Read this open letter, written by more than thirty reading researchers, addressing the effectiveness of Reading Recovery. The letter specifies four specific faults of Reading Recovery. The letter includes the names of each researcher who collaborated on the letter, as well as references to support their conclusions.
Hi I am looking for old Merrill Linguistic decodable readers tht might be stilling on your shelf unused. Right now, I need Merrill G and H (Take Flight and Break Through). Does anyone have these?
Hi I am looking for old Merrill Linguistic decodable readers tht might be stilling on your shelf unused. Right now, I need Merrill G and H (Take Flight and Break Through). Does anyone have these?
Hi I am looking for old Merrill Linguistic decodable readers tht might be stilling on your shelf unused. Right now, I need Merrill G and H (Take Flight and Break Through). Does anyone have these?
Not only were they simply copying, they were doing it poorly. When I’d question their methodology and suggest that they were plagiarizing, they were adamant that they were not plagiarizing because what they wrote did not look exactly the same as the text from which they were copying. Finally, through trial and error, I discovered that if students read a paragraph, then covered it, then stated what they read in one sentence, they could often summarize the paragraph in their own words.
Summarizing allows students to re-frame their understanding by identifying key facts and concepts, filing information away in long-term memory in a more concise way. Much research has been done on the efficacy of summarizing. Marzano, Pickering, and Pollack do an excellent job of compiling and presenting that research in teacher-friendly terms.
Here are four great ways to teach summarizing skills to your students. {Click below for the full article. Our content is always free, but please do support our sponsors.)
Hi! I start seeing my kiddies next week, and I want to be able to see what their main struggles are- fluency, comprehension, etc. Are there any online Reading Inventories out there? Thanks!
easyCBM™ is an enhanced district assessment system designed by researchers at the University of Oregon as an integral part of an RTI (Response to Intervention) model. Distributed exclusively by Riverside, it provides school districts, administrators, and teachers with a full suite of assessment and reporting options, offering a complete solution at every tier of the RTI process.
Enchanced features include: •Full set of Benchmarking and Progress Monitoring assessments, Reading and Math, Grades K through 8. •Sync teachers accounts, student records, and class lists from your Student Information System. Easily maintain student records from year to year. •Multiple levels of account access for teachers, principals, district personnel, and administrators. •Various forms of data entry including online student tests, streamlined total score entry of paper-pencil tests, and other options. •Reports by teacher, building, grade-level, or district with customizable percentiles and color-codings, including exports for your Data Warehouse. •Admin panel with various system-level settings and configurations, user account management, and student record maintenance. •Secure SSL website connections with 256-bit data encryption (same level used by banks), and optional password-protection of online student tests.
2. [link removed]
Macquarie Online Test Interface (MOTIf): an online platform for the administration and scoring of cognitive tests.
You can administer these tests online to one or more people and the results will be stored in your own private and secure test page. Alternatively, you can download hardcopies of the test materials and administer the tests offline.
Tests CC2: The Castles and Coltheart 2 (CC2) tests different processes in single-word reading TERC: The Test of Everyday Comprehension tests how well a person understands everyday reading tasks DiSTs: The Diagnostic Spelling Test for Sounds (DiSTs) tests if a person can represent sounds in English with the correct letters DiSTn: The Diagnostic Spelling Test for Nonwords (DiSTn) tests how well a person knows the sound-letter rules in English. LIDT: The Letter Identification Test (LIDT) tests a person’s letter identification knowledge LeST: The Letter Sound Test (LeST) tests a person’s ability to sound out single letters and letter combinations DiRT: The Diagnostic Reading Test for Nonwords (DiRT) tests a person’s knowledge of letter-sound correspondences at the word level
3.[link removed]
A teacher can never tell where his/her influence stops. Educators are catalysts for change, inspirers of dreams, and motivators for success to countless students who pass through their classrooms. Kindergarten Teacher Greg Gorman never imagined he would inspire or motivate teachers when he developed ESGI. ESGI stands for Educational Software for Guiding Instruction and it automates one-on-one assessments, so teachers can give them faster and print usable reports immediately.
