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Dyslexia is a problem facing many students in today's educational system. Unfortunately, it appears that there are no known medical alternatives to alleviating the cognitive processing challenges presented with dyslexia. Therefore, educators are required to make instructional adjustments if dyslexic students are to be successful in an academic environment. One of the primary adjustments that must be made is in the way dyslexic students are taught to read and write. A variety of successful solutions have been developed to address this dilemma. This paper provides an overview of the problems faced by dyslexic students and how teachers can modify their instruction to accommodate these difficulties
While many strategies are used to teach and assess reading performance, some teachers believe that Accelerated Reader (AR) helps improve their students' comprehension and is a good tool to use in the classroom for assessment. However, other teachers who use AR, or are expected to use AR, may be asking if Accelerated Reader is an effective tool for them to use to reinforce and evaluate their students' comprehension. The use of the Accelerated Reader is commonplace in many schools.
The Accelerated Reader is a computer-based reading program that includes leveled books and tests that students take which provides teachers with information so that they may monitor their students' reading practices. To start, a teacher must determine each student's reading level.
Once a reading level is established, then the teacher must determine what range of books is appropriate for each student.
Students then read a book on the AR reading list and then take a multiple-choice test to demonstrate their reading competency. Once a student has completed a test, the student and the teacher will then record what score he or she received and decide whether the child should stay at the same level or move to another level.
Accelerated Reader comprehension tests are multiple-choice tests on the computer. A student first selects a book from more than 25,000 titles. Each book is assigned a point value based on the number of words it contains and its reading difficulty. After reading his or her own book, the student then takes the comprehension test on the computer and the computer scores the test immediately. The test consists of recall questions and the test is simply used for the purpose of assessing comprehension. This computer software shows teachers the average percent of correctly answered questions, the overall points earned, and the reading difficulty of each book. Accelerated Reader usually takes little time, as the most questions asked are 20. Most students can take the tests themselves by second grade, and some even by first grade.
A student will receive more points if he/she scores high on the test. For example, if a student achieves a 100% on a book valued at 10 AR points, that student will then get all 10 points and 9 points if he or she scores a 90% (and so on).
* Always finds materials quickly and gets to work
* Always sits down quietly and reads the whole time without talking or interrupting others
* Records reading on Reading List every day
* Takes a Reading Counts quiz on every book that is finished
* Usually finds materials quickly and gets to work
* Usually sits down quietly and reads the whole time; tries not to talk or interrupt others
* Records reading on Reading List almost every day
* Takes a Reading Counts quiz on most books that are finished
* Finds materials but gets to work slowly
* Wanders around, reads a little; may talk and interrupt others
* Often forgets to record reading on Reading List
* Seldom takes Reading Counts quizzes on books that are finished
* Often misplaces or looses materials; has trouble getting to work
* Wanders around; talks, interrupts others, and keeps them from reading
* Seldom remembers to record reading on Reading List
* Doesn't finish books; doesn't take Reading Counts quizzes
In conclusion The AR program is basically a tool for assisting with comprehension practice and for assessing student performance in reading comprehension. While some teachers may find value in using the Accelerated Reader in their classes, other teachers do not like the AR and don't care to use it. There can be a variety of reasons why teachers seem to have mixed opinions about the use of and effectiveness of the Accelerated Reader. Some teachers believe that the Accelerated Reader program takes time away from the teacher and the student(s) reading together. Others believe that AR does not motivate students to want to learn to read, nor does it promote reading for pleasure and enjoyment. With such mixed reviews from classroom teachers, it is important to identify teachers' attitudes and beliefs toward the Accelerated Reader because each teacher's approach to AR may be rooted in his/her opinion of the AR program