Darcy has trouble reading even the most basic of words. She does not have the necessary skills even to sound out words. If she manages to make it through a sentence, she does not understand what she just read. Darcy is essentially a non-reader. Given that Darcy is now in the fourth grade, her teacher administers the Corrective Reading placement test. Darcy places into the lowest level of the program for both decoding and comprehension (Decoding A and Comprehension A). You should provide Darcy with reading instruction on a daily basis from an instructional assistant in the classroom using the Corrective Reading program.
Reading Mastery is a complete basal reading program (Level I-VI). It focuses on teaching phonemic awareness explicitly, introduces each new letter-sound correspondence explicitly, selects and sequences letter-sound correspondences carefully, teaches students to blend sounds together to form words, uses code-based reading passages for daily practice as children progress in learning to read, has a key emphasis on comprehension, provides immediate feedback on oral reading errors, and builds fluency and accuracy (Reading Mastery Program Overview Guide). A special print called orthography is used in the early levels of the program to help students discriminate between sounds and read sooner.
Core Lesson Connections (Marchand-Martella, Martella, Przychodzin, Hornor, & Warner, 2013) is an important addition to this program, targeting aspects of effective reading instruction aligned with recommendations of the NICHD (2000).
Corrective reading is designed to help a wide range of students in grades 3-12 who need reading remediation. There are two strands of this program--decoding and comprehension--and four levels. Students take a within-program placement test to determine the level at which they will begin and what strand they will need. The programs are teacher-directed, and offer a wealth of opportunities for students to respond and receive feedback (both through oral responding and workbook activities).
SRA Read to Achieve is designed to teach adolescent students to apply successfully to content-area classes. Read to Achieve specifically targets the challenges adolescent readers face through two courses. Comprehending Content-Area Text helps students to: (a) Read science and social studies text effectively, (b) Take notes from textbooks and classroom lecture, and (c) Learn real-world study skills and work strategies. Comprehending Narrative Text helps students to: (a) Read conceptually challenging text effectively, (b) Capture main idea, key concepts, and details, and (c) Engage in high-quality, open discussion of content.
SRA FLEX Literacy, a comprehensive reading and language arts intervention system for students in Grades 3–8. SRA FLEX was built to help at-risk students learn the critical reading and writing skills required to meet Common Core State Standards. Comprised of three learning experiences – the Digital Experience, the Print Experience and the Project Experience – SRA FLEX engages students through high-interest, collaborative and interactive tools, and rich text selections.
Repeated reading has been shown to improve oral reading fluency. Typically, students read the same passage over and over again until a predetermined mastery criterion is met. Another approach that is sometimes used is reading a passage orally while simultaneously listening to a taped version of the same material. Finally, repeated reading has been used in a technique called neurological impress, in which the teacher and student read together, with the teacher reading slightly faster and louder than the student.
Palinscar and Brown (1988) developed reciprocal teaching. The general procedure (as noted by Hammill & Bartel, 1990 and Haager & Klingner, 2005) is for everyone in the group to read a section of text silently. Next, the teacher models how to summarize, question, clarify and predict to better comprehend what was read. Students typically require more structure and prompting initially; the teacher fades the role of the model over time, with increased active involvement in learning by the students.