Cognitive Reading Presentation

Job #6723

Job Posting Details

Job # 6723 Cognitive Reading Presentation

Posted Date
Mar 20, 2008 @ 14:06
Respond By
Mar 24, 2008
Word Count
653
Language
English (North American)
Gender
Female
Age Range
-
Category
Educational

Job Description

Please note that the file attached may not open properly. The full script it included below.

Need voice over for Cognitive Reading Program Flash presentation.

The audience for this presentation will be elementary school systems/administrators.

Looking for "teacher type", but should be how professional teachers would present to administration, not how they would speak to children.

Budget is on low end of $250- $500 range.

Final recorded file due by or before April 1.

SCRIPT



In 2001, The National Reading Panel published its findings from an
extensive examination of scientifically based research studies.

The report, titled Put Reading First, cites 5 essential components of
good reading programs, and suggests that reading instruction be
integrated with writing instruction.

The report also identified specific instructional methods that help
students become able readers.

Neurological research indicates the brain structure of a person
with reading disabilities is different than that of an able reader.
That is why, for some students, a different reading program is
essential.

The CRS program has a high degree of structure and skill
delineation that some students require in order to understand
what they need to do.
It also provides the repeated practice needed to build confidence.
Self-talk and the kinesthetic learning channel are powerful
tools that help connect thought with print.

The program works well for students with Attention Deficit
Disorders.
The lessons keep students actively engaged in activities
specifically designed for those with a short attention span, and
the program’s kinesthetic cues keep them focused to task.
Students receive direct training in vital study skills to help them
stay organized and focused.

The Cognitive Reading Strategies program meets, and in several
aspects exceeds, all the Put Reading First standards.

Because troubled readers have difficulty decoding print, the CRS
Program provides direct instruction and step-by-step strategies for
high frequency words, use of context clues, and word
analysis.

The program provides a wide range of comprehension skills linked
to State Standards. The program characteristics give students
confidence to use their comprehension skills in the General
Education classroom.

The Cognitive Reading Strategies Program also has extensive
strategies and repeated practice for a wide range of writing skills.

The Cognitive Reading Strategies program combines 2 powerful
instructional methods.
The Direct Instruction model ensures that teachers provide the
systemic, explicit instruction recommended by Put Reading First.

The concept of metacognitive instruction was developed at the
University of Kansas for high school students with learning
disabilities.
The CRS program took that concept and adapted it for students in
elementary and middle school.
Because of this linkage, CRS students in school systems using the
Kansas strategies can have a smooth transition throughout their
education.

Accountability is a key part of the Cognitive Reading Strategies
Program.
The company requires teachers being trained to pre and post-tests
their CRS students with the Qualitative Reading Inventory.
Weekly and unit assessments are embedded within the teacher
lessons.

Students record their own assessment scores on individual skill
graphs that provide documentation for IEP progress reports and
provide student incentive.

A full report of the pre and post-test CRS results is given to the
school district each year, as are teacher evaluations of the training
and effectiveness of the program.

Cognitive Reading Strategies requires teachers who are trained
each year to submit pre and post-data from the Qualitative Reading
Inventory.
Ten years of data collection shows that 69% of Level I CRS
students, who on average are enrolled in 3rd grade, are reading
below the 1st grade reading level at the beginning of the school
year.

At the end of the school year, 73% of CRS students are reading at
or above the 1st grade reading level.
On average, students make 2 reading level gains over 8 months of
instruction.

70% of Level II students, who on average are enrolled in 6th
grade, are reading below the 3rd grade reading level at the
beginning of the school year.

At the end of the school year, 76% of the Level II students are
reading at or above the 4th grade reading level.
On average, students make 2 reading level gains over 8 months of
instruction, and 42% of them are reading at grade level by the end
of the school year.

In the annual program evaluations, teachers consistently
express enthusiasm for the Cognitive Reading Strategies
program, and most teachers report continued use of it.

In addition, parents have written to many teachers using the
program to express their joy and astonishment at seeing the
tremendous progress that their children make.

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