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juliebwise
juliebwise
Donna Scanlon
Jun 12 2011, 10:10 PM EDT | Post edited: Jun 12 2011, 10:10 PM EDT
How does the Interactive Strategies Approach (ISA) reduce the incidence of reading difficulties? Do you find this valuable?    

mjmatcham
1. RE: Donna Scanlon
Jun 23 2011, 8:30 AM EDT | Post edited: Jun 23 2011, 8:30 AM EDT
Wow! I can remember sitting in intervention team meetings with a principal and interventionist who thought every student needed 'the gift of time'! WHat a turn off for these early learners. they got the message school is too hard and no one is helping me! Do you find this valuable?    
JulieBeard
JulieBeard
2. RE: Donna Scanlon
Jun 23 2011, 8:34 AM EDT | Post edited: Jun 23 2011, 8:34 AM EDT
RTI enables us to meet students "where they are". We need to set a purpose for their reading and to "mind the gap" so that it does not get in the way of student performance and success. Donna's presentation concentrated on emergent readers in early grades. I will be interested to see if and how intermediate grades are approached regarding comprehension and knowledge. Do you find this valuable?    
melanieheuer
melanieheuer
3. RE: Donna Scanlon
Jun 23 2011, 8:39 AM EDT | Post edited: Jun 23 2011, 8:39 AM EDT
Teachers have to remember when Donna said that we can't expect kids to comprehend something when they don't have background knowledge and the kids gain background knowledge as they read and comprehend more. We as teachers need to remember to give kids books that they CAN read. This is the only way that they are going to improve in the reading strategies. Motivation and engagement are just as important as the the other pieces to increase comprehension and knowledge. If the students are not thinking about the text as they are reading it, they are not truly reading it! Do you find this valuable?    
dianeromig
dianeromig
4. RE: Donna Scanlon
Jun 23 2011, 8:40 AM EDT | Post edited: Jun 23 2011, 8:40 AM EDT
As you discussed the Fab Five or Six, we were driving over and discussing motivation or putting forth effort. It is challenging to work with a student who lacks to desire to do well or to learn to read. We worked with three tiers this year with very little success with this one student. How do we change this? Do you find this valuable?    

kathybschwartz
5. RE: Donna Scanlon
Jun 23 2011, 8:41 AM EDT | Post edited: Jun 23 2011, 8:41 AM EDT
As I use that"gift of time" phrase frequently, when determining retention possibilities, this statement caught my attention. Donna stated that that phrase is not really appropriate anymore. I truly believe in early intervention, but sometimes maturity is a factor. That is the quandry: Is it a learning disability, or is it a question of maturity? The classroom teacher is in the best position to help determine this, seeing the child for the longest duration of any day. My district does provide Early Intervention in kindergarten, based upon DIBELS results. All children deserve vocabulary enrichment in order to be good readers. Children will lose interest if they are not engaged, & therefore motivated. Comprehension is acquired by thinking about what is being read. If we base progress upon speed of reading totally, we risk producing children who can word call, but not understand what is being read. Reading is complicated! Do you find this valuable?    

Andreachiccarine
6. RE: Donna Scanlon
Jun 23 2011, 8:41 AM EDT | Post edited: Jun 23 2011, 8:41 AM EDT

Students need to read between the lines to understand what they are reading. As we worked through the Sam story, obviously I made adjustments as the story was added, but I had never realized that students who struggle with comprehension do not build on understanding of the text, and do not make adjustments as they read. It was interesting to hear this and already makes me consider how I can change my instruction to build on the discussion of the text through teacher modeling.
After viewing the text that was in symbols, which I did not understand, I had a WOW moment. I had such a sense of empathy for our students who read below grade level, or are learning support, and how they feel when a PSSA is placed in front of them, and they are expected to read it and answer questions, when they really have no idea what it may say…. How frustrating and sad.
Lastly, another WOW moment occurred when I heard how many words a child has to be able to read to really construct meaning from the text, 50,00-80,000 words on sight.
 Do you find this valuable?    
katieLbarrett
katieLbarrett
7. RE: Donna Scanlon
Jun 23 2011, 8:44 AM EDT | Post edited: Jun 23 2011, 8:44 AM EDT
I'm intrigued on the reasonong why we would devalue the importance of motivation by eliminating it from the "fab 6"? We all know positive reinforcement is essential to learning and being successful.
How many times have you read a book only to discover half way down the page you haven't been comprehending anything you're reading? How do you address motivation with students in your classroom? Do you find this valuable?    
mandywolfe
mandywolfe
8. RE: Donna Scanlon
Jun 23 2011, 8:45 AM EDT | Post edited: Jun 23 2011, 8:45 AM EDT
I agree with Donna that often times students don't show up until 2nd or 3rd grade as having reading difficulties. They can read the words, but they aren't comprehending. The parents are never pleased to hear this! We use the DRA2 to assess. If a student is able to recall the basics of a story, they can usually pass a level. What else can K/1 teacher use to monitor comprehension at the earlier levels since the texts tend to be very limited? Do you find this valuable?    

