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Intervention & prevention

Take note of chronic absences

This September marks the first-ever Attendance Awareness Month in schools and communities. Attendance Works, one sponsor of the month, is a national and state initiative that promotes awareness of the important role that school attendance plays in achieving academic success starting with school entry. According to their site, absences of as little as 10% can have a real impact on a child's achievement in elementary school.

Poverty and planning skills

A recent study in the journal Child Development suggests a link between students living in poverty and poor planning skills that extends into several academic areas, including math and reading. Using scores from a strategic puzzle-based task that requires advance planning and tactical moves, researchers found that scores on the planning task in Grade 3 predicted children's reading and math outcomes at Grade 5, even while controlling for IQ.

Back to school with a question about ADHD

Happy back to school time for all you teachers, Moms and Dads! If you're reading my blog for the first time, welcome! I blog weekly-ish about all sorts of things related to reading, writing, parenting, teaching, volunteering, and more. This is a "no teacher bashing, no parent bashing" zone created with the recognition that we all find our own path in a way that works for us. Along the way I'll share with you information from current and classic research on teaching, parenting, schools, and more.

Teach handwriting. Really!

Richard Gentry and Steve Graham reaffirm the research about the importance of spelling and handwriting instruction in a new white paper. I'll write about the spelling research in a separate post, this one will focus on handwriting.

Accelerated Reader is not a reading program

My friend B called yesterday to talk about her second grader. A former teacher herself, B was worried because she hasn't seen any language-arts related papers come home. When she asks her daughter about reading groups at school, her daughter simply says, "We don't do reading groups. I take tests on a computer."

Strong intervention outcomes: what does it take?

Summertime always gives me a chance to reread some of the articles and reports that I can only skim through during busier times. This week, I revisited Teaching All Students to Read: Practices from Reading First Schools with Strong Intervention Outcomes from the Florida Center for Reading Research.

What's it take to get strong outcomes from your work with at risk readers? This report details seven common traits across the schools:

Same thing next year? Grade retention.

We're approaching the fourth grading period at our school, which leads some teachers and parents to think about whether a struggling child should be retained. It's never an easy conversation to have.

Dyslexia: A primer

I love the Florida Center for Reading Research. The center is directed by Barbara Foorman and Joe Torgesen. And no one that works there must need sleep! They're always cranking out really good reports and publications. It's one of the first places I go when researching something.

Darn hard work: Working with struggling readers

Working with struggling readers is darn hard work. Progress is slow, and it takes an enormous amount of effort. Really concerted, dedicated, sustained effort. The students I work with usually make me want to bang my head against a wall out of frustration and leap across the room for joy, and that's within a 45 minute tutoring session!

Retention attention

The Reading Rockets service Ask the Experts gets a lot of questions about a lot of topics. Grade retention is one of the most common question topics, particularly this time of year.

As a teacher, have you considered retaining a student? As a parent, has someone recommended your child not be promoted to the next grade?

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"Outside of a dog, a book is a man's best friend. Inside of a dog, it's too dark to read." — Groucho Marx