Gorman first created the software out of necessity in 2001. He spent countless hours shuffling through paper assessments, doing all the analysis by hand. Greg realized that a computer database could track his classroom assessment data faster and more thoroughly, so he designed it. Greg took a programming class and spent his nights and weekends developing ESGI. By 2002, he was using the software in his own classroom and soon teachers from neighboring districts wanted their own copies of the quick and easy early-literacy assessment tool. In 2006, Greg began offering this software to the public by hosting it on the Internet for easy worldwide access.
Now, teachers from California to South Korea are using ESGI to conduct one-on-one assessments. No other educational tool does what this software can. ESGI collects the thousands of bits of data involved with assessing letters, sounds, sight words, blends, initial sounds, and more. The ESGI Team travels the country giving demonstrations of the revolutionary teaching tool. Greg Gorman believes in ESGI so much that he recently left the classroom to continue developing the program.
4. Title 1 Reading Sample Student Selection Tool [link removed]
The North Dakota Department of Public Instruction, Title I office, contracted with local educators to put together the following sample student selection tool for your use. The assessments are aligned with the draft North Dakota State Standards. This is an optional tool for those schools that are interested in using it to select Title I students or assess student achievement. Please read the letter of explanation for further details on the sample student selection tool before using them.
5. Neuhaus SCREENING AND MASTERY CHECKS [link removed]
A deep, rich understanding of text, reading comprehension, is the ultimate goal of all reading instruction. Reading comprehension can be disrupted by multiple factors, and it is the job of the reading teacher to determine where instruction needs to begin.
With these listening and reading comprehension screenings teachers can determine if reading comprehension difficulties are due to poor basic word recognition skills, poor vocabulary, poor background knowledge, poor listening comprehension, or a combination of factors.
The listening and reading comprehension screenings are normed for second grade students at the end of the school year. Both listening and reading comprehension screening instruments are intended for group administration.
10. The Abecedarian Reading Assessment [link removed]:
• Letter Knowledge • Phonological Awareness (Rhyme and Phoneme Identity) • Phoneme Awareness (First and Last Sounds and Phoneme Segmentation) • Knowledge of the Alphabetic Principle • Vocabulary (Production, Synonyms, and Antonyms) • Decoding (Fluency, Regular Words and Irregular Words)
11. [link removed]
Simple Formative Reading Survey to help teachers (grades 2-8) assess their students' basic reading skills. A collection of free "quick and dirty" assessments which can be downloaded free of charge. You can download an overview of early reading assessment that describes all of he various approaches to early reading assessment available to teachers. (Currently only available in PDF format)
12. THE SOURCE: A Curriculum Guide for Reading Mentors [link removed]
13. [link removed]
14. [link removed]
If you have trouble opening a resource, e-mail and let me know. I have some downloads that are no longer found on the internet, but I can e-mail them to you as an attachment.
On 9/01/12, Nicole/MO wrote: > A GREAT LIST OF 14 FREE ONLINE READING INVENTORIES: > > 1. http://www.easycbm.com > > easyCBM™ is an enhanced district assessment system designed by > researchers at the University of Oregon as an integral part of > an RTI (Response to Intervention) model. Distributed > exclusively by Riverside, it provides school districts, > administrators, and teachers with a full suite of assessment > and reporting options, offering a complete solution at every > tier of the RTI process. > > Enchanced features include: > •Full set of Benchmarking and Progress Monitoring assessments, > Reading and Math, Grades K through 8. > •Sync teachers accounts, student records, and class lists from > your Student Information System. Easily maintain student > records from year to year. > •Multiple levels of account access for teachers, principals, > district personnel, and administrators. > •Various forms of data entry including online student tests, > streamlined total score entry of paper-pencil tests, and other > options. > •Reports by teacher, building, grade-level, or district with > customizable percentiles and color-codings, including exports > for your Data Warehouse. > •Admin panel with various system-level settings and > configurations, user account management, and student record > maintenance. > •Secure SSL website connections with 256-bit data encryption > (same level used by banks), and optional