By Michael Priestley
Ready-to-reproduce perform pages-written in quite a few genres, together with articles, biographies, email bulletins, and how-to guides-help suffering readers construct comprehension abilities. better half questions for every passage concentrate on abilities equivalent to inferencing, sequencing, predicting, figuring out tale parts, and extra. the entire hugely enticing passages are written at just below grade point.
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Additional resources for Hi-Lo Passages to Build Comprehension: Grades 7-8
Sequence of word study instruction Beginning consonants b c d f g h j k (and so on) ch sh th wh Word families Short vowel One-syllable vowel patterns (a) mat lake park tall -at -an -ap -ack hat -it -in -ig -ick big (i) kid ride bird light -ot -op -ob -ock top (o) job rope coat born -ed -et -ell pet (e) leg seed meat he -ut -ug -ub -uck rub (u) bug mule burn suit Note. Consonant blends (bl, dr, st, and so on) are introduced at the word-family and short-vowel levels. struggling readers can be taught with leveled, natural-language books (as opposed to decodable text) and still become good decoders, if their instruction includes a systematic phonics component.
In a broad-ranging and, I believe, objective critique of Reading Recovery, Shanahan and Barr (1995) raised many issues, three of which I mention below: • Reading Recovery is very expensive. The yearlong training of a tutor is costly, but this is a one-time expense. 5 hour period each day. In a low-income urban or rural school, with 20 or more at-risk first graders, how does one determine who receives the tutoring and who does not? • Reading Recovery proponents contend that reading problems can be “fixed” in first grade.
Although the authors of a recent meta-analysis (Elbaum, Vaughn, Hughes, & Moody, 2000) asserted that small-group instruction is just as effective as tutoring, there is actually little research to back up this claim. , Reading Recovery; Early Steps [Santa & Hoien, 1999]) and apply it in both a one-to-one and small-group context. , entry-level ability of students, teacher quality, instructional time), it is difficult to see how the small-group instruction would be as effective as tutoring. Issues of behavior management, time-on-task, instructional level, and immediate corrective feedback are all more easily resolved in a one-to-one context (Wasik & Slavin, 1990, 1993).