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Reading Teachers Chatboard

Wilson Reading System, anyone have firsthand info?

by Kelly Z

May 28, 2011

Thanks

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Reading teacher I find it frustrating as a reading specialist that there seems to be a one size fits all mentally regarding remediation. Read Naturally is a great program for fluency, but not phonics. Wilson is a great program for decoding, but not comprehension. Visualizing Verbalizing is a great program for comprehension, but does nothing for a child who needs h...See MoreI find it frustrating as a reading specialist that there seems to be a one size fits all mentally regarding remediation. Read Naturally is a great program for fluency, but not phonics. Wilson is a great program for decoding, but not comprehension. Visualizing Verbalizing is a great program for comprehension, but does nothing for a child who needs help decoding.

I have a lot of parents come to me demanding a particular program because they read about it on a chatboard or it worked for their friend's child, but if it does not address what the child needs, it's not the right program. Very similar to recommending insulin because it has great results...it has great results for patients who have diabetes, but it's of no use to someone who has appendicitis. The treatment is completely different!

Wilson is an excellent program for children who need help decoding. It's not the fastest way to learn to read, but for children with dyslexia, it's very effective and well regarded.

There is a classroom program published by Wilson called "Fundations" that addresses letter/sound correspondence, phonemic awareness and blending. However, I don't think it's a stand-alone program. A complete literacy program should include lots of good children's literature.

On 5/29/11, my firsthand experience wrote: > On 5/28/11, Kelly Z wrote: >> Thanks > > > It's been all the rage for a while - I find remedial reading > programs are very faddish - one is put forward, everybody > raves about it and then it doesn't seem to have really made > much of a difference or solved any kids' problems with > reading and it goes away and... the next new remedial reading > is invented by somebody, packaged and sold and it becomes the > new rage - for a while. > > I put my son in Wilson - what was interesting right from the > get-go is that we were told unless he stayed in it for two > years, we wouldn't see a difference. Huh? Shouldn't tutoring > in any subject result in gradual improvement? > > "Well, no," they said, "It all comes together at the end." > Huh? So you commit to two years of time and lots of money. > Anyway, we hung in for a year and then my son turned to me > and said, "This isn't making any difference. I do everything > they tell me to do and try very hard but I don't read any > different than I ever did, Mom." > > Maybe there are people out there who had a different > experience but that was ours and my own school had the same > experience. Because it was the rage, we sent a teacher to be > trained in Wilson and she came back and started to tutor all > our weak readers in the Wilson method and for years. None of > us saw any of those kids improve in their reading. >

May 31, 2011

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Jo Excellent post, Reading teacher. You are right in that BY ANY PERSON/GROUP utilizing 1 program to fix all problems is never going to work. However, one must be very careful when looking at the deficit areas of a student to not assume skills are present when they are not. This happens more often when a student is a bit older. The student has compens...See MoreExcellent post, Reading teacher. You are right in that BY ANY PERSON/GROUP utilizing 1 program to fix all problems is never going to work. However, one must be very careful when looking at the deficit areas of a student to not assume skills are present when they are not. This happens more often when a student is a bit older. The student has compensated in various ways and even on assessments can skew the results if the right assessments are not given. Finding the right programs is tricky. But the fact still remains, if you need multiple programs you must keep with intensity and fidelity on EACH of the programs. Giving Wilson half time so you can use time on V/V isn't going to produce results with either. Using Read Naturally when a child can't decode, won't work either.

Great post, Reading teacher. Since reading is fundamental to all academic classes, I wish schools would come up with a plan to really address those that need intensive and sometimes multiple interventions. All but a very small percentage of students can learn to read. It is a shame so many fail to do so at an adequate level jeapordizing their entire academic career and place them in a position to struggle for the rest of their lives.

