What Remedial Reading Teachers Want (A Manifesto)
As we get started back to school, I began dreaming up a sort of remedial reading teacher's manifesto. Given that remedial reading (reading intervention) teachers of upper elementary, middle school, high school, and adult studentsall share the same instructional goal, that is, to help their students become fluent readers who understand what they read. See what you think. Oh, also check out the hyperlinked free whole-class diagnostic assessments I've developed. Feel free to use...
Remedial Reading Teacher’s Manifesto.
1. Teachers want diagnostic assessments that will pinpoint individual reading strengths and deficiencies. But, they don’t want assessments that will eat up excessive amounts of instructional time or cause mounds of paperwork.
2. Teachers want teaching resources that specifically target the reading deficits indicated by the diagnostic assessments. Teachers don’t want to waste time by starting each learner from “scratch” with hours of repetitive practice. Teachers don’t want to teach what students already know.
3. Teachers want program resources that will enable them to establish a clear game plan, but also ones which will allow them to deviate from that plan, according to the needs of their students. Teachers want to be able to integrate writing, grammar, and spelling instruction and include real reading in their remedial reading programs.
4. Teachers want resources that won’t assume that they are reading specialists. However, they don’t want resources that treat them like script-reading robots. Teachers are fast learners.
5. Teachers want resources that they can grab and use, not resources that require lots of advance preparation. Teachers want to do a great job with their students and still maintain their own sanity.
6. Teachers want reasonable class sizes that are conducive to effective remedial instruction.
7. Teachers understand that remedial readers frequently have behavioral problems; however, their behaviors can’t interfere with other students’ rights to learn. Administrators have to buy-in to this condition and support teacher judgment.
Remedial Reading Teacher’s Manifesto.
1. Teachers want diagnostic assessments that will pinpoint individual reading strengths and deficiencies. But, they don’t want assessments that will eat up excessive amounts of instructional time or cause mounds of paperwork.
2. Teachers want teaching resources that specifically target the reading deficits indicated by the diagnostic assessments. Teachers don’t want to waste time by starting each learner from “scratch” with hours of repetitive practice. Teachers don’t want to teach what students already know.
3. Teachers want program resources that will enable them to establish a clear game plan, but also ones which will allow them to deviate from that plan, according to the needs of their students. Teachers want to be able to integrate writing, grammar, and spelling instruction and include real reading in their remedial reading programs.
4. Teachers want resources that won’t assume that they are reading specialists. However, they don’t want resources that treat them like script-reading robots. Teachers are fast learners.
5. Teachers want resources that they can grab and use, not resources that require lots of advance preparation. Teachers want to do a great job with their students and still maintain their own sanity.
6. Teachers want reasonable class sizes that are conducive to effective remedial instruction.
7. Teachers understand that remedial readers frequently have behavioral problems; however, their behaviors can’t interfere with other students’ rights to learn. Administrators have to buy-in to this condition and support teacher judgment.
Tags: DEAR, Greek, Latin, SSR, activities, affixes, alphabet, analysis, assessments, attack, More…
Report
Win at School
Commercial Policy
If you are representing a commercial entity, please see the specific guidelines on your participation.
Badge
Follow
Awards:
© 2024 Created by Steve Hargadon.
Powered by
