Summertime with Struggling Readers -- Making it Fun and Effective
24 May 2005, 3:00 PM EDT
Join Dr. Blanche Podhajski, President and Founder of the Stern Center for Language and Learning, a non-profit organization located in Williston, VT, as she discusses 'Summertime with Struggling Readers: Making it Fun and Effective.'
Read more about Blanche Podhajski Ph.D.
*Questions will be answered during the live online chat.*
Today’s topic is ’Summertime with Struggling Readers: Making it Fun and Effective’ and it a pleasure to introduce Dr. Blanche Podhajski, President and Founder of the Stern Center for Language and Learning, a non-profit organization located in Williston, VT.
The Stern Center provides literacy services for children and adults, professional development opportunities for educators and medical professionals, and research on best literacy practices. You can learn more about the work of the Stern Center here. Dr. Podhajski is also a Clinical Associate Professor of Neurology at the University of Vermont College of Medicine. She serves on NCLD's professional advisory board. Thanks for being with us today, Dr. Podhajski.
Dr. Podhajski will respond to questions about ways to engage struggling readers of all ages in out-of-school activities that help to maintain and advance reading and literacy skills during the summer months.
Question from Shira Nahmias, Special Educator/Cooke Center for Learning and Development:
As a special educator working with children and parents,I know how easy it can be to overlook the importance of reading when parents are dealing with various therapies, behavior issues as well as emotional issues with their child(ren). What is the best way to let parents know in a positive and encouraging manner how critical reading and print experiences are for the development of their child's early literacy skills?
Dr. Blanche Podhajski:
One of the nation's leading reading experts, Dr. Marilyn Adams, speaks directly to parents in her classic text Beginning to Read:
"... the likelihood that a child will succeed in the first grade depends most of all on how much she or he has already learned about reading before getting there...
Hall and Moats, authors of Straight Talk About Reading, extend this theme of the role of the parent to also that of a "reading coach". In addition to reading aloud to children, listening to children read, supplying engaging books, creating a reading environment and modeling reading are very important.
The research is quite clear about how we as parents need to partner with teachers to promote children's reading success. Share the books Preventing Reading Difficulties in Young Children edited by Snow, Burns and Griffin and Starting Out Right: A Guide to Promoting Children's Reading Success to help parents realize what research now mandates. Read, read, read and talk, talk, talk about books and language to promote reading success!
Question from Sarah Mahoney, parent:
How do I determine reading materials that are at the appropriate reading level for my child? I want to select books that aren't too challenging yet aren't too easy?? What, exactly, is meant by the term "decodable text?"
Dr. Blanche Podhajski:
Decodable text refers to print that is consistent with particular phonetic patterns which children have been taught and need to practice. They are wonderful in that if youngsters have mastered particular phonics concepts, these are books they can read independently and increase their decoding fluency.
In the past, decodable text was criticized for its artificial story structure, however, given the importance of decodable text to a struggling reader's total reading program, recently there have been a number of decodable texts published which are extremely appealing and engaging in story.
Flyleaf Publishing's Books to Remember by Laura Appleton Smith are delightful, beautifully illustrated and interesting stories.
Ask your child's teacher what your child's comfort reading level is or check progress monitoring results for level of achievement. For development of fluency, it is always important for texts to be easily read. The Lexile Readability scores can be helpful in matching reader ability level to text difficulty. Decodable text refers to print that is consistent with particular phonetic patterns which children have been taught and need to practice. They are wonderful in that if youngsters have mastered particular phonics concepts, these are books they can read independently and increase their decoding fluency. In the past, decodable text was criticized for its artificial story structure, however, given the importance of decodable text to a struggling reader's total reading program, recently there have been a number of decodable texts published which are extremely appealing and engaging in story. Flyleaf Publishing's Books to Remember (www.flyleafpublishing.com) by Laura Appleton Smith are delightful, beautifully illustrated and interesting stories. Ask your child's teacher what your child's comfort reading level is or check progress monitoring results for level of achievement. For development of fluency, it is always important for texts to be easily read. The Lexile Readability scores can be helpful in matching reader ability level to text difficulty (www.lexile.com).