On 5/31/11, Reading teacher wrote: > I find it frustrating as a reading specialist that there seems to > be a one size fits all mentally regarding remediation. Read > Naturally is a great program for fluency, but not phonics. Wilson > is a great program for decoding, but not comprehension. > Visualizing Verbalizing is a great program for comprehension, but > does nothing for a child who needs help decoding. > > I have a lot of parents come to me demanding a particular program > because they read about it on a chatboard or it worked for their > friend's child, but if it does not address what the child needs, > it's not the right program. Very similar to recommending insulin > because it has great results...it has great results for patients > who have diabetes, but it's of no use to someone who has > appendicitis. The treatment is completely different! > > Wilson is an excellent program for children who need help > decoding. It's not the fastest way to learn to read, but for > children with dyslexia, it's very effective and well regarded. > > There is a classroom program published by Wilson called > "Fundations" that addresses letter/sound correspondence, phonemic > awareness and blending. However, I don't think it's a stand-alone > program. A complete literacy program should include lots of good > children's literature. > > > On 5/29/11, my firsthand experience wrote: >> On 5/28/11, Kelly Z wrote: >>> Thanks >> >> >> It's been all the rage for a while - I find remedial reading >> programs are very faddish - one is put forward, everybody >> raves about it and then it doesn't seem to have really made >> much of a difference or solved any kids' problems with >> reading and it goes away and... the next new remedial reading >> is invented by somebody, packaged and sold and it becomes the >> new rage - for a while. >> >> I put my son in Wilson - what was interesting right from the >> get-go is that we were told unless he stayed in it for two >> years, we wouldn't see a difference. Huh? Shouldn't tutoring >> in any subject result in gradual improvement? >> >> "Well, no," they said, "It all comes together at the end." >> Huh? So you commit to two years of time and lots of money. >> Anyway, we hung in for a year and then my son turned to me >> and said, "This isn't making any difference. I do everything >> they tell me to do and try very hard but I don't read any >> different than I ever did, Mom." >> >> Maybe there are people out there who had a different >> experience but that was ours and my own school had the same >> experience. Because it was the rage, we sent a teacher to be >> trained in Wilson and she came back and started to tutor all >> our weak readers in the Wilson method and for years. None of >> us saw any of those kids improve in their reading. >>

May 31, 2011

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I'm now the LA Dept Head! Any advice????

by Tina

Jun 1, 2011

Hi friends...

I was just asked to be the LA Department Head for my middle school, 6th, 7th, and 8th (13 teachers total).

I am extremely excited, but was wondering if anyone had any advice on what to do, what not to do, or just any ideas/hints on how to run a successful department.

Any thoughts or suggestions are much a...See More

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agsrule! Congratulations! I just became dept. head of writing & my closest friend is dept. head of reading as of yesterday. I'm excited and could use advice too.

On 6/01/11, Tina wrote: > Hi friends... > > I was just asked to be the LA Department Head for my middle > school, 6th, 7th, and 8th (13 teachers total). > > I am extr...See More

Jun 4, 2011

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Sara On 6/01/11, Tina wrote: > Hi friends...

Good question. I guess the answer would lie in what problems do we have as classroom teachers that you might be able to help with? I'm thinking off the top of my head... Being a calming, positive, optimistic influence. How much power do you have as a dept. head?

I'm trying to figure out...See More

Jun 5, 2011

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Workshops

by sana

Jun 3, 2011

Hi... I am an overseas teacher planning to visit lansing in June 2011. I want to do a short course or attend elementary reading writing workshops. Thats going to boost up my teaching back home and i'll get a good raise too :) Can anyone plzzzzz help me. I have no idea where to search for these workshops. Thanks

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Aligning reading & writing curriculum

by agsrule!

Jun 4, 2011

My principal wants us to work more towards aligning writing with reading next year. I'm looking for some sites and books to help me plan this for the next school year. Any suggestions?

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Mark Pennington Now this is not to say that reading or writing instruction should always be taught in tandem. There are certainly important lessons and skill development exclusive to each field. However, the following twelve tips to teach the reading-writing connection will enhance students’ facility in both disciplines.

>> My principal wants us ...See More

Jun 5, 2011

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Mark Pennington On 6/05/11, Mark Pennington wrote: Now this is not to say that reading or writing instruction should always be taught in tandem. There are certainly important lessons and skill development exclusive to each field. However, the following twelve tips to teach the reading-writingconnection will enhance students’ facility in both disciplines.

