Freshman who read at 3rd grade level

First, figure out whether the problem stems from identifying words (decoding) or from fluency (rate and accuracy) or comprehension. Usually poor decoding affects both fluency and comprehension. If you are only planning instruction (not qualifying for some kind of services), a reading inventory (such as the Johns or Silveroli) will give clues to whether the problem is decoding versus comprehension—and they have a fluency piece.

If I suspect decoding issues, I have some other tests, (such as the Gallistel-Ellis Test of Coding Skills and a test of phonemic awareness skills (such as Lindamood-Bell provides), to decide where to begin instruction and using what methods.

If fluency is weak but decoding is above grade 2-3, I start repeated readings as well as decoding intervention using Great Leaps. If it is only a bit behind (60 wpm instead of 80 perhaps), I’ll monitor it for awhile before treating, but provide some instruction in my lessons on fluency for inflection and tempo. I always model good fluency during instruction. I have had some students that simply read too slowly to make meaning of their passages. They really needed no intervention other than fluency. This has been rare.

Finally, comprehension is the biggest area and has more parts than I can name right here. A few are: vocabulary, visualization, inferencing and prediction, fact recall, low information on subject of reading passage. Some dyslexic students really shine here. Other students might struggle with any comprehesion, but be able to “call” words and passages without a flaw. Vocabulary is one of my big instructional objectives: Many students have fallen behind in vocabulary because their reading is behind.

Reading is a study that encompasses a lifetime. I am happy to be wandering down that pathway.

Susan Long

since we heard from you…it is so good to see your name again….Did you finally finish your education to become a teacher? as for men I can see the light at the end of my tunnel to become a speech and language pathologist…Welcome back… :-)

Hi Patti—

Yes, I finished. I did a two year internship (paid) at a school district while I finished. I’m certified elementary and special ed (K-12) and reading. I’ve been at the middle school level for two years, but will go to elementary next year.

Nice to be back. It’s been tough—most semesters on overload hours to finish quickly.

I’ve had great mentors in this district. They take reading seriously.

How much longer do you have?

Susan Long

I know Lindamood has good CD’s to go with their program – but this child doesn’t need a CD to teach him reading. He needs a one to one intensive program. Hope you/someone is providing that. I just get sick to my stomach thinking about the disservice we as teachers give children who cannot read. No saying you are one of them — just venting. Check into Lindamood
Norma Walters wrote:
>
> What computer programs are available for helping students
> that are 14-16 years old, with reading improvement that are
> currently reading at the 3rd or 4th grade level?

3 more semesters…and I will have my masters in speech pathology. I am working on my grad project now which is a phonetics lab for speech pathology students to train their ears in phonemic awareness and I illustrated a phonetics textbook that is still in the revision process.

I have been subbing all over the district and one of my joys is working in the extremes…I love special day class preschool, which is for the 3 year to 5 year old children who have speech and language delays and I also love the SDC’s in the high school setting. What is taking me this long to fiiinish my masters is because I am getting the SDC credential and the SLP credential at the same time and all the practicums! I am finishing my masters in 2 1/2 years which usually takes 3 years or more for most students who are just working on a masters and not the credentials that I am doing. I have been thinking about going for a doctorate but I am going to be taking a break for awhile…I am BURNED out from school as I have been going every semester around teh clock for 3 years now at 15 units a pop and that many units as a graduate keeps one very busy as you well know.

Patti

I second Angela. While a CD might help for practice, and the best place I’ve seen to look is the IDA magazine and eps, what students like this need desperately is TEACHING, preferably one-to-one or small group. It has been my experience that in 90% or more of cases nobody ever sat down and *taught* anything to the poor kid, but just expected information to be picked up out of the air; if you happen to miss the boat on that, too bad, you’re a non-reader. It has also been my experience that in 90% or more of cases these students are very poor, very inaccurate decoders, and you have to teach decoding before any of the rest will make sense. Read Shay’s old posts for her description of her fast and effective program combination for exactly this population of students.

How often should a child in this situation be receiving services?

I am in the same situation with my brother. He is 14 yrs old and entering 9th grade in the fall. He received Wilson for three years and is in book #6. However, he recieved the Standford 9 assessment about a month ago and it showed he is only reading at a 3rd grade level.

I want the school district to provide compensatory services but want to make sure I am asking for the right thing.

Thanks
K.