Question from Bonnie Lash Freeman, Director National Center for Family Literacy Louisville, KY:
What information and/or strategies can we share with parents to help struggling readers over the summer?
Dr. Blanche Podhajski:
Try to become familiar with where your child is in instruction at the end of the school year. For example, if he has finished working on decoding one syllable words with short a and i, do word sorts where you classify word cards according to the vowel. Then, find pictures of words that contain one of these two vowel sounds and add them to the lists. While driving in the car, see who can first see an object that contains one of the two vowel sounds, i.e., a cat, a limosine. Work on fluency by reading easy books together, first your reading one page and then your child the other.
One of the best, most readable books to help answer this question further is Straight Talk About Reading: How Parents Can Make a Difference During the Early Years. Written by a parent of a child who had difficulty learning to read and an internationally recognized reading expert, Susan Hall and Louisa Moats, it is a Contemporary Books publication available through most bookstores. I highly recommend it.
Question from Barb D'Silva, parent of 7th grade student, Penndale MS:
Which methodolgies are EFFECTIVE for teaching students with language comprehension disorders how to gain meaning from text? On the flipside, which methodologies are INEFFECTIVE?
Dr. Blanche Podhajski:
Barb:
Thanks for your great question.Although the research on reading comprehension in not as robust as that conducted on reading decoding, the National Reading Panel has provided strong direction:
"Comprehension strategies that appear to improve comprehension in normal readers include comprehension monitoring, cooperative learning, graphic and semantic organizers including story maps, question answering question generation, and summarization."
Struggling readers need to be taught these same strategies according to their strengths and learning needs. Teachers also need to be familiar with student learning profiles and those research based interventions that are effective. We often recommend Suzanne Carreker's metacognitive training and interventions (See www.Neuhaus.org)at the Stern Center and within the Vermont Lab School. They explicate the listening to reading comprehension continuum. Visualizing and Verbalizing by Lindamood Bell (See: www.lblp.com) is another excellent resource for students who struggle with language comprehension and expression, often across both spoken and written domains.
Use of graphic organizers has also shown to be effective not only for reading comprehension but also for the reciprocal process of writing. The Landmark Method for Teaching Writing by Jean Gudanis Tarricone is an excellent resource and one we use in our TIME for Teachers course on reading research. Vocabulary understanding is a key to effective reading comprehension.
The work of Isabel Beck is outstanding for offering vocabulary building strategies from Kindergarten through high school. One of my favorite resource books with many excelllent activities is Bringing Words to Life by Beck, McKeown and Kucan, available from The Guilfod Press (See: www.Guilford.com).
Ineffective strategies include merely asking children to look words up in the dictionary or online and write definitions for them without using them in their own language experiences. Similarly, having students read paragraphs and then answer comprehension questions about content does not teach students how to strategize and remember what they read.
Question from Linda Wells, Mom of Florida 3rd grader:
My daughter will repeat 3rd grade due to Florida's mandatory retention policy if certain reading levels are not met. Briefly, she reads aloud at 4th grade level, but when reading to herself, it is at a 2nd grade level. Why the disconnect? And, please speak to the strategies / recommended scientific based methologies to improve? She will attend the summer reading camp, but I would imagine this will be an ongoing issue.
Dr. Blanche Podhajski:
Without having seen your daughter's reading profile, I do not know what the origin of your daughter's reading difficulties are. The National Research Council has emphasized that children's reading success depends on five key areas: phonemic awareness, phonics, fluency, vocabulary and comprehension. I would want to be sure you and her teachers are conversant with exactly where her skills lie in each of these areas. Her ability to read aloud better than she reads silently may suggest that her vocabulary and/or comprehension are underdeveloped and that she is a "word caller". Or, she may be relying on words she has memorized visually because of weak phonemic awareness, phonics and fluency skills. It will be critical that her teachers both in school and at camp are familiar with where her needs exist and which scientifically based interventions are appropriate. Judith Birsch's text Multisensory Teaching of Basic Language Skills is a wonderful resource for them on evidence based instruction.
Dr. Sheldon Horowitz (Moderator):
Just a few words (from the National Reading Panel)about the importance of vocabulary building and the role of reading practice when planning for the summer months.