Jun 5, 2011

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Teaching skills in isolation vs in the context of reading

by Sherry

Jun 4, 2011

What is everyone's view on teaching reading skills in isolation? Do you think students learn best when skills are taught independently or when they are taught as part of an authentic reading situation?

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Mark Pennington Absolutely. Relegating spelling instruction to the editing process without skills instruction based upon diagnostic assessment makes no sens whatsoever.

Jun 8, 2011

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Lisa Levitch Both. Teach phonological/phonemic awareness in insolation > and with authentic texts. With older students, include > multisyllable words from texts. > Here is a lesson plan that I taught in isolation. It would have been more beneficial if it was taught in small group instruction.

Lesson Plan Rationale: Teach a reading strategy (a...See MoreBoth. Teach phonological/phonemic awareness in insolation > and with authentic texts. With older students, include > multisyllable words from texts. > Here is a lesson plan that I taught in isolation. It would have been more beneficial if it was taught in small group instruction.

Lesson Plan Rationale: Teach a reading strategy (anticipation guide) that can be used amongst a variety of content areas. Set a purpose for reading while activating schema. Students are currently working on creating an aquatic life mural in art and I wanted to incorporate informational text to support the knowledge of the animals that he added to his mural. Standards: E1C- Read and comprehend informational materials. E1D- Read aloud fluently E5A- Respond to non-fiction using interpretive and critical processes Materials: Chart paper, marker, expository text, L.R. Taylor et al, Sharks & Rays (Nature Company Guide) Focus: Promote interest, read for information, and encourage higher-level thinking. Grouping: Individualized instruction (school mandated) Objectives: The student will be able to locate information in the text that supports and/or opposes each statement. The student will be able to use their prior knowledge to help create logical reasoning to support their thoughts and ideas. The student will be able to stimulate personal responses to text.

Mini-Lesson: Motivation- Activating prior knowledge about sharks by informally discussing facts that he already knows. I will also be referring to his mural that he is currently creating in his art class. I previously modeled how to use and create an anticipation guide in a previous lesson (skateboarding). Review the previous anticipation guide that we completed. Discuss how we were able to find the proof from the text to support the newly acquired information that supported or opposed our original thought about each statement. This lesson will be an application of the studentâ€™s ability to independently develop reasoning to back up his thoughts and pulling proof from the text to show his understanding of the new information learned. Procedure: Pre-Reading: Activate schema through informal discussion of aquatic animals and focusing on sharks (characteristics of where they live, what they do, what they look like, etc) while writing down all of his prior knowledge of sharks on the chart paper. Write 4 statements about sharks to begin the development of the anticipation guide. 1) Sharks have the strongest jaws on the planet 2) All sharks are dangerous 3) Sharks eat other sharks 4) Baby sharks are called pups Have student read each statement aloud and indicate whether he agrees or disagrees with the statements. Encourage him to debate/defend why he agrees or disagrees by providing reasoning for each statement. The student will then add his reasoning to the chart paper next to the written statements. During Reading: The student will read the text aloud. I will remind him to use the headings to help locate the information to find out if the text supports his original thought regarding each statement. I will encourage the student to underline the sentences in the text that either supports the initial statement or causes him to rethink the statements. While he is reading, I will be following along with the text and supporting his comprehension by stopping after every couple of paragraphs to see if we can locate information regarding the statements listed on the chart paper. Post Reading: Ask if he changed his mind about any of the statements after reading the text, and tell him to explain why or why not. Discuss the information from the text that he found. Does it agree or disagree with the original statements made. Encourage him to use information from the text to support his position. â€œIs it true that all sharks are dangerous? Show me the proof in the text.â€ The student will then refer back to the text and record the proof from the text onto the post reading anticipation guide. Culmination: After the post reading discussion, the student and I will informally discuss how his views have changed or stayed the same and why. We will discuss how an anticipation guide can be used amongst different content areas. â€œWhen reading for information in Science, Social Studies, or English can you use this type of strategy?â€ Assessment: Measure by the studentâ€™s ability to use evidence from the text to support his newly acquired knowledge of the content. Determine if student is able to analyze and show appropriate reasoning through informal discussion and written responses on the chart paper.

