Assessing small improvements in word recognition and fluency requires weekly assessments. One quick and valid way for teachers to assess progress in word recognition and fluency is to ask the child with reading disabilities to read aloud, once weekly, for 60-seconds, from material at or slightly below his instructional level. As he reads, his teacher (or an aide) counts the number of words correctly pronounced. This figure is charted.
If, for several weeks, the number of words read correctly on these 60-second oral reading probes continues to increase, your child is probably making progress; if, however, it remains flat or decreases, he’s probably having difficulty. This requires school personnel to investigate the problem, collect and analyze relevant data, and probably modify his program. Read more...
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All homework materials should be at the struggling reader’s independent level. Informal Reading Inventories, often referred to as IRIs, can help identify this level. Generally, the phrase “independent level” refers to materials that slightly challenge the child with reading disabilities and which, if he makes a modest effort, result in successful practice and application of what he “just about” mastered in class. To succeed with these materials, he doesn’t need anyone’s help; even in less than perfect circumstances, they’re unlikely to stress or frustrate him. Read more...
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Informal reading inventories (IRI’s) can help to answer this question by estimating your child’s instructional level. Generally, the phrase “instructional level” refers to new materials that slightly-to-modestly challenge your child and which, if he makes a modest-to-moderate effort, results in success and growth. When instructional level materials are used, the teacher needs to work with your child, teaching him how to read these materials, giving him feedback, and helping him correct any mistakes he makes in practice and application activities. Instructional level materials don’t stress or frustrate him. Read more...
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Many struggling readers hate homework. Listening to them often tells you why: “It’s too hard…. I can’t do it…. I’m too dumb…. No matter how hard I try, I fail…. It frustrates me…. I can’t do so much homework. ”
To avoid fighting with your child about homework, to avoid assaults on his motivation and self-confidence, and to make homework a tolerable or, even better, a positive experience, you need to meet with your child’s teachers to develop a plan for improving his reading. It’s critical that the plan consider homework. By not adhering to sensible homework practices that support your child’s progress in reading, teachers may well devastate his chances of becoming a proficient reader. Read more...
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