased enrollment in our community colleges has created an economic double-whammy for both hard-pressed state budgets and for community colleges themselves. An increasingly key factor in this double-whammy has been the cost to remediate the skill set of these new students, especially in reading. Remediation, especially reading remediation, has always been a tough issue for state legislators and community colleges. Some have been reluctant to accept the reality that so many of our high school graduates or drop-outs still cannot read at the levels they need to function in society. Others recognize the problem, but play the blame game by pointing fingers at the failures of K-12 education. While the costs of providing remedial reading education are high to both state and community college budgets, the costs of not providing the resources are incalculable.

Top Ten Reasons to Teach Phonics

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Reading is not a developmentally acquired skill. In other words, children and adults do not learn to read by simply being read to or exposed to a literate environment. Learning the sound-spelling system and applying the alphabetic code is what we call phonics instruction. Acquiring this skill will allow readers to attend to the real purpose of reading—understanding what the author says.

Phonics Games

Plenty of phonics-based programs do a fine job of providing that systematic instruction. However, some do the basic job, but will bore both students and teachers to tears. Learning to read is hard work, but it should also be fun. These phonics flashcards, phonics games, and Mp3 phonics songs/raps work with any phonics-based program and are divided into Easy, Medium, and Difficult levels to allow teachers to effectively differentiate instruction.

http://penningtonpublishing.com/blog/reading/phonics-games/

Should We Teach Phonics to Remedial Readers?

http://penningtonpublishing.com/blog/reading/should-we-teach-phonics-to-remedial-readers/

Although most students learn to read in their early years of school, some students experience significant reading problems. Almost always, the cause is the same. Struggling readers have not learned the sound-spelling system we call phonics. With the right diagnostic assessments and instruction, remedial readers can make significant gains.

Good Reading Fluency, but Poor Reading Comprehension

http://penningtonpublishing.com/blog/reading/why-vocabulary-word-lists-don%E2%80%99t-work/

Teachers and parents see it more and more: good reading fluency, but poor reading comprehension. Repeated reading practice to build fluency needs to be balanced with meaningful oral expression and internal self-monitoring comprehension strategies.

Teach Your Child to Read

http://penningtonpublishing.com/blog/reading/teach-your-child-to-read/

One of the true joys and responsibilities of parenthood is teaching your child to read. But wait… isn’t that the teacher’s job? Of course it is, but the best approach is always an effective and complementary home-school partnership. Whether your child is in pre-school, kindergarten, or first grade he or she can and will learn to read with your help. As an MA Reading Specialist and educational author, I’ve done all of the “prep” work necessary for parents to hold up their end of the home-school partnership in these Teach Your Child to Read tools and resources. You don’t have to be a reading expert; you’ve got back-up :)

Should We Teach Phonemic Awareness to Remedial Readers?

http://penningtonpublishing.com/blog/reading/should-we-teach-phonemic-awareness-to-remedial-readers/

Phonemic awareness is the key predictor of reading success. Many students with reading problems have not acquired this ability. This article suggests that phonemic awareness should be taught, not just caught, and provides the how’s and when’s to inform remedial reading instruction.

How and When to Teach Phonemic Awareness

http://penningtonpublishing.com/blog/reading/how-and-when-to-teach-phonemic-awareness/

Phonemic awareness is the key predictor of reading success. However, is it a pre-requisite skill or a by-product of reading? This article suggests that phonemic awareness should be taught, not caught, and provides the how’s and when’s to inform instruction.

How to Teach Sight Words

http://penningtonpublishing.com/blog/reading/how-to-teach-sight-words/

Although not a substitute for systematic phonics instruction, memorizing key sight words does makes sense to promote reading automaticity. In fact, many of the high frequency words are not phonetically decodable and must be memorized as sight words. This article details who should learn sight words and how to best teach them.

How to Teach the Alphabet

http://penningtonpublishing.com/blog/reading/how-to-teach-the-alphabet/

The alphabet is the key to reading. These twenty-six symbols combine to form a rich lexicon of 800,000 English words. The key to learning the alphabet has been the traditional “Alphabet Song.” However beneficial, this song has created significant problems for young readers and English-language learners. A few twists eliminates these issues.

How to Do Sound-by-Sound Spelling Blending

http://penningtonpublishing.com/blog/reading/how-to-do-sound-by-sound-spelling-blending/

Help your students to read in the most efficient way possible. This article gives the reading teacher or parent the exact sequence of sounds to introduce to help students learn to read. A step-by-step blending model is demonstrated with clear examples.

Reading Intervention: How to Beat the Odds

http://penningtonpublishing.com/blog/reading/reading-intervention-how-to-beat-the-odds/

To beat the odds indicating that only one-in-six remedial readers will ever “catch up” to grade level, we need to analyze what has not worked and what will work. As we move in the direction of affirming teacher professionalism with the evolving RtI process, we emphasize a collaborative approach to determine how to best meet student needs. Here’s hoping that we reduce the odds of failure and increase the odds of success.

Four Critical Components to Successful Reading Intervention

http://penningtonpublishing.com/blog/reading/four-critical-components-to-successful-reading-intervention/

According to research, only one of six remedial reading students will ever progress to grade-level reading ability. However, the odds can increase dramatically when the critical components for a successful literacy intervention are addressed. How schools plan reading intervention programs is just as important as what program they use.

