Rhonda,
Last year we implemented a new program at our school (K-8, but this program
was for the 6-8). We knew the students had strong comprehension skills, but
we noticed that this was only true orally. The kids could apply the
strategies, but could not read the words! Our principal backed
I work in a Title I school as a Title I Reading Teacher. We screen students
individually and plan their intervention based on their specific needs. Some
children are grouped for only comprehension, some for specific decoding
strategies, some for phonological issues (yes, even older kids) and
Cathy...this is a model that works really well in Maryland too. Find root
causes behind kid's difficulties and address them. NOT all struggling readers
need phonics. Sometimes, it helps to also think about how kids learn when
grouping for intervention...
Jennifer L. Palmer
Instructional
I've been following this conversation and I am wondering what screening tools
people are using to identify students' needs.
Sandy
-Original Message-
From: Palmer, Jennifer jennifer.pal...@hcps.org
To: Mosaic: A Reading Comprehension Strategies Email Group
mosaic@literacyworkshop.org
I wonder why special screning tools would be necessary if we use miscue
analysis, words knowledge assessment (Words Their Way), observations,
comprehension rubrics informally ala Keene etc. Those are part of ongoing
classroom assessment. I would think a teacher would know strengths and
needs and
