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Dear Mr. Williams, I am surprised at how well some of my students are doing! This week I am reviewing single vowel sounds with three students who are my lowest level readers. The other nine are reviewing beginning consonant sounds. I do not want to go further until I know they can read these fluently. Fluency is the problem with most of them. They decode well but too slowly. This week I changed “the rules’ to accommodate the review. I am having them read nonsense and real words over and over until they no longer have to think about how the words sound. My students seem to enjoy the program. They are especially proud when they spell nonsense words and sentences correctly. I bought small white boards for each of them. They do not use the boards for any other purpose than writing their words and sentences, so it seems like a treat to them. They all want to read the nonsense words! They feel they have accomplished something when they read them correctly! I have shown many of the parents what we are doing and they are very excited. Several parents have told me their child is reading more at home. Hopefully, it is because they now know how to decode more words and are less fearful of reading. The following is the result of post testing. I have two groups. One was reviewing short vowels. The other group was reviewing beginning consonant blends. Short Vowels Beginning Consonant Blends There were 4 others who mastered the test the first time. Their scores were 87%(1) and 93%(3). They all scored 100% the second time. Review works!!! Two of these students in my lower reading group have greatly improved their reading ability and are reading more in science and social studies. Thank you! |
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Pam Alexander/Special Education Teacher/Edgewood Middle School Greenwood County School District 52/Ninety Six, SC |