"When children learn to read, they begin to understand that the words on the page correspond to the words they encounter every day in spoken English. That’s why it’s much easier for children to make sense of written words that are already part of their oral language. While we don’t have to know every word on the page to understand what we are reading, too many new or difficult words make comprehension impossible. As children’s reading level improves, so does the number of words they need to know.
How do children learn new words? Children increase their vocabulary through both direct and indirect instruction. Children continually learn new words indirectly through listening and speaking to the people around them, being read to by others, and reading on their own. Sometimes children need to be taught new words explicitly, especially when they are crucial to their understanding of a story or concept. Study in content areas, such as science and social studies, adds to a child’s vocabulary development."
The bottom line? Reading (comic books are fine!)and talking about new topics and exploring language in lots of different ways should be incorporated into every child's summer experience.
Question from James Dunderman, Learning Disabilities Teacher Consultant, Willowglen Academy:
Is there a reliable list of books posted on-line, with accurate readability levels, that parents and teachers can refer to for graded summer reading ideas? A book list appropriate for Junior High and High School LD students would be helpful. Thanks.
Dr. Blanche Podhajski:
Check out www.resourceroom.net/comprehension/hilow.asp which includes mention of Start-to Finish books by Don Johnston (www.donjohnston.com/catalog/stfd.htm) There are also novels of high-interest, low reading levels, sample chapters of which you can review.
Question from KDawson, tutor & trained teacher:
I have been asked to help a handful of grade 2 students over the summer. My diagnostic assessment shows they have underdeveloped phonemic segmentation and manipulation skills and early to mid-grade 1 phonics skills for both reading and spelling. Their sight word knowledge is also limited, and oral reading fluency is well below grade level according to the national norms by Hasbrouck/Tindal using the DIBELS. I know there is a lot to cover, but how can I convince their parents that I need to see them daily for at least 4 weeks to make any progress? These parents are highly educated but do not seem to understand how at risk their children are going into grade 3. Should I push for more than 1 hour per session if I take them in a small group of 2? Any links to articles I can send them of research to show the effects of intervention would be greatly appreciated! Thank you.
Dr. Blanche Podhajski:
Go to the National Institute for Literacy website and download "Put Reading First" which describes the research building blocks for teaching children to read. Share this easy to read guide (which you can also order in hard copy) with parents. Tell them it resulted from over 30 years of research from which we have learned that if children are behind in reading at the end of third grade, they will be behind in 9th grade but that this does not need to happen given what we know now about effective evidence based early intervention.
The most compelling demonstration I find when giving talks is Dr. Sally and Bennett Shaywitz' research that vividly shows how we can actually change brain activity as a consequence of effective instruction (see Overcoming Dyslexia by Sally Shaywitz, available at most bookstores). And, the earlier the better! You can also have them check out the report of the National Research Council (www.nap.edu) published in the book Preventing Reading Difficulties in Young Children.
Parents should be thrilled that you are available and that you have DIBELS data with which you can monitor their progress. And I would agree that four weeks is a minimum. Perhaps you could encourage them to help students with generalization by reading decodable text you provide that conforms with your phonics lessons at home for practice and fluency. Or, perhaps you could suggest one hour a week of individual instruction to specifically zero in on each students specific needs. Do you have any assistance like a student teacher who might be able to do fluency training while you did phonemic awareness? Have you seen the Phoneme Grapheme Mapping procedures developed by Kathryn Grace? They are beautifully organized by phonic patterns for both individual and group work. Sopris West (See: www.sopriswest.com) is scheduled to publish her program this summer.
Question from Annette Spector, M.S.Ed. Executive Director of Diagnostic and Educational Resources in McLean, Virginia:
Many middle school and high school students are asigned a summer book list to read and are expected to read several novels during the summer. What is the best way to monitor and check their understanding of the novel and their memory for the main ideas and supporting details?
For many children with ADHD, they mechanically read through the novels, but they don't process, understand, or retain information. What can be done in the summer to ensure they are reading efficiently?