> On 6/04/11, Sherry wrote: >> What is everyone's view on teaching reading skills in >> isolation? Do you think students learn best when skills are >> taught independently or when they are taught as part of an >> authentic reading situation?

Jul 8, 2011

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online Gates-MacGinitie

by lgrace

Jun 5, 2011

Hi!

Our school is considering using the online version of the Gates MacGinitie reading test. Has anyone tried this? What are your thoughts?? Thanks!

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Lack of progress through reading levels!

by Emily Up North

Jun 6, 2011

I am wrapping up the school year and have discouraging results in my students' reading progress. I teach fourth grade on a reserve where most of my studnets are reading well below grade level. Several students have not met the goals outlined in their IEPs. In fact, a few of them have not progressed in reading levels at all.

They have all d...See More

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beachy On 6/06/11, Emily Up North wrote: > I am wrapping up the school year and have discouraging > results in my students' reading progress. I teach fourth > grade on a reserve where most of my studnets are reading > well below grade level. Several students have not met the > goals outlined in their IEPs. In fact, a few of them have > n...See MoreOn 6/06/11, Emily Up North wrote: > I am wrapping up the school year and have discouraging > results in my students' reading progress. I teach fourth > grade on a reserve where most of my studnets are reading > well below grade level. Several students have not met the > goals outlined in their IEPs. In fact, a few of them have > not progressed in reading levels at all. > > They have all developed greater fluency, stronger decodoing > skills, and can use the comprehension strategies that we > have worked on in class in a supported setting. But they > are not able to use them independently well enough to pass > the reading benchmarks. > > I have been teaching for 15 years. I have used Four Blocks > for most of that time. In the past three years I have > switched to the Fountas and Pinnell guided reading > structure, as it is what we are doing here in my current > school. This year I committed to doing it all; modelled > reading, shared reading, and guided reading in levelled > groups. I have worked hard with the students in all three > areas to make sure that they understood the strategies, > were able to practice them, and then nudged them towards > using them independently. I made sure that the strategy we > were working on as a whole class, we were also working on > in small groups. We reviewed, we noted when we were using > strategies in other subject areas. We refered to anchor > charts that we created throughout the year. > > I have read Strategies That Work, and dog-eared it. I have > read Fountas &Pinnell's book for grades 3-6, and dog-eared > it too. I have reread both looking for better ways to help > my students access the meaning in what they read. > > I am really struggling with feeling like a poor teacher. > This is the first time in 15 years that I haven't felt that > my students have made solid progress in reading. > > I also feel insecure because there are staff members at my > school who judge teacher competence on how far our students > progress (a whole other stress and kettle of fish). > > What am I doing wrong? Please help!

Emily, it doesn't sound to me like you're a poor teacher at all. I know it's discouraging to have those danged test results show sub-par results--seriously, as a Resource SpEd teacher in a Title 1 school, I'm familiar with that feeling. It helps me to remember that the tests are on grade level material, and if my students could do that they wouldn't be in my class at all. Just because your students don't meet some arbitrary standard the conclusions cannot be that they aren't making progress and you aren't a good teacher. Look at where they started, then look at what they can do now. Keep in mind that reading skill happens in fits and starts and is rarely linear. You recognize how they've improved, particularly in their fluency and decoding. Success in your structured setting now will result in success in other situations later. It's excellent that you continually look for ways to improve your instruction. It's also excellent that you are willingly showing up every day, loving and teaching these kids who face such difficult challenges. It takes a particular kind of greatness to teach SpEd and another type of greatness to teach on the rez. Practice patience, and use the summer to recharge and refresh yourself. Those kids need you, and will continue to improve under your guidance.