password- protection > of online student tests. > > 2. http://www.motif.org.au/index.php/home > > Macquarie Online Test Interface (MOTIf): an online platform > for the administration and scoring of cognitive tests. > > You can administer these tests online to one or more people > and the results will be stored in your own private and secure > test page. Alternatively, you can download hardcopies of the > test materials and administer the tests offline. > > Tests > CC2: The Castles and Coltheart 2 (CC2) tests different > processes in single-word reading > TERC: The Test of Everyday Comprehension tests how well a > person understands everyday reading tasks > DiSTs: The Diagnostic Spelling Test for Sounds (DiSTs) tests > if a person can represent sounds in English with the correct > letters > DiSTn: The Diagnostic Spelling Test for Nonwords (DiSTn) > tests how well a person knows the sound-letter rules in > English. > LIDT: The Letter Identification Test (LIDT) tests a person's > letter identification knowledge > LeST: The Letter Sound Test (LeST) tests a person's ability > to sound out single letters and letter combinations > DiRT: The Diagnostic Reading Test for Nonwords (DiRT) tests a > person's knowledge of letter-sound correspondences at the word > level > > 3.http://www.esgisoftware.com/ESGI/ > > A teacher can never tell where his/her influence stops. > Educators are catalysts for change, inspirers of dreams, and > motivators for success to countless students who pass through > their classrooms. Kindergarten Teacher Greg Gorman never > imagined he would inspire or motivate teachers when he > developed ESGI. ESGI stands for Educational Software for > Guiding Instruction and it automates one-on-one assessments, > so teachers can give them faster and print usable reports > immediately. > > Gorman first created the software out of necessity in 2001. He > spent countless hours shuffling through paper assessments, > doing all the analysis by hand. Greg realized that a computer > database could track his classroom assessment data faster and > more thoroughly, so he designed it. Greg took a programming > class and spent his nights and weekends developing ESGI. By > 2002, he was using the software in his own classroom and soon > teachers from neighboring districts wanted their own copies of > the quick and easy early-literacy assessment tool. In 2006, > Greg began offering this software to the public by hosting it > on the Internet for easy worldwide access. > > Now, teachers from California to South Korea are using ESGI to > conduct one-on-one assessments. No other educational tool does > what this software can. ESGI collects the thousands of bits of > data involved with assessing letters, sounds, sight words, > blends, initial sounds, and more. The ESGI Team travels the > country giving demonstrations of the revolutionary teaching > tool. Greg Gorman believes in ESGI so much that he recently > left the classroom to continue developing the program. > > 4. Title 1 Reading Sample Student Selection Tool > http://www.dpi.state.nd.us/title1/resource/select/index.shtm > > The North Dakota Department of Public Instruction, Title I > office, contracted with local educators to put together the > following sample student selection tool for your use. The > assessments are aligned with the draft North Dakota State > Standards. This is an optional tool for those schools that are > interested in using it to select Title I students or assess > student achievement. Please read the letter of explanation for > further details on the sample student selection tool before > using them. > > 5. Neuhaus SCREENING AND MASTERY CHECKS > http://www.readingteachersnetwork.org/tools/ > > 6. NEUHAUS COMPREHENSION SCREENINGS 2ND-5TH > http://neuhaus.org/screening-measures/ > > > A deep, rich understanding of text, reading comprehension, is > the ultimate goal of all reading instruction. Reading > comprehension can be disrupted by multiple factors, and it is > the job of the reading teacher to determine where instruction > needs to begin. > > With these listening and reading comprehension screenings > teachers can determine if reading comprehension difficulties > are due to poor basic word recognition skills, poor > vocabulary, poor background knowledge, poor listening > comprehension, or a combination of factors. > > The listening and reading comprehension screenings are normed > for second grade students at the end of the school year. Both > listening and reading comprehension screening instruments are > intended for group administration. > > 7. COMPREHENSION SCREENINGS (K-8TH GRADE) > http://www.correctivereadinginstitite.com > MUST REGISTER TO OBTAIN DOWNLOAD > > 8. READING LEVEL ASSESSMENT (RLA) & > EARLY READING INVENTORY (ERI) > http://www.uurc.utah.edu/Educators/Assessments.php > > 9. http://www.k12.com > Lots of free reading screenings to download--they have changes > their site a bit, so you may have