From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Paired Reading: A Guide For Parents—Part II
Keith Topping, Ph.D.
THE DESCRIPTION
As described in Part I, in Paired Reading “the parent and child begin reading aloud together and continue until the child makes an error. The parent supplies the correct word, the child repeats the word and rereads the sentence, and simultaneous (“duet”) reading continues. When the child feels ready to read alone, he or she gives a prearranged signal [e.g., a thumb up], and the parent stops reading while the child continues” (Rathvon, 2008, p. 193). Read more...
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From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Paired Reading: A Guide For Parents—Part I
Keith Topping. Ph.D.
In March, we published two posts on Paired Reading. Consequently, several parents and teachers wanted more information. Graciously, Dr. Keith Topping, Director of the Centre for Paired Learning and Graduate Educational Psychology at the University of Dundee, Scotland, allowed us to republish his guide.
First we’ll briefly describe Paired Reading, Then, in the next two posts, we’ll provide Dr. Topping’s guide, with slight modifications.
The Description Read more...
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From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Can sustained silent reading help children with reading disabilities? Generally, yes. But overemphasizing it can shortchange them.
Many schools involve struggling readers in some form of sustained silent reading. In such programs, all students, including struggling readers, read silently for some 15 to 45 minutes daily. As they read silently, so does the teacher. The teacher models silent reading, showing that she values it and enjoys it. If done right, sustained reading is important practice for children, an important way for teachers to communicate they value reading, a way of helping children become competent, motivated readers. Sustained silent reading goes under different names, such as Drop Everything And Read (DEAR), Super, Quiet, Uninterrupted, Independent Reading Time (SQUIRT), Sustained Silent Reading (SSR), and Uninterrupted Sustained Silent Reading (USSR). Read more...
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Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
A Guest Post
By Dr. Amy Reschly, University of Georgia, &
Dr. Sandra Christenson, University of Minnesota
High school completion with competence is more important than ever before in our nation’s history. Students today must have skills to compete in an increasingly global and technological economy. Data continue indicate, however, that too many students – particularly those of Native American, African American, and Hispanic descent; students with high incidence disabilities; and students from lower-SES backgrounds – are at increased risk for dropping out and experiencing a host of negative consequences, from unemployment and health problems to incarceration. Read more...
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Struggling Writers: How to Improve Their Writing
From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
Very often, writing is taught to struggling writers in very haphazard and unscientific ways. Such instruction produces very little progress and often promotes student beliefs that for them writing is too difficult and will always be a struggle.
Fortunately, however, writing can be taught in systematic and scientifically-supported ways that promote progress and student beliefs that they can succeed. One such systematic and scientifically-supported method is Self-Regulated Strategy Development (SRSD). SRSD removes the mystery of how to write. It shows students the steps they need to practice to succeed. Read more...
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From Reading and Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan & Dr. Howard Margolis
Reading Fluency: Part II – Helping Daniel
A Guest Post by
Lorraine Griffith, M.A.Ed
www.singreadlearn.com
West Buncombe Elementary School, Asheville NC Read more...
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From Reading & Other Learning Disabilities
A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis
When people ask, “What have the book reviews said?,” we suggest that they read the reviews on Amazon, Barnes & Noble, and our website (www.reading2008.com). The reviews are from professors, reading specialists, learning consultants, teachers, and parents of children with reading disabilities. People can also look at the pre-publication reviews in our book, which they can read by going “inside” our book on Amazon. Today we found another review in Learning Disabilities Worldwide’s e-magazine, Strategies for Successful Learning. It’s the most comprehensive review yet. As with all the reviews, we’re proud of it. So, here it is. Read more...
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The Question
Recently, a tutor of a struggling reader sent us this question: “Do you have any advice on things to say to calm my student down? Sometimes my student gets in a loop of thinking. He cries and says he hates this tutoring, he can do harder stuff than this, his anger and sadness causes him to be in a place where he cannot learn. I plan to have a variety of activities and books available to have an option when one activity isn’t working. Two sessions ago I stopped the session, because my student could not calm down. We made an agreement that day to stop using the books he didn’t like. I continued the session yesterday, but I’m not sure how much he learned. I didn’t want him to think I’m going to give up.” Read more...
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Help Launch The National “Read To Kids” Campaign: Vote On the Web
In the U.S. today, a stark disparity exists between the reading abilities of low-income and higher-income children. Only 50% of low-income 4th graders read at or above the basic level according to the Department of Education’s 2007 Nation’s Report Card. The implications of the growing literacy gap extend beyond the walls of our homes and our classrooms. According to Dr. G. Reid Lyon, Chief of Child Development and Behavior at the National Institute of Health, “surveys of adolescents and young adults with criminal records indicate that at least half have reading difficulties, and in some states the size of prisons a decade in the future is predicted by fourth grade reading failure rates.” Read more...
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As a follow-up to our first post on Paired Reading, Dr. Topping suggested that interested professionals, education majors, and parents visit his university website to get free resources about Paired Reading: http://www.dundee.ac.uk/eswce/research/projects/trwresources/
Once on the site, click Paired Reading . You’ll also see valuable resources about Writing, Spelling, and Thinking. You can download most of these resources.
Visiting the site and studying the materials will give you information that may help you make better decisions for children who struggle with reading.
Howard Margolis © Reading2008 & Beyond www.reading2008.com
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