judy+hawkins

This information is incredible! I had no idea that there were so many AT options already available. I wish I had the time to explore the websites. I love the idea of using technology for behavioral reminders and using picture symbols for transitions. Some of the positives of these tools are: more independence, access to information, teaching to strengths, and honoring individuals strengths. Fascinating.

Interesting, although somewhat dated, article on reading fluency. I have used Great Leaps for students in grades 3 -5 for almost 10 years with a lot of success. Students really enjoy helping to set goals for themselves (number of words/minute), charting their progress on the graph, and setting goals for improving their wpm for the next session. They will often beg me to let them read the phrases or stories again. I don't used the fluency lists that just have sounds, but do use the lists with individual words, short phrases, and stories. My students take great pride in reducing errors and increasing their speed without the pressure of having other students hear them. Several of the paraeducators in Dummerston are using Great Leaps, taking students 3 times a week in addition to their regularly scheduled literacy block.

Over the years I have had a few students who did not make progress using Great Leaps. Their reading disabilities were so significant that the increase in wpm was minimal. Rather than have them feel frustrated we phased out the program and replaced it with paired reading and repeated reading. Students progressed the most with repeated reading when they had good background knowledge and vocabulary.

It is interesting to think about reading rate as it applies to reading for different purposes. I will give some thought to teaching this more directly to students.

Lots of great information about fluency and its importance in becoming a good reader. For me, it triggered much food for thought regarding how grade level reading expectations are determined, who determines them (researchers, text book publishers, school districts, employers, etc.). Will we look back on the current expectations and adjust them? Will new brain based research change our thinking? As was mentioned in class, our knowledge of the human brain is changing rapidly. Add to this huge changes in technology, society and future job fields, how much do we really know? Historically, humans were not readers. Now there is a huge emphasis on reading by schools, employers, and the need to survive in today's world.

I am concerned that classroom teachers often do not get the same information as special educators. Perhaps RTI will be a step in the right direction. There is never enough time.

Other thoughts: great that 9th graders were tested in fluency - way to go! I like the smart board. Felt a little overwhelmed by "too many words" yesterday. For me, I need the brain break that Kate was talking about.

All in all, great to share information with inspired teachers and instructors with a sense of humor and colorful vocabulary.