Dr. Blanche Podhajski:
Research tells us that one of the best ways to measure comprehension is through summarization. I would find CLIF notes on the Internet or teacher manual equivalents for books on the summer reading lists (I believe Linguisystems offers them for books like Harry Potter)that succinctly describe main ideas and supporting details. Then ask students to provide "in their own words" brief, concise summaries of what they have read which you can then compare/contrast with the published summary versions.
Children with ADHD in particular enjoy being "pithy" but the key is that they grasp the big picture and not irrelevant information. Helping them learn how to paraphrase can be a wonderful win-win!
Question from Nelva Cary Mother:
My son has been seeing a reading specialist for the last two years. He has made some progress but is still almost 2 grades behind on reading level. I'm wondering if he will ever catch up. What can I do to help him over the summer, and to make sure he doesn't get discouraged. Even though he struggles with reading his ability to comprehend more difficult subjects such as science and math is on par with students his age.
Dr. Blanche Podhajski:
That discrepancy between strengths in the more hands on subjects of math and science when compared to the verbal arena of reading is frustrating, both for you and your child. It is also the hallmark of a learning disability and underscores the need for intensive, explicit instruction. Progress varies depending on the youngster's reading profile, the instructional program and the effectiveness of the teacher. Are progress monitoring reports being sent to you on a regular basis? Do you and his teacher keep in regular communication about which phonics concepts he has mastered? Summer is an ideal time for your son to demonstrate what he knows in decodable text. You can also do text mapping on authentic text to show your son all the new words he has learned to decode as you help him with the others. If the instruction and instructor are solid, hang in there and continue to monitor progress.
Question from S Schubert, parent:
What are your thoughts on the Lindamood Bell training for reading comprehension and writing?
Dr. Blanche Podhajski:
We use the Lindamood Bell Visualizing and Verbalizing program here at the Stern Center and recommend it within our professional development programs for students who need to develop their oral and written language comprehension/formulation through concept imagery. I would strongly encourage professional training for those instructors who are going to use it however or else its results will be compromised. Lindamood Bell offers intensive professional development that is listed on their website (www.lblp.com). I have checked with our teaching and professional development staff and none of us is familiar with any writing programs they might offer.
Question from Sherry Doyle, CAC Spcl Education Chair MDUSD, Parent of a struggling reader:
1. It is common that struggling readers use distraction technics to avoid reading time. We finally found a series that my son likes (14), and have used "family reading time, when we all share the reading out loud" to inspire reading,and that has worked to a point. What I need now is a way to inspire reading (indirect and kind technics work best, along with some direct communication)so he can read alone. Please suggest specific tactics in the area of direct and nondirect communication. 2. This is my son's first year of reading out loud in class at an acceptable pace due to some fluency software at school. Is there some software you can suggest at home too that is reasonably priced?
Dr. Blanche Podhajski:
Family reading time is a wonderful vehicle to help promote reading fluency through paired oral reading - good for you! Your are also correct that fluency software is costly. I just found an extra copy of Naturally Speaking at a garage sale but that is rare. Given that oral reading remains the best way to assess fluency gains, rather than having your son work with software which needs to be monitored by an adult to be effective, consider purchasing Phyllis Fisher's Speed Drills and spend 5-10 minutes a day doing them with him. The program is inexpensive and comes with complete instructions for the "teacher." The program Great Leaps (SEE: www.greatleaps.com) might be another you could work with together.
With regard to direct and indirect communication to inspire reading, consider a family "topic of the week" that everyone agrees to. Perhaps, it could be dieting and whether low fat or low carb diets are preferred; . Every family member could read a selected piece, even from a newspaper or magazine like TIME. Afterwards the family can share what they learned and whether they agree or disagree with the author's conclusions. The same can be done when considered an upcoming family vacation. Everyone can do research on gas prices and then answer the question as whether the family should go on short trips every weekend or save up for one week away at a more distant vacation that does not require the car. Magazines and online research sites are other vehicles for reading practice.
