at-risk classrooms

I’ve posted a lot on methods I use to take kids who are failing in reading and get them back on track.

As recommended by the National Reading Panel:
*systematic synthetic phonics
*guided *oral* reading, with error correction
*teaching of comprehension and vocabulary in multiple ways, formal and informal

I add to this writing:
*handwriting with a great stress on directionality
*smooth, fluid handwriting with a goal of readability (no decor)
*spelling/writing words integrated into teaching of reading, decoding/encoding
*sentence writing, subject and object, from early stages
*punctuation and spelling integrated as a normal part of writing

This is what works and what has been shown to work many times over.
No one program has a patent on these methods; you can choose among a number of good programs that work in similar ways depending on your taste, time available, and money available. You also need to learn to recognize ineffective programs that omit some of the vital elements.
These approaches can be used in *any* classroom and are effective with all levels of students — in fact gifted kids just take off when given these tools. No need to designate a class as high-risk in order to teach well!

If you want my long outlines, now up to a book in progrss, on how to tutor reading, please email me at [email protected]

I think some of the comprehension programs would do nicely here. I have seen Fundations (Wilson language), and thought it looked very good. (I’m sure there are others as well.)

You want the elements that Victoria talked about.

—des

It really does help if you figure out just what the *students* are at risk for instead of what the classroom is at risk for :-)

This is going to be a little different… but also a little the same. THeir grade/age and attitudes are important - and also their skill levels. If they’re older, you do much, much better by getting them to buy into what you’re doing and have a say anda part in it… - if you can get them to feel like they decided what you figured out they needed, good things will happen :-)

Unfortunately, *most* teachers blithely overestimate the students’ skills, and underestimate the need for them. They do reading activities that feel good… the students learn some fascinating compensating skills that unfortunately aren’t useful as the skills get harder. So, when in doubt, start easier than you think.

If you’re working with older students, you might find somethings on my site useful (okay, younger too). Basically, programs that provide practice are missing the skills development; programs that are all skills are missing the practice part. They need both.