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Ashley Pennell
Parent Surveys, Challenges
Mon Nov 24, 2014 21:55
152.10.249.169

The parent surveys were helpful and mostly confirmed the growth we were seeing at school. I trained all parents at the beginning of the year to read with their children each night in leveled texts that I send home (I send home Rigby books with my lowest readers each week) using various support strategies - echo reading, partner reading, repeated reading of same text, etc. I also explained the importance of asking their children to read specific words in the text that could potentially become sight words. The parents were very receptive to this and have been able to support their child's reading at home very thoroughly and explicitly. I do think that also of the growth should be credited to the support they are receiving at home. The parent surveys indicating, for the most part, that nightly reading was a positive experience, that their child was finger-point reading on their own, that the strategies they were using were effective, and they commented on overall growth in their child's reading. It is important to note that within the first weeks of school I had to alert 12 parents that their child was significantly below grade level --- and these parents were previously unaware of this and were mostly alarmed and concerned... so they are really on board with supporting reading at home exactly as asked them to.

As for challenges, I would say that just getting the entire small group of students comfortable with the flow and routines of the lesson so that it can run smoothly takes time. For us, this took 4 or 5 lessons to get into a groove where students knew that readings happened first, followed by word banks, then word study, new reading, and sentence writing. Another challenge was that two of the students grew at a MUCH faster rate than their group members, so during the last week of data collection we ended up changing our groups to reflect student growth. I had to create a group for students whose instructional level was at Preprimer 3.. the original groups were instructional level Preprimer 1 (B, C) and now moving into Preprimer 2 (C, D). Another thing I played around with was with repeated readings. For a while, students echo read simultaneously and once they got comfortable with this routine I let them independently reread the book being read for the 3rd time. Eventually, they all knew that the 1st time we typically echo read, the 2nd time we at the same time, and the 3rd time they read it on their own. Engagement was only an issue with a student who has severe learning disabilities and attention issues.

  • Presentation reply - Laura Hansen, Mon Nov 24 21:24
    What an interesting study. Your presentation provided excellent explanations of the components of your study as well as the research you used to support it. I really like how you developed a table... more
    • Re: Awesome Data! - sellewc, Mon Dec 1 22:18
      In agreement with Laura, great data structure! I liked how your data supports the questions you framed, but also is in line with Morris's reading process. I'm going to definitely look that up and see ... more
    • Parent Surveys, Challenges - Ashley Pennell, Mon Nov 24 21:55
      • Parent Involvement and Challenges reply - Laura Hansen, Mon Nov 24 23:21
        I think that is incredible how you taught your parents how to help their children at home. I think that most parents would be receptive to this and want to be supportive, but don't know how to help... more
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