Jun 9, 2011

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ruth On 6/09/11, beachy wrote: > On 6/06/11, Emily Up North wrote: >> I am wrapping up the school year and have discouraging >> results in my students' reading progress. I teach fourth >> grade on a reserve where most of my studnets are reading >> well below grade level. Several students have not met the >> goals outline...See MoreOn 6/09/11, beachy wrote: > On 6/06/11, Emily Up North wrote: >> I am wrapping up the school year and have discouraging >> results in my students' reading progress. I teach fourth >> grade on a reserve where most of my studnets are reading >> well below grade level. Several students have not met the >> goals outlined in their IEPs. In fact, a few of them have >> not progressed in reading levels at all. >> >> They have all developed greater fluency, stronger decodoing >> skills, and can use the comprehension strategies that we >> have worked on in class in a supported setting. But they >> are not able to use them independently well enough to pass >> the reading benchmarks. >> >> I have been teaching for 15 years. I have used Four Blocks >> for most of that time. In the past three years I have >> switched to the Fountas and Pinnell guided reading >> structure, as it is what we are doing here in my current >> school. This year I committed to doing it all; modelled >> reading, shared reading, and guided reading in levelled >> groups. I have worked hard with the students in all three >> areas to make sure that they understood the strategies, >> were able to practice them, and then nudged them towards >> using them independently. I made sure that the strategy we >> were working on as a whole class, we were also working on >> in small groups. We reviewed, we noted when we were using >> strategies in other subject areas. We refered to anchor >> charts that we created throughout the year. >> >> I have read Strategies That Work, and dog-eared it. I have >> read Fountas &Pinnell's book for grades 3-6, and dog-eared >> it too. I have reread both looking for better ways to help >> my students access the meaning in what they read. >> >> I am really struggling with feeling like a poor teacher. >> This is the first time in 15 years that I haven't felt that >> my students have made solid progress in reading. >> >> I also feel insecure because there are staff members at my >> school who judge teacher competence on how far our students >> progress (a whole other stress and kettle of fish). >> >> What am I doing wrong? Please help! > > > Emily, it doesn't sound to me like you're a poor teacher at > all. I know it's discouraging to have those danged test > results show sub-par results--seriously, as a Resource SpEd > teacher in a Title 1 school, I'm familiar with that feeling. > It helps me to remember that the tests are on grade level > material, and if my students could do that they wouldn't be > in my class at all. Just because your students don't meet > some arbitrary standard the conclusions cannot be that they > aren't making progress and you aren't a good teacher. Look at > where they started, then look at what they can do now. Keep > in mind that reading skill happens in fits and starts and is > rarely linear. You recognize how they've improved, > particularly in their fluency and decoding. Success in your > structured setting now will result in success in other > situations later. It's excellent that you continually look > for ways to improve your instruction. It's also excellent > that you are willingly showing up every day, loving and > teaching these kids who face such difficult challenges. It > takes a particular kind of greatness to teach SpEd and > another type of greatness to teach on the rez. Practice > patience, and use the summer to recharge and refresh > yourself. Those kids need you, and will continue to improve > under your guidance.

Jun 18, 2011

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Daily 5 and CAFE

by Wendy

Jun 7, 2011

I am looking for ideas on teaching daily 5 and CAFE with 2 sections of reading. Has anyone done this?

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also I'm in the same boat--will be teaching 3 sections per day. Wondering how to manage all those book boxes (about 55 of them). Hope someone who has ideas will respond!

Jul 3, 2011

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Teach2nd-MI I don't teach multiple sections, but I have a small classroom and no space to house book boxes. So, I buy the recyclable/reusable grocery bags. They are cheap, very sturdy, and washable. My students carry them around to "book shop" and during the Daily 5 when they are going to a smart spot. When we are not using them, they hang from the backs of ch...See More

Jul 22, 2011

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Wilson Fundations

by Liz/MA/2

Jun 11, 2011

Does anyone have experience using the Wilson Fundations phonics program in their classroom? Our school is piloting in second grade next year and I'd be interested to hear opinions/experiences. thanks!

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picture book

by kim

Jun 17, 2011

lease let me know the title and/or author of a picture book that might be good to read before a child has to go on stage. The child will be nervous. I'm looking for something to help relax, soothe, motivate ...

Any ideas?

Thanks.

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