I have a group of eighth graders-we use SRA Corrective Reading Level C, Decoding. We are nearly at the end of the book and I am finding two out of the five students really struggling.The other three are moderately successful. They have been through this book for a second time already, they do not want to start over again. We spend alot of time previewing the word lists and still they struggle. I believe that this level is too difficult for them, also the stories do not match their interests. The rhythum of the lesson dissapears with their struggle. Any ideas?-we are a small school and there are no other groups available for the two who are really struggling. Any input will be appreciated!
Re: SRA Corrective Reading
Jo,
I’m not sure about your finances in a small school, but we have seen success in switching from CR level C to Reading Mastery V. There is more support for comprehension and vocabulary. The textbook includes literature selections. You will have to do some support for the phonics part as RM at this level assumes the students have the phonics down. You can put words on the board and underline sounds that give them difficulty and use the script from Corrective Reading to review. Have the students passed the Mastery Tests you give after Lesson 55 and at the end of the book? Those tests can give you their weak areas and then you can remediate as necessary using other sources or reviewing parts of lessons instead of just “starting the book over.” SRA also now publishes Blackline Masters for the decoding levels that give students extra practice.
Good Luck
Re: SRA Corrective Reading
OK, I don’t know this particular program, but one question arises from what you write. You say they are in Level C and have been through the book twice already. No, your students have a point, starting over a third time in a system that has already failed does seem non-productive. But tell me, if they are failing in Level C, did they ever actually do Levels A and B? This isn’t a stupid question; it’s an unfortunately common scenario. Someone takes a cumulative program, such as the SRA Decoding program that you have, and takes it completely out of context, starting more than halfway through and omitting the core lessons in favour of the “interesting” parts. Then they claim that phonics instruction has failed, when it is really their pedagogy that is mixed up.
You also say that you are reviewing word lists — by what means? Are you teaching and modelling sounding out, or are you just having the better students say them out loud? A decoding program will be more effective if you give some very specific instruction and constant modelling of decoding.
I would look for a program that the students can work with 50% independently, and then run two mini-groups as suggested by other posters. There are various workbooks etc. that are not terribly expensive. One-to-two teaching with the two struggling students, even for half the time, would be more productive than repeating the same failures.
I would also start the new program at the beginning, or at least a level or two back, and tell the students that we will review the first part quickly until they get up to speed with the new materials. This is usually far more effective than stating too advanced and repeating failure as they have done with their present material.
Hi Jo,
Instructional decisions begin with good assessment: observation, history, testing. For testing, a basic individual reading inventory such as the Burns-Roe, Silveroli, or Johns would do very well. The base-line data on reading rate (fluency) is important. Also, be sure to give the listening comprehension part to see how well is the student’s ability to listen to a story and comprehend. This can tell you a great deal about how much progress you might expect and how quickly. It will tell you if the developmental growth is present for you to make substantial progress.
Based on assessment, you may decide if the problem is phonics/phonemic awareness (about 80% of impaired readers don’t understand how to recognize words based on whole-word instructional methods). There are a few kids out there who can say the words on a page easily enough, but struggle to comprehend either at the single word, paragraph, or passage level. Yet, this whole-word comprehension method is what most teaching instruction is founded upon in the last decade or two or three…
Also based on assessment, instructional grouping may occur. If this isn’t possible (which it sounds like may be the case for you), then do mini-groups while other students are doing other assignments. Everyone gets less instruction, but they’ll make better progress because it is meaningful instruction.
The methods I use to teach phonics/phonemic awareness require training. Others on these BB’s use some different programs. I leave them to fill you in on those particulars because I’m reluctant to beat the drum about things I haven’t used.
Finally, further assessment will tell you if you are making headway.