carriemarvis
9. RE: Donna Scanlon
Jun 23 2011, 8:46 AM EDT | Post edited: Jun 23 2011, 8:46 AM EDT
Donna mentioned that research shows students are only having the opportunity to read for 5 minutes during the school day. Is this research current? I find this hard to believe, especially with a greater awareness today of the impact providing students time to read has on their reading ability. It is so important students are given not only the time to read, but proper reading materials (multiple genres at their reading levels). Do you find this valuable?    
allisonwhing
allisonwhing
10. RE: Donna Scanlon
Jun 23 2011, 8:50 AM EDT | Post edited: Jun 23 2011, 8:50 AM EDT
Donna mentioned that it is normal for kids to only read in school for 5 minutes or less. I've heard statistics similar to this before. It's amazing to me that with all the quality literature and information out there about best practices and quality reading instruction, kids would still have such a limited time to actually just read in school. I've talked with a lot of teachers who are working to build their classroom libraries so that they have plenty of books that meet a variety of needs in both the level and content of the books. A great resource for finding current books is the blog by Franki Sibberson (of whom I'm a huge fan) and Mary Lee Hahn. If you want to check it out, the link is http://readingyear.blogspot.com/
 1  out of 1 found this valuable. Do you?    
JulieBeard
JulieBeard
11. RE: Donna Scanlon
Jun 23 2011, 8:51 AM EDT | Post edited: Jun 23 2011, 8:51 AM EDT
"As you discussed the Fab Five or Six, we were driving over and discussing motivation or putting forth effort. It is challenging to work with a student who lacks to desire to do well or to learn to read. We worked with three tiers this year with very little success with this one student. How do we change this?"
Regarding lack of desire, Donna said that by labeling a student LD, it lowers their expectations and takes away any higher challenges. How can we continue to raise the bar for these students and to let them know that we have not given up on them?We must keep them motivated! Do you find this valuable?    

Andreachiccarine
12. RE: Donna Scanlon
Jun 23 2011, 8:52 AM EDT | Post edited: Jun 23 2011, 8:52 AM EDT
"As I use that"gift of time" phrase frequently, when determining retention possibilities, this statement caught my attention. Donna stated that that phrase is not really appropriate anymore. I truly believe in early intervention, but sometimes maturity is a factor. That is the quandry: Is it a learning disability, or is it a question of maturity? The classroom teacher is in the best position to help determine this, seeing the child for the longest duration of any day. My district does provide Early Intervention in kindergarten, based upon DIBELS results. All children deserve vocabulary enrichment in order to be good readers. Children will lose interest if they are not engaged, & therefore motivated. Comprehension is acquired by thinking about what is being read. If we base progress upon speed of reading totally, we risk producing children who can word call, but not understand what is being read. Reading is complicated! "
Reading is extremely complicated. I teach sixth grade and I have to say that comprehension is the main difficulty i have. I have many students who are able to read fluently, but have no idea what they read. I find these are the students in literature circles that share the most "off in left field" comments during discussion because they really did not understand what they read even though they could read it...The best intervention for them is to talk, talk, talk about the books and continue to question and get clarification. Do you find this valuable?    

carriemarvis
13. RE: Donna Scanlon
Jun 23 2011, 8:52 AM EDT | Post edited: Jun 23 2011, 8:52 AM EDT
"I'm intrigued on the reasonong why we would devalue the importance of motivation by eliminating it from the "fab 6"? We all know positive reinforcement is essential to learning and being successful.
How many times have you read a book only to discover half way down the page you haven't been comprehending anything you're reading? How do you address motivation with students in your classroom?"
I agree that motivation is so important, especially when we're dealing with struggling readers. I have to remind myself that sometimes finding what motivates students can be as simple as discovering their interests. Taking a few minutes to talk to the students to find out what they enjoy reading about can be beneficial for both the teacher and the student. Also, giving students the freedom to choose what they want to read at certain points throughout the school day will boost their motivation to read. Do you find this valuable?    

