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READING COMPREHENSION PEERS PROJECT SELF MELISSA MCCLURG SHARON RICE TOM MCCORD DIANE JACKSON

READING COMPREHENSION PEERS PROJECT SELF MELISSA MCCLURG SHARON RICE TOM MCCORD DIANE JACKSON. Reading fluency is important for secondary struggling readers! Middle and high school students are asked to read large quantities of text for class assignments.

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READING COMPREHENSION PEERS PROJECT SELF MELISSA MCCLURG SHARON RICE TOM MCCORD DIANE JACKSON

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  1. READING COMPREHENSION PEERS PROJECT SELF MELISSA MCCLURG SHARON RICE TOM MCCORD DIANE JACKSON

  2. Reading fluency is important for secondary struggling readers! Middle and high school students are asked to read large quantities of text for class assignments. Struggling readers with poor reading fluency fall behind in difficult content area classes. When students do not recognize words automatically, they spend the majority of their reading time on decoding, rather than comprehending.

  3. Two Research-based interventions for teaching fluency to secondary struggling readers are... Repeated Reading: The student reads sections of text aloud repeatedly until the desired fluency is achieved. Measurement methods are used to collect daily data on reading rates. Data often serve as a motivational tool for students. Tape-Assisted Reading: A reading passage is tape-recorded. The student reads the print aloud in synchronization with the taped passage. Students can listen to and follow along with the taped passage before reading the passage aloud. Students should reread the passage several times.

  4. Our group was given the Don Johnston Start to Finish Books to use in our classroom to help our struggling readers. We were also trained in DIBELS to assess our students progress during three intervals throughout the year

  5. Students worked on pirate reports in Mrs. Jackson’s class after reading the start to finish book of Treasure Island

  6. Students in Sharon Rice’s class made story maps over Start to Finish Books 3 students in 7th Grade show their maps of Alcatraz

  7. Students worked on reading the Start to Finish books on their own and on the computer in all the resource room classes including in their spare time in study hall

  8. For our individual research, we looked into other comprehension strategies and the impact of presentation and color on the comprehension process of students with disabilities.

  9. Color increases the willingness to read up to 80%Color can increase motivation and participation up to 80%Color enhances learning and improves retention by more than 75%Color accounts for 60% of the acceptance or rejection of an object.

  10. Yellow is the first color processed by the brain and improves comprehension by 70%. Use yellow notepads for note taking. Blue increases willingness to read by 80% Homework on blue paper comes back more often. Green produces recall up to 60-70%. Use green dry erase markers, green highlighters, and green flashcards.

  11. Studies show that 16-point font is always remembered better, processed more quickly, and yields higher test scores. 14-point font is the next best size. Anything smaller than 12-point font impairs the brain’s ability to process and recall information efficiently. The brain becomes stressed. The brain remembers print better than cursive, needs space between questions, and processes print without serifs (those wings on the letters in some fonts) more efficiently and with minimum stress. Comic sans and arial are examples of good fonts for instruction and testing. Times New Roman or Georgia would be fonts WITH serifs.

  12. Our DIBELS Results....

  13. Our STAR Results....

  14. Works Cited Council for Learning Disabilities, Secondary Students with Learning Disabilities in Reading:Developing Reading Fluency, retrieved on http://www.cldinternational.org/Infosheets/fluency.asp Ron Green, "The Persuasive Properties of Color" Marketing Communications, Oct. 19841984)Loyola University School of Business as reported in Hewlett-Packard's Advisor, June 1999Dr. Martin Avery, The Power of Color., 1991

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