What Remedial Reading Teachers Want (A Manifesto)

http://penningtonpublishing.com/blog/reading/what-remedial-reading-teachers-want-a-manifesto/

Remedial reading (reading intervention) teachers of upper elementary, middle school, high school, and adult students all share the same instructional goal: help their students become fluent readers who understand what they read. Teachers want to achieve this goal in the shortest amount of instructional time. A Remedial Reading Teacher’s Manifesto will help teachers teach students, as opposed to teaching a “canned program.”

Reading Readiness

http://penningtonpublishing.com/blog/reading/reading-readiness/

The following big picture advice on getting students ready to read applies equally to teachers of four-year-olds, fourteen-year-olds, and forty-year-olds. Of course, there are differences that need to be considered for each age group. Preschool/kinder/first grade teachers, intermediate and middle school reading intervention (RtI) teachers, and adult education teachers know how to teach to their clients’ developmental learning characteristics. Similarly, English-language development teachers and special education teachers know their student populations and are adept at how to differentiate instruction accordingly. But, my point is that the what of reading readiness instruction is much the same across the age and experience spectrum.

How to Teach the Voiced and Unvoiced “th”

http://penningtonpublishing.com/blog/reading/how-to-teach-the-voiced-and-unvoiced-th/

Teaching the voiced and unvoiced consonant digraphs in the context of beginning and remedial reading instruction can be tricky. Speech therapists and ESL teachers insist that the differences are critically important; reading specialists and special education teachers tend to ignore these as “distinctions without differences.” As a reading specialist, I usually stay on the practical “whatever works” side of the ledger. However, with respect to this one issue, I think my speech therapist and ESL friends have won me over. Without getting over-technical (Please… if I see one more diagram of the vocal cords or hear the word fricative, I will not be held responsible for my actions), here are a few instructional tools that will help us all teach the voiced and unvoiced “th” consonant digraph.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

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Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading StrategiesDesigned to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for Response to Intervention (RtI). ESL and Special Education students, who struggle with language/auditory processing challenges will particularly benefit. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance. 364 pages

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What Remedial Reading Teachers Want (A Manifesto)

Remedial reading (reading intervention) teachers of upper elementary, middle school, high school, and adult students all share the same instructional goal: help their students become fluent readers who understand what they read. Teachers want to achieve this goal in the shortest amount of instructional time. The longer poor readers have to wait to “catch up” to grade level reading, the further they fall behind in their overall education. Research shows that the older the poor reader gets, the less likely is that reader to catch up to reading at grade level. For example, only one-in-six middle school readers who are two grades behind in their reading ever catch up to grade level reading.

Teachers all understand that remedial reading students may all be in the same boat, in terms of their inability to read well, but that they are each in that boat for different reasons. If teachers treat the students as if they all are in the boat for the same reasons, both teacher and students will fail to achieve their goals. So, the instructional design and resources of a successful remedial reading program must allow teachers to differentiate instruction for the diverse needs of their students. Teachers know that a one-size-fits all program will not work for these learners. In fact, a canned program can be counterproductive.

Education is always reductive. If we do one thing, we can’t do another. Resources (both monetary and human), time, structural considerations, and commitment are all scarcities. If a remedial reader does not directly benefit from a program that specifically addresses why he or she is in the boat, it would be better to stay out of the boat and benefit from other resources. For example, a seventh grade student who is removed from an English-language arts class for remedial reading will probably lose the content of reading two novels, learning grade level grammar and vocabulary, missing the speech and poetry units… you get the idea. Not to mention, the possibility of losing social science or science instruction if placed in a remedial reading class… Both content and reading strategies are critical for reading development.

So, let’s get specific about how teachers want to teach a remedial reading program with a Remedial Reading Teacher’s Manifesto.

1. Teachers want diagnostic assessments that will pinpoint individual reading strengths and deficiencies. But, they don’t want assessments that will eat up excessive amounts of instructional time or cause mounds of paperwork.

2. Teachers want teaching resources that specifically target the reading deficits indicated by the diagnostic assessments. Teachers don’t want to waste time by starting each learner from “scratch” with hours of repetitive practice. Teachers don’t want to teach what students already know.

3. Teachers want program resources that will enable them to establish a clear game plan, but also ones which will allow them to deviate from that plan, according to the needs of their students. Teachers want to be able to integrate writing, grammar, and spelling instruction and include real reading in their remedial reading programs.

4. Teachers want resources that won’t assume that they are reading specialists. However, they don’t want resources that treat them like script-reading robots. Teachers are fast learners.

5. Teachers want resources that they can grab and use, not resources that require lots of advance preparation. Teachers want to do a great job with their students and still maintain their own sanity.

6. Teachers want reasonable class sizes that are conducive to effective remedial instruction.

7. Teachers understand that remedial readers frequently have behavioral problems; however, their behaviors can’t interfere with other students’ rights to learn. Administrators have to buy-in to this condition and support teacher judgment.

To summarize, teachers want to be free to teach their students, not a program, per se. Teachers want their students to see direct benefit and pay-off in each lesson and learn quickly in what social psychologist, Lev Vygotsky, termed their “zone of proximal development.”  If teachers get what they want in this Remedial Reading Teacher’s Manifesto, they will achieve their goal to help their students become fluent readers who understand what they read.

Find multiple choice reading assessments on two CDs, blending and syllabication activitiesphonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, games, and more to differentiate reading instruction in the comprehensive Teaching Reading Strategies. Everything effective remedial reading teachers need to do their jobs.

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