to search around to find the > direct downloads > > 10. The Abecedarian Reading Assessment > http://www.balancedreading.com/assessment/abecedarian.pdf > The Abecedarian Reading Assessment was designed to test what > research has shown to be the most essential knowledge domains > for developing reading skills. The knowledge domains assessed > by the Abecedarian include: > > • Letter Knowledge > • Phonological Awareness (Rhyme and Phoneme Identity) > • Phoneme Awareness (First and Last Sounds and Phoneme > Segmentation) > • Knowledge of the Alphabetic Principle > • Vocabulary (Production, Synonyms, and Antonyms) > • Decoding (Fluency, Regular Words and Irregular Words) > > 11. http://www.balancedreading.com/assessment.html > > Simple Formative Reading Survey to help teachers (grades 2-8) > assess their students' basic reading skills. > A collection of free "quick and dirty" assessments which can > be downloaded free of charge. You can download an overview of > early reading assessment that describes all of he various > approaches to early reading assessment available to teachers. > (Currently only available in PDF format) > > 12. THE SOURCE: A Curriculum Guide for Reading Mentors > http://www.justreadflorida.com/docs/manual.pdf > LOTS OF QUICK SCREENINGS IN THIS MANUAL > > > 13. http://www.easytestmaker.com/default.aspx > Make and grade your own screenings > > 14. http://www.cia.indiana.edu/assessments_IRDA_resources.html > The Center for Innovation in Assessment has completed several > studies that establish the Indiana Reading Diagnostic > Assessments as both valid and reliable. Assessments and > interventions free for download > > If you have trouble opening a resource, e-mail and let me > know. I have some downloads that are no longer found on the > internet, but I can e-mail them to you as an attachment. >
> The principals have too much power and will/can do > whatever is necessary to "get rid" of a teacher they don't > like. The principal can write up bad reports(which are not > true) and have the district back it up falsely. The unions > are virtually worthless........ > > > On 11/02/13, anon wrote: >> This t...See More> The principals have too much power and will/can do > whatever is necessary to "get rid" of a teacher they don't > like. The principal can write up bad reports(which are not > true) and have the district back it up falsely. The unions > are virtually worthless........ > > > On 11/02/13, anon wrote: >> This tactic is more common now since districts have >> rigged Nevada law further to gut what few protections >> teachers have, which is actually none, and that's by >> abusing the "probationary" status of teachers to get rid >> of veteran teachers. >> >> A principal can merely give a teacher two lousy >> evaluations in a row just because he or she feels like >> it, and that teacher goes back on "probationary" status, >> which then means a principal can just "non- renew" them >> for any reason or no reason at all (at-will). The teacher >> has NO chance at all to fight it. >> >> This just shows how utterly worthless the "unions" are in >> Nevada to even allow such abuse by administrators. >> >> >> On 11/02/13, anon wrote: >>> Principals are unique among supervisors in that they >>> have almost unlimited power, ironclad job security >>> (though that is changing, fortunately), and NO >>> accountability. That's because they are not closely >>> supervised. >>> >>> It takes maturity and a high sense of ethics to be a >>> successful principal, but unfortunately there are few >>> good principals anymore. Almost all of the good ones >>> (generally older ones, those who had many years of >>> teaching experience) left when the "reforms" started >>> taking hold. >>> >>> The "doctor" simply repeats boilerplate nonsense that >>> has no bearing on how easily teachers are scapegoated >>> and railroaded out of careers. It is pathetically easy >>> for teachers to get canned, and they have NO real "due >>> process" at all. The court system is also heavily >>> against them because few lawyers will take on teacher >>> lawsuits as it takes many years for them to be resolved. >>> That's because school districts can and do "run out the >>> clock" thanks to having unlimited funds. >>> >>> >>> On 11/01/13, HS Teacher wrote: >>>> On 11/01/13, Doctor wrote: >>>> >>>> >>>>> A tiny minority of teachers beyond probationary get >>>>> fired, and you can include in that resignation in lieu >>>>> or the other nonsense you listed. Far less than just >>>>> about any other career out there. I've fired people in >>>>> the private sector. Trust me! It's a LOT easier than >>>>> in public ed. You can't offer any numbers because >>>>> you're wrong. You only have what happened to you, and >>>>> probably a few other malcontents. >>>> >>>> You can't offer any numbers yourself. How do you >>>> justify the phrases 'a tiny minority', 'far less >>>> than...'