Question from Juliette Krovi, Mother of an 5 yr.old son with Pradar Willi Snydrome:
I know how important that reading to your child is, but my son had never been really interested in me reading to him. I am trying to read him a very basic book and have him tell me what happened in the story. What advice would you give to me that I can make him sit long enough to read to him without having him just want to turn the pages or just not pay attention at all. Thank you
Dr. Blanche Podhajski:
Five year olds are busy people. Try to find "quiet time" that is not subtracting from active play, like bedtime. Sometimes, children can feel they are being "tested" if they have to tell back what they heard when read to. Rather, just read a book you both enjoy, perhaps because it relates to something your child is enjoying at the moment, e.g., sharks. Stop reading just before the ending and say "let's think together about what's going to happen next" - tomorrow we can find out who guessed right! Talk about your guesses before beginning the next night's reading. Also, remember if he chooses to just look at the pictures, that is okay too. Talk about the vocabulary of the pictures and find links to real life. For ex., when riding in the car, say "doesn't that look just like the dog you showed me in your book - do you think this one is lost, too?" Nursery rhymes are fun ,too, especially if you and your child can finish the rhymes together. Making silly rhymes is often appealing to young children as well and gives them practice manipulating sounds in language, an important prereading skill.
Question from Anne Larnard, Reading Teacher, The Brown Elementary School:
What would be the most engaging way for parents to help their children with fluency?
Dr. Blanche Podhajski:
The National Reading Panel (2000) identified three key features that yielded the most promises practices for teaching reading fluency: 1) a focus on a child's oral reading, 2) opportunities for practice, allowing a child to read and to reread words aloud in connected text, and 3) ongoing feedback as a child reads. With regard to the last, I always caution that this has to occur in a relationship where the feedback is positive and constructive lest a bigger problem result: decreased self-esteem, avoidance of reading and a damaged relationship with the "coach". Parents can best work with their children with a technique called guided repeated oral reading. Reread books that are at a comfortable, EASY level. Hall and Moats suggest the following to parents: Try taking turns reading - first you read a page and then your child reads a page. Go back and switch pages and read again. Read aloud at the same time, sometimes called choral reading. Perform a play whereby the child reads his/her part several times for 'rehearsal'. Have your child follow along in a text as she/he listens to the book on tape. Modeling fluent reading is another excellent way to have your children learn how a person's voice can provide expression and a greater depth of meaning and enjoyment to the words. I am such a big fan of reading aloud to children at all ages because of the multitude of benefits it yields for fluency, vocabulary development and a love of books.
Dr. Sheldon Horowitz (Moderator):
For some ideas about how to encourage reading every day, see "25 Fun Ways to Encourage Reading", a free publication. It is full of fun and engaging activities parents can use during the summer and year-round to motivate their children to read and instill a lifelong love of reading. For more information: http://www.greatschools.net/cgi-bin/showarticle/2434
Question from Linda Curtis, Special Educator, Hartford:
What are some ways that schools are funding or providing access to books for kids who are unable to afford them or are unable to get to libraries because of family situations?
Dr. Blanche Podhajski:
Here are a couple of resources:
Reader To Reader, Inc. is a 501(c)(3) public charity dedicated to bringing books, free of charge, to needy libraries around the United States. See: http://www.readertoreader.org/index.htm
Reading is Fundamental http://www.rif.org/about/nationalbook/default.mspx
The First Book National Book Bank (FBNBB) provides new books to children from low-income families across the country using generous donations from children's book publishers, service donors, and volunteers. SEE:http://www.firstbook.org/index.shtml
Question from Sophia/ Teacher/Mary Lyon School:
Are all speical ed students eligible for summer school? If not what other services are available in Chicago that are not costly?
Dr. Blanche Podhajski:
Sophia:
Generally, in order to receive summer services (also known as "extended school year" services, special ed students need to have such services included in their IEP. And, for many youngsters, summer instruction is important to prevent losing skills the child and his teachers have worked hard to achieve during the school year.
While I am not familiar with specific programs in Chicago, I would suggest that you contact the Learning Center within the Communication Sciences and Disorders program at Northhwestern University PH:847-491 3184
Question from Yolanda Gonzalez, Parent:
What type of reading program would you recommend for a third grader who is particularly strong in visual-spatial learning but has language processing issues. My son has been retained because he did not pass the Florida FCAT. Thanks.
Dr. Blanche Podhajski:
Yolanda:
There are many explicit, structured language programs that might be appropriate for your son. What is most important to find out,however, is what his skill levels in phonemic awareness and phonics are. How fluently can he read at his instructional level?
