My child has been in remedial reading this year. He made three months of progress so he actually fell further behind his peers.
Can the school select one reading program and use that program with
The fact that most schools fail to use research based reading programs that are implemented by trained teachers are the main reasons why only 32 percent of children are proficient readers by the end of 3rd grade. Link to Graphs of Reading, Math, Science Proficiency, Grades K-12
Today? According to the Nation's Report Card for 2017. Compared to 2015, there was a 1-point increase in the average reading score at grade 8 in 2017, but no significant change in the average score for reading at grade 4, or for mathematics at either grade. 36 percent of fourth graders
are proficient readers - and more nearly 60 percent are not proficient. 4th grade scores remain the same from 2015, with no significant increase.
24 percent of eighth graders are "below
Three Reasons for Reading Failure
The program is not appropriate for the child.
I am not aware of any research showing that a research based program will work if it is used by a teacher who is not properly trained, if the teacher-student ratio is wrong, if the required hours per day and week are wrong, or if the program is wrong for the child's stage of reading development.
If the reading program is not matched to the child's stage of reading development and is not sufficiently intense to bring the child's skills to where they need to be for his age and grade, it is worthless for that child.
Check your state grade level standards and the "average range" on test scores to document where your child needs to end up. Adjust the intensity of instruction so the child reaches this goal in two years or less.
1. Effective programs are driven by reading research, not ideology.
& Emotional Problems When Children Do Not Learn to Read
This model calls for 90 minutes of instruction per day, 5 days a week, from kindergarten through grade 3. Children who are not making sufficient progress receive additional instruction. This model assumes that reading instruction takes place in general education classrooms. Children are not allowed to fall behind. They are given the instruction they need when they need it. National Research Council, Preventing Reading Difficulties in Young Children
C-1 of Guidance
for the Reading First program says:
coherent design includes explicit instructional strategies
that address students specific strengths and weaknesses, coordinated
instructional sequences, ample practice opportunities and aligned
student materials, and may include the use of targeted, scientifically
based instructional strategies as appropriate.
"A high-quality reading program also includes assessment strategies for diagnosing student needs and measuring progress, as well as a professional development plan that ensures teachers have the skills and support necessary to implement the program effectively and to meet the reading needs of individual students."
When children receive this type and intensity of instruction by well-trained teachers, many never need to be identified with a disability and never need to be placed in special education programs.
What is the name of my child's reading program?
Plan of instruction - stages are "just a first look. Screening, diagnostic, and ongoing progress monitoring assessment will provide a more in-depth understanding of the student's learning needs. Once the assessment data has been gathered, instruction can be designed according to the child's zone of proximal development in the literacy strands."
More about The Stages of Development, Stage 0 - Stage 5.
Guidance for the Reading First Program - The purpose of Reading First is to ensure that all children are proficient readers by the end of third grade. This publication includes a description of a model program - 90 minutes of instruction per day, 5 days a week, with additional instruction for children who continue to struggle.
the International Dyslexia Association
and the Learning Disabilities Association
of America for one year. Immerse yourself in information about
your child's disability, research based instructional techniques,
legal rights and responsibilities, and advocacy strategies.
Meet Sue Whitney
In Doing Your Homework, she
writes about reading, research based instruction, No Child Left Behind, and
strategies for using federal education standards to advocate for
and to improve public schools. Her articles have been reprinted by SchwabLearning.org, EducationNews.org, Bridges4Kids.org, The Beacon: Journal of Special Education Law and Practice, the Schafer Autism Report, and have been used in CLE presentations to attorneys. Sue Whitney's bio.
Copyright © 2002-2018 by Suzanne Whitney.
Copyright © 1998-2018, Peter W. D. Wright and Pamela Darr
Wright. All rights reserved.
Copyright © 1998-2018, Peter W. D. Wright and Pamela Darr Wright. All rights reserved.