Then, the problem is in the 'program' and in how we evaluate progress. My interventions are adjusted, tweaked or even created from scratch to meet those student needs and they include strategies and address the emotional side of reading failure. Without addressing that emotional side, knowing what to do vs. actually using it to read will never coincide. Assessing progress is triangulated--three different measures only one of which is a standardized test. Jennifer In a message dated 7/22/2007 2:36:43 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes:
Jennifer I've worked with struggling readers as well as students in the regular classroom. I'm in middle school and many of the students who are in AIS programs at this level have been in these programs since the primary grades. If that child makes a year's growth in a year's time that is better progress than they have made in any year prior to this one. The problem I have often found in these programs is that the kids have become great test takers, but when it comes down to real reading they still aren't doing it. ************************************** Get a sneak peek of the all-new AOL at http://discover.aol.com/memed/aolcom30tour _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