It will also be important to determine what he knows about vocabulary and comprehension strategies. A good assessment should help you find out this information.
Also, a skilled teacher comfortable with research based reading interventions will be key as will ongoing monitoring of his progress using an instrument such as the DIBELS (Dynamic Indicators of Basic Early Literacy Skills). It has multiple forms for test-retest purposes and can be accessed online.
Question from Mercedie Shipp, Mother:
My daughter is in the second grade and is at grade 1 for reading how can I help her to be able to read the words and have fun? Especially when she gets extremely frustrated when she does not get it right after two or three tries.
Dr. Blanche Podhajski:
It would be interesting to know what your daughter's understanding of sounds within words (phonological awareness)is. Also, what does she know about how the language works? Can she read single syllable words with all short vowels? Does she understand magic -e? Ask a teacher to perform a phonics inventory from an assessment such as the Phonological Awareness Test. Once you are informed as to where her comfort level is re/decoding, you will be in a better position to know what she can independently "sound out" and what she will need you to read for her. What reading method is currently used in her classroom or resource room?
Dr. Sheldon Horowitz (Moderator):
Take a look at "StudyDog", a fun (and free) early reading program, in an engaging video game format, for kids in pre-K through second grade. For more information, go to: http://www.studydog.com/
Question from Heidi Bodwell, Parent:
How can I encourage my son to want to read more at home so he will become succesful and at the same time build his confidence and self esteem. We have many books and I let him pick out books he likes at the book store, but he looks at the pictures more. he is in the 5th grade and he is reading at a late 3rd early 4th grade level.
Dr. Blanche Podhajski:
It is wonderful that you are encouraging your son to select books he likes. If he relies on the pictures, it may be that he does not have sufficient independent reading skill to match his higher level thinking skills and interests. Continue to have him choose books that appeal to him and read those to him. Discuss the vocabulary, ideas and plot. For books at his instructional reading level, have you considered The Magic Treehouse books by Mary Pope Osborne?
Dr. Sheldon Horowitz (Moderator):
The Michigan Department of Education has developed wonderful summer learning guides for Pre-K through Grade 2. Scroll down on the page to find links to the guides. Also, click on "Additional Learning Materials" for games and stories that strengthen literacy skills.
Question from Ms. Lynn Robinson- Williams / Mother:
How do I get my son who has speech problems to read outloud, while in the presence of others, and myself. He also has some learning problems, as well. And doesn't always understand what he's reading. So he has a problem with expression.
Dr. Blanche Podhajski:
I do not know how old your son is or what level he is reading at but why is it important that he read aloud in the presence of others? I think it would be much more fun for you both if this were shared personal time. Be sure you read to him and engage his interest by choosing books he may not be able to read but which support his interests, e.g., baseball, insects, dinosaurs.
Given his speech problems, it may well be that your son's phonology skills are underdeveloped for both articulation and decoding. Speak with his teachers about using a program such as LiPS (Lindamood Phoneme Sequencing Program) which can teach him how sounds are made for both speaking and reading.
If comprehension is a problem across both listening and reading, helping him to form concept images will be important. The program Visualizing and Verbalizing, also available through Lindamood-Bell, might be appropriate to increase both his understanding and formulation of language.
Question from Shelly Dansie/ Parent:
I have an 11 year old daughter. Each day when it is time to read, she comes up with any excuse that she can think of not to read. She will begin reading and then say "my throat is dry I need a drink". Then she will start reading and she will purposly confuse her words so that I begin to get frustrated with her. Since she has both dylexia and ADD I have not figured out an approach to reading time. Thanks
Dr. Blanche Podhajski:
Try reading to her from a book you have both found fun. Just make it your time to savor literature together. Break the reading time up into small units,e.g., 3 10 minute blocks rather than one 30 minute session. Encourage her to think about "what will happen next?" and tell her you will do the same. Perhaps your daughter is not feeling confident as an independent reader because the books she is choosing to read are too hard. Find easier books that she can comfortably read to younger children who may be visiting to bolster her self-esteem and give her practice with text. Again, given her ADHD, make sure time is controlled to be within short intervals.
