Mingqian Zhang
SPED 671
05/14/18
Critical Review of Six Minute Solution Program The Six Minute Solution designed by Adams N Gail and Brown M Sheron was first published in 2003 by Sopris West Educational Services. It is a researched-validated intervention that helps teacher improve reading fluency of students from K-9 by pairing students with same-level peers for reading, monitoring, and feedback. During the intervention students receive concentrated practice on phonetic elements, high frequency words, and short passage reading. Paired reading is the major focus of the Six Minute Solution program since it requires students work in pairs either in small groups or a whole classroom setting to practice reading repeatedly. Assessments
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As students take the responsibility of keeping track of their progress while they continue to encounter more challenging text during school year, they can see their own improvement as well.
Reference
Adams, G. N., & Brown, S. (2007). The six-minute solution: a reading fluency program (intermediate level) grades 3-6. Longmount, Colo.: Sopris West Educational Services. https://www.wou.edu/~brownbr/Classes/The_Six_Minute_Solution/1_Six%20Minute%20Solution_PrimaryLvl/1_SixMinSolutnPrLvl_ppi-103.pdf
Hanzal, A. (2013). Closing the reading fluency gap in six minutes. Masters of Arts in Education Action Research Papers. 14. https://sophia.stkate.edu/maed/14 Martin, C., Elfreth, J., Feng, J. (2014). Effect on reading fluency of struggling third grade students: computer-assisted intervention versus teacher-guided intervention. Paper Presented at the Annual Meeting of the Mid-South Educational Research Association.
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
On the GORT-5, Jarrod’s average rate was one minute and 71 seconds or 131 seconds. Jarrod reads very slow and is focused too much and pronouncing the words correctly that he is not able to make meaning from the text. Although reading comprehension was his strongest skill area in the GORT-5, research on reading fluency, has shown that when students are able to read fluently, students are able to improve their comprehension. Jarrod will benefit from explicit instruction in reading rate, prosody and building confidence reading aloud.
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
The Wilson Language program has a precise structure to function as an intervention and is able to assist second through twelfth grade struggling readers to learn the construction of words by directly instructing students to decode and encode confidently. Natalie Hill, a Wilson Language Program assessor, said, ‘“There is a frequent change of pace, students will see as well as hear, multiple opportunities for students to be engaged and participate in activities, extensive controlled text methods and materials to “see” critical word components, like vowels, digraphs, etc., stop “guessing habit”, reading and spelling taught simultaneously, hands on, multisensory methods, no glossy pictures”’ (Hi...
Long-Term Trends in Student Reading Performance. Jan. 1, 1998. Web. The Web. The Web.
...udents, more research is needed to determine if specific factor were noted in all participants that would support the increase in reading fluency.
...ilding Reading Proficiency at the Secondary Level: A Guide to Resources." Southwest Educational Development Laboratory (2001): 1-150. ERIC-Education Resources Information Center. Web. 17 Feb 2011.
This video is about different direct instructional approaches when teaching children. Specifically, teaching children to read. For example, in one approach children read aloud with the class and individually with the teacher. When the children are reading with the teacher they read a set paragraph and time it, and see how many errors they have, and each time they read the paragraph they try and improve and do better than the last time. The children don’t seem to worry about other children’s errors, they focus on improving themselves.
Mrs. Hamm discussed that she actually uses three different programs to help teach language and literacy to her students. The first program, which is actually her favorite of the three programs, is called “Read Aloud Library”, the second program is called “Language for Learning” and the third program is called “Reading Mastery”. Mrs. Hamm discussed the programs as being very helpful tools in helping children develop their reading skills. Mrs. Hamm integrates literacy in her classroom in many different ways. In the different programs, the students read one book together in which they work on for the week by breaking down the chapters so that children can retell the story and learn th...
Hugh, W. C., Fey, E. M., & Zhang, J. B. (2002). A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments. Journal of Speech, Language & Hearing Research, 1142-1157.
Solley, J. (2014, February 18). Literacy for the 21st century: fluency. [Presentation] Powerpoint presented during in-class lecture. Davie, FL.
readers: A perspective for research and intervention ―[Electronic version]. Scientific Studies of Reading, 11(4), 289-312.
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.
Macalister, J. (2010). Speed reading courses and their effect on reading authentic texts: A preliminary investigation. Reading in a Foreign Language, 22(1), 104.