KristinHahn
14. RE: Donna Scanlon
Jun 23 2011, 8:53 AM EDT | Post edited: Jun 23 2011, 8:53 AM EDT
"Teachers have to remember when Donna said that we can't expect kids to comprehend something when they don't have background knowledge and the kids gain background knowledge as they read and comprehend more. We as teachers need to remember to give kids books that they CAN read. This is the only way that they are going to improve in the reading strategies. Motivation and engagement are just as important as the the other pieces to increase comprehension and knowledge. If the students are not thinking about the text as they are reading it, they are not truly reading it!"
I completely agree! Getting a child fully engaged is sometimes a huge battle. I worry with our current reading schedule and the amount of time students are to be silently reading but are largely unengaged...what a waste of time! Do you find this valuable?    
SlatonM
SlatonM
15. RE: Donna Scanlon
Jun 23 2011, 8:54 AM EDT | Post edited: Jun 23 2011, 8:54 AM EDT
Dr. Scanlon's RTI framework model is very clear - I like how her flowchart shows what happens at each level in the event that the intervention worked or did not work. I wish I could overlay her framework with Dr. Dorn's layered model since I liked the idea of the "layers of intervention" in that model. The layered model shows the necessity for the classroom teacher to continue to deliver good first instruction to the struggling reader. I think that reminder is key, the struggling reader needs layers of support – (the old “supplement not supplant”). 1  out of 1 found this valuable. Do you?    

JoleneKingston
16. RE: Donna Scanlon
Jun 23 2011, 8:54 AM EDT | Post edited: Jun 23 2011, 8:54 AM EDT
"As I use that"gift of time" phrase frequently, when determining retention possibilities, this statement caught my attention. Donna stated that that phrase is not really appropriate anymore. I truly believe in early intervention, but sometimes maturity is a factor. That is the quandry: Is it a learning disability, or is it a question of maturity? The classroom teacher is in the best position to help determine this, seeing the child for the longest duration of any day. My district does provide Early Intervention in kindergarten, based upon DIBELS results. All children deserve vocabulary enrichment in order to be good readers. Children will lose interest if they are not engaged, & therefore motivated. Comprehension is acquired by thinking about what is being read. If we base progress upon speed of reading totally, we risk producing children who can word call, but not understand what is being read. Reading is complicated! "
As a high school learning support teacher, motivation has been a big concern. By this time in their educations, our students have decided they can't read well and they avoid it at all costs. I worked with my reading class this year on developing metacognition regarding mistakes they are making with comprehension. They often attributed the missed answers to an oversight during their reading. I tried to work with them on inference in particular, offering them scaffolding with regard to what they should be noticing as they read. I do believe they were trying, but I did not see much change with their inferencing. I was left wondering why??? Does it at that point become a developmental delay? I often thought it was vocabulary related, but I was already providing as much vocab. instruction as I felt I could. I wasn't sure what else to try! Do you find this valuable?    
rose_spangler
rose_spangler
17. RE: Donna Scanlon
Jun 23 2011, 8:54 AM EDT | Post edited: Jun 23 2011, 8:54 AM EDT
Donna Scanlon's latter points reminded me of previous reading in Chapter 5.
We end up confusing kids by not settling on common terminology. Are you using common strategies amongst teachers. Students should begin reading text that are lower level in content area, gradually increasing in difficulties. Teachers must share information about students across differing subject areas.

Do you find this valuable?    
shannonomalley
shannonomalley
18. RE: Donna Scanlon
Jun 23 2011, 8:55 AM EDT | Post edited: Jun 23 2011, 8:55 AM EDT
Donna began her presentation by putting us in the role of the student. She did a good job of illustrating the ways that we bring background knowledge to the text. We assume that Sam was a boy at first, and a young boy at that. By the time we got to the third sentence, we found that Sam was a female teacher heading to school. She spoke about reading being a complicated process, and especially after reading chapter 1 in the book, I am finding that the way to teach and to eccourage successful reading is also a complicated process. I am very interested in reading the chapters that she wrote in our class text. Do you find this valuable?    

KristinHahn
19. RE: Donna Scanlon
Jun 23 2011, 8:55 AM EDT | Post edited: Jun 23 2011, 8:55 AM EDT
Collaboration!! We desperately need it and must find time for it if we are to provide the clearest instruction from multiple educators for our neediest students. 1  out of 1 found this valuable. Do you?    
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