Question from Pat Frost, NE Dept ED, Title I Consultant:
Are you familiar with any on-line fluency reading programs for secondary students who are LEP, ESL that can be worked on at home?Thanks.
Dr. Blanche Podhajski:
No. The best intervention we enjoy using with adolescents are Phyllis Fisher's speed drills since any online or softward fluency program would still need adult monitoring for efficacy. Fisher's speed drills (www.oxtonhouse.com)only require 5-10 minutes a day, come with a complete manual for teaching, and offer students concrete, visible evidence of their progress.
Question from Patricia Swiatek, 4th Grade Resource Center Teacher, Cedar Hill School:
How do we convince parents to allow time for their children to actually read over the summer months, and to be interested in what their child is reading? Many times the children are in camp, rec. programs, involved with sports, and academics are not really a priority.
Dr. Blanche Podhajski:
Summer should be a time for relaxation and reading should be perceived as pleasure not drudgery. And you are so right that children's plates are quite full over the summer months.
Encourage parents to model reading themselves while at the beach and in relaxation mode. Invite them to consider books for children that coincide with summer interests, i.e., sports and plays. Fourth graders often have an interest in nonfiction as well.
Reading together is another way to share a love for books - bedtime is a particularly good time to "chill out" with a favorite book -one night a parent reads a chapter, the next night the child.
Three books I recently heard reviewed that seemed ideal for summertime fun are Whales on Stilts: M.T. Anderson's Thrilling Tales by M.T. Anderson, The Phantom Tollbooth by Norton Juster and Half Magic by Edward Eager.
Question from Amy Beyer, parent, St. George Elementary School:
I am hoping to work through a challenging but familiar book like the first Harry Potter with my 10 year old son during the summer. I envision him reading daily, and us discussing what he read. He fell one reading level short of the requirement for 4th graders, and because he struggles, he really does not enjoy reading. I am wondering if I am asking too much of him? Should the book be new and not familiar? I have to say, this does not even sound fun to me! I am definitely looking for good ideas.
Dr. Blanche Podhajski:
It is very sensitive of you to be asking these questions. Harry Potter is better geared towards the reading levels of 5th-6th graders. If your son is interested in the series, I would advise that you read them to him and talk about them afterwards. We often forget how much all of us love being read to as well as how much we learn through the process.
Books will be more enjoyable if they are within your son's reading comfort zone. Henry Huggins by Beverly Cleary or The Case of the Cosmic Kidnapping, a Hardy Boys book by Franklin Dixon, might be fun for him.
Question from Barbara Anderson, Resource teacher, Burns High School:
We are looking for reading programs/activities for summer reading at the highschool level--learning disabled?
Dr. Blanche Podhajski:
So many LD adolescents we see at the Stern Center are in need of direct instruction to increase their reading fluency. Phyllis Fisher's Speed Drills (www.oxtonhouse.com)are a wonderful use of 5-10 minutes of time each day, since this age group has many other summer activities to pursue but are willing to give this amount of time, particularly if their results can be charted so they can see how much they have improved their reading rate over the summer.
Dr. Sheldon Horowitz (Moderator):
How important is becoming a good reader? Let's look at some data: A student who is reading at the 10th percentile in grade 5 will read approximately 60,000 words during the course of the year. This compares to a 5th grader who is reading at the 50th percentile, who will encounter 900,000 words per year. And a 5th grader who is reading at the 90th percentile will read more than 4 million words during that school calendar year!
Question from michele grantham:
My daughter does not always draw the right conclusions from sentences,paragraphs,reading, though she can read; Probably due to vocabulary and comprehention. She is in middle school. Where do I start or how do I attack this systematically? By the way, she is under the radar in terms of services. She does well enough not to be eligible, but not well enough to be independent.
Dr. Blanche Podhajski:
This is one of the most frustrating situations for students and parents when eligibility requirements preclude opportunities for effective intervention that could prevent more serious difficulties from developing. Good for you that you have realized your daughter's needs.
