Elearning
Description
Vocal Characteristics
Language
EnglishVoice Age
Middle Aged (35-54)Accents
North American (General) North American (US General American - GenAM)Transcript
Note: Transcripts are generated using speech recognition software and may contain errors.
For decades when students developed a reading problem, they have been assisted with methods that focus their attention on the letters and the words on the page sound out that word. And what is that word are common directions and approaches associated with most reading intervention programs. Despite good intentions, this approach is unsuccessful, with many struggling readers. Since 1991 Read Write has been using a groundbreaking approach to reading that virtually never uses thes phrases. Instead, our tutoring methods focus on the context of passage. Reading. The good news is it works. Read Write is a patented, prescriptive and highly effective methodology that compels the brain to rewire its faulty neural networks for reading into efficient, effective ones. It works with all age levels Children, teens and adults. What does read right? Look like two of the programs? Primary components, excellent reading and coached reading are demonstrated here. Excellent reading is achieved as students are led through repeated cycles of listening to and silently reading a prescribed portion of text. When they read that text out loud, they're judged for their reading excellence. Read rights. Excellent reading component uses a tool we call cycling to enable the students to produce excellent reading. Reading that to the listener is free from symptoms such as rushing, pausing, stumbling, restarting and inappropriate deviations from the text to the reader. Excellent reading feels 100% comfortable and results in understanding. The authors intended message in a cycle, the facilitator reads a paragraph out loud. Students read along silently and think about the meaning of the text. Students then read the same paragraph silently while focusing on the meaning when they have finished the silent read the students signal by tapping their desk. This process is repeated until the student judges his or her silent read to be excellent and is ready to read out loud at the lowest levels of text complexity. Students use the thumbs up to signal readiness to read. Once the student reads out loud Sheer, he judges whether the reed was excellent and the facilitator agrees or disagrees with the students judgment. If excellence is achieved, the student moves on to the next piece of text. But if not, the student continues cycling. The same paragraph for students who are placed in text of fourth grade complexity or higher digital audio recordings are the source of the out loud read for Step one of the cycling process. When these students judge their silent readers excellent and are ready to read out loud, they pull their headphones down to provide a visual signal to the facilitator that they're ready to read. The student re reads the cycle text silently until the facilitator is ready to listen. The second primary component of read write is coached reading during coached reading, the student reads out loud from text he has never before seen or heard. When symptoms emerge in the read, the facilitator provides feedback to the student. They use phrases such as Read it again so it feels more comfortable. Skip it and go on, and that doesn't work. Read it again. The feedback is designed to focus the students attention on the meaning of the text rather than the individual words. Every instance of feedback confronts the brain with the message that whatever it is doing to make reading happen is not yielding excellent results, and it needs to find a better way. While the facilitator is implementing coach treating with one student, the others are engaged in the excellent reading component. If the facilitator leaves the student being coached to listen to an out loud read of a student who has been cycling. The coached student is instructed to re read the text silently while the other student completes the out loud read Unknown Vocabulary and Concepts and other language related issues such as pronunciation, reading numbers and reading punctuation are addressed in both the excellent reading component and the coached reading component. Whenever the students performance indicates, instruction is needed. In addition to participating in the excellent reading component and the coached reading component, preferably daily but no fewer than two sessions per week, students are also asked to read independently outside of class for a minimum of 20 minutes per day from books provided in the read write library. This provides a laboratory for the brain to continue its experimentation to discover what it needs to do to make excellent reading happen. The bottom line is read, write works, and it works quickly, even with the most struggling readers. To obtain effectiveness data, including third party gold standard research and to explore how you can bring, read, write to your students, contact us or for more information, visit our website at www dot read write dot com