? when you haven't offered anything but your >>>> own anecdotal evidence? (The very thing you are railing >>>> at 'anon' for doing, btw.) >>>> >>>> Here are numbers I'd like to find out: >>>> >>>> How many teachers 'burn out' in their first year? >>>> second year? third year? and so on... And how much of >>>> that 'burn out' comes from lack of support from >>>> administration? Or outright hostility from >>>> administration? >>>> >>>> I'd be surprised if you've never witnessed a principal >>>> targeting a particular teacher. I haven't been doing >>>> this job all that long, and I've seen it personally in >>>> seven separate cases. 'Punishing' a teacher with a >>>> difficult class schedule, writing 'do not hire' in an >>>> email to another district employee, subjecting a >>>> teacher to daily 'observations'. Out of the seven cases >>>> I'm thinking of, two no longer work for the district, >>>> both good teachers who were caught on the wrong side of >>>> a person with power. >>>> >>>> I think principals have a lot of power, and some abuse >>>> it. Teachers need due process as a protection. >>>> >>>> >>>>> Your attitude is one that likely breeds prejudice and >>>>> low standards in the classroom. You can't tell me that >>>>> you're this ball of bitterness, defeatism, and >>>>> narcissism with adults and a nurturing ball of >>>>> sunshine with students. I've heard it all before: "The >>>>> kids are all poorly raised, they're all from poverty, >>>>> certain ethnic group can't do well, that one kid told >>>>> me to screw off, or his older brother was a menace 5 >>>>> years ago, so I'm going to get back at him every >>>>> chance I get..." >>>> >>>> Jumping to a lot of conclusions here. And you're >>>> putting words in the other poster's mouth. That is not >>>> the way to have a 'sane, rational' discussion. >>>> >>>> >>>>
I've seen this company advertised in teaching magazines and checked out their website. Does anyone have any experience with them or know anything about them? Sounds too good to be true. If it works, I'd love to try it.
PamOn 7/16/11, Kathy wrote: > On 5/15/10, Nicole wrote: >> I was thinking the same since I was thinking about opening my >> own reading clinic. You have to go to a week long training >> in Kansas city, which isn't too far for me. Have you seen >> how much they charge for this training plus materials? The >> going rate ...See MoreOn 7/16/11, Kathy wrote: > On 5/15/10, Nicole wrote: >> I was thinking the same since I was thinking about opening my >> own reading clinic. You have to go to a week long training >> in Kansas city, which isn't too far for me. Have you seen >> how much they charge for this training plus materials? The >> going rate is $6000. That is way too much money for me. >> There is no guarantee anyhow. > > I live in Houston, and have also researched this reading program. > I found a person in my area who bought program a few years back. > We met and she let borrow her material to look over. The material > is very easy to follow. The lady had used the program and saw > good results. All she did was use the flyers they provided and > took some to her area schools, and she got 4 students. You do not > need to buy the material, you become a tutor under the person > with the licence and when you get students you pay a percentage > back to the licence holder. Being a reading teacher and know what > reading program cost $6000 is not bad. When you buy the program > you then can recuit other under you and they can either pay a > flat fee to use your licenced material of a percentage of thier > income. I am buying the program. >
I am interested in talking to you about academic associates..
would you be willing to contact me?
> On 7/16/11, Kathy wrote: >> On 5/15/10, Nicole wrote: >>> I was thinking the same since I was thinking about >>> opening > my >>> own reading clinic. You have to go to a week long >>> training in Kansas city, which isn't too far for me. >>> Have you seen how much they charge for this training >>> plus materials? The going rate is $6000. That is way >>> too much money for me. There is no guarantee anyhow. >> >> I live in Houston, and have also researched this reading > program. >> I found a person in my area who bought program a few >> years > back. >> We met and she let borrow her material to look over. The > material >> is very easy to follow. The lady had used the program >> and saw good results. All she did was use the flyers >> they provided > and >> took some to her area schools, and she got 4 students. >> You do > not >> need to buy the material, you become a tutor under the >> person with the licence and when you get students you >> pay a > percentage >> back to the licence holder. Being a reading teacher and >> know > what >> reading program cost $6000 is not bad. When you buy the > program >> you then can recuit other under you and they can either >> pay a flat fee to use your licenced material of a >> percentage of > thier >> income. I am buying the program. >>