Reading Software and Website Treasure Hunt
·
Success for All
Provides extensive school
staff training and materials focused on cooperative learning, phonics, and a
rapid pace of instruction. Also provides tutoring to struggling children,
mostly first graders.
At the Success for All Foundation, our goal is to help all
students achieve at the highest levels—not just children who come to school
well fed, well rested, and ready to learn, but everyone, at all levels,
whatever it takes.
We believe all
students deserve an education that will challenge, inspire, and prepare them
for a better future. Our top priority is the education of disadvantaged and
at-risk students in pre-K through grade eight. We use research to design
programs and services that help schools better meet the needs of all their
students. Every child can learn. We help schools ensure that they do.
·
Direct Instruction/ Corrective Reading
A highly structured,
phonetic approach to reading instruction that emphasizes phonics, a
step-by-step instructional approach, and direct teaching of comprehension
skills, as well as extensive professional development and follow-up.
Welcome to the National Institute for Direct Instruction
The National
Institute for Direct Instruction (NIFDI) is the world's foremost Direct
Instruction (DI) support provider. This website provides information and
resources for administrators, teachers and parents to help them maximize
student achievement through DI
·
Peer Assisted Learning Strategies (PALS)
A technique in which
children work in pairs, taking turns as teacher and learner, to learn a
structured sequence of literacy skills, such as phonemic awareness, phonics,
sound blending, passage reading, and story retelling.
PALS is a version of classwide peer tutoring. PALS combines
proven instructional principles and practices and peer mediation so that
research-based reading and math activities are effective, feasible, and
enjoyable. Teachers identify which children require help on specific skills and
who the most appropriate children are to help other children learn those
skills. Using this information, teachers pair students in the class, so that
partners work simultaneously and productively on different activities that
address the problems they are experiencing. Pairs are changed regularly and all
students have the opportunity to be "coaches" and "players"
over a period of time as students work on a variety of skills.
·
Reading Recovery
Provides the lowest
achieving readers (lowest 20%) in first grade with supplemental tutoring in
addition to their regular reading classes.
Our Vision
We ensure that children who struggle in learning to read and
write gain the skills for a literate and productive future.
Our Mission
We achieve reading and writing success for children through
partnerships that foster:
Reading Recovery in English, Spanish, or French as an
essential intervention within a comprehensive literacy system
Teaching of children that is expert and responsive
Professional development for teachers that is specialized
and continuous
Ongoing development of knowledge and practice based on
research, data, and the theoretical framework that has underpinned Reading
Recovery since its founding
·
Targeted Reading Intervention
A one-to-one tutoring
model in which classroom teachers work individually with struggling readers in
kindergarten or first grade for 15 minutes a day. The 1-1 sessions focus on
re-reading for fluency (2 min.), word work (6 min.), and guided oral reading (7
min.).
The Targeted
Reading Intervention (TRI) is a professional development intervention designed
for elementary students who require additional reading instruction and their
classroom teachers. Via remote webcam, trained coaches with reading expertise
provide one-on-one, ongoing support to build capacity in reading instruction
with teachers.
The TRI
helps teachers build capacity by:
Learning and
using efficient instructional strategies for early reading development
Developing
skills in matching instruction to assessment
Applying
their learning for the benefit of targeted readers
No comments:
Post a Comment