Making inferences is one of the most common skill deficits among youngsters experiencing reading comprehension problems. Consider having her teachers/tutors review Joanne Carlisle's program Reasoning and Reading, available through Educators Publishing Service, Cambridge, MA. Tori Greene and Mary Lee Enfield also developed some excellent strategies for helping students make sense out of text with their Report form comprehension guide (Rev. ed.), available through Language Circle Enterprises in Bloomington, MN. Suzanne Carreker (www.neuhaus.org) also offers excellent tools to students to increase their listening and reading comprehension as well as their understanding of grammar and written composition.
An important caveat when reviewing any educational materials is always to teach to the child and not the curriculum. Thus it is wonderful that you are concerned about being systematic and focused through any instruction given your daughter. A careful skills analysis of where her strengths lie and needs begin would be the best place to start.
Question from Donna Gordon,Teacher,WheatonHS:
I recently became aware of a software program to help children read with more speed. It focused on helping students be more proficient at reading. After taking a self paced reading comprehension test to determine his base reading speed the student would then work at reading drills and play skill-building games.Tests and drills for grade levels 1-12. Is such a program appropriate for HS students who need to improve reading fluency? Would such a program be effective or is guided oral repeated reading more preferred choice? What would you recommend for struggling students in 11th and 12th grades?
Dr. Blanche Podhajski:
I am not sure what kinds of "reading drills" and "skill-building games" this software program is recommending. Always remember that fluency training to achieve automaticity in the decoding of print needs to take place within text that is easily read. In th at case, guided oral repeated reading with positive teacher coaching can be quite helpful.Read Naturally and the Kurzweil Reader are two software programs I know that have proven effective but they can be quite costly. Fisher Speed Drills (www.oxtonhouse.com) and Great Leaps (www.greatleaps.com0 are two programs we use with our middle-high school learning disabled readers.
Question from Carolyn Martin,Special Needs Coordinator, The Partnerships Center:
Many of our parents of children with special needs have limited time, and resources. What is the least expensive and least time consuming resource can you recommend they use. It would be even better if you can suggest things already in the home. Is it more effective to work with a child in short intervals, maybe 15 or 20 minutes or longer times?
Dr. Blanche Podhajski:
Short intervals of time often work well, especially during the busy summer months. What happens during that time should be driven by the individual student's needs - is it for practice reading decodable text? is it to do phoneme-graphing mapping with blocks and letter tiles? is it to do word sorts by specific vowel patterns? is it to build vocabulary sorting by beginning sound? All of these are inexpensive but any can be a waste of time if not within the child's "zone of proximal development", in other words what is not too easy or too hard but rather right at the level of instructional need.
Question from Michelle Debry:
What can be done to support students, particularly middle school (and upper school) students who have diagnosed with oral and written language disorders in such areas of semantics, word retrieval, and memory? These children may benefit from such strategies as books on tape, hearing the text as they read along, having untimed tests, etc. but because they are coded language disabled rather than learning disabled they do not qualify for these supports on standardized measures, etc. I've been told that this population does not have access to books on tape, and other supports needed to help them--what can we do?
Dr. Blanche Podhajski:
Language is a continuum from oral to written. It includes listening, speaking, reading and writing. If a child has an oral language disorder in word retrieval and vocabulary, it will certainly have an impact on test taking, particularly fill in the blank tests which should be avoided. This would be an important accomodation. Use of strategies such as vocabulary scaling and semantic mapping would be appropriate interventions. Because listening comprehension and oral expression are two of the seven areas the federal law considers within the learning disabilities definition, an oral language disorder in these areas IS a learning disability and eligible for appropriate instruction and accomodation. I am not sure books on tape would necessarily address their memory issues, however.
Question from Tammy Beasley, tammy.beasley@solvay.com:
The Stern Center seems like a dynamic facility for children and adults for learning disabilities, is there a Center here in Atlanta, GA like it?
Dr. Blanche Podhajski:
Thank you - we really enjoy being a resource for individuals who learn differently and their parents, teachers and health care providers. I am not aware of a similar program in Atlanta althought you might wish to contact the Atlanta Speech School for their suggestions. Please keep in touch via our website and come visit us in VT or through our online coursework any time!
Dr. Sheldon Horowitz (Moderator):
That concludes our discussion for today. Thanks to everyone for the thoughtful questions and thanks to Dr. Podhajski for her time today.