Using S.P.I.R.E. for reading intervention

Our district has decided to begin using S.P.I.R.E. for reading intervention.  Each school has arranged a master schedule so that each grade level has an intervention block.  Every child in the district receives a universal screening in the area of reading three times a year.  After the screening, the children are ranked according to their score.  The children who are in greatest need receive intervention from academic interventionists.  The remaining children participate in intervention or enrichment groups with the classroom teachers.

S.P.I.R.E. stands for Specialized Program Individualizing Reading Excellence.  It is a multisensory systematic reading program for students who are struggling with reading.  It begins with the PreK level and reaches up to the 8th grade.  S.P.I.R.E has been used across the United States with good success.  It covers the five areas of reading recommended by the National Reading Panel; Phonological Awareness, Phonics, Fluency, Comprehension, and Vocabulary.  It can include (if purchased) an initial placement assessment. This program incorporates best practices in reading instruction.

What research-based reading intervention programs does your school system use?  Have you found it to be successful?  We are just beginning our journey but are excited at the possibilities.

Emphasize the Importance of Reading

• Parents who read usually have children who read.
• Reduce TV viewing and video game time, and increase reading time.
• Set aside a time each day when you and your child will read.
• Read aloud to your child.  Reading with expression shows a child that you love books and that you enjoy reading to them.
• Share what you have read with your child, and ask your child to do the same.

Math at home activities

Parent's helping students

ESL tidbits

Homework Tips for Parents

By: Reading Rockets (2010)

Study the same things in different ways and places

Help your child learn about new words or content in a variety of ways. Talk about new vocabulary words several times over the course of the week, in different settings. This will help enrich your child's understanding of the word.

Mix up the study time

If your child prefers to do a little math, a little reading, a little word study and then back to math, that's okay! Mixing up the practice time may leave a greater impression on your learner.

Space out the learning

If your child has a big test coming up next week, help her study a little bit each day rather than cramming it in the night before. An hour or so every other day, spacing out the learning, is a better way to really learn the material.

Help your child get organized

Help your child pick out a special homework notebook or folder, and make sure your child has homework supplies, such as:

• pencils
• pens
• writing paper
• a dictionary

Show your child that you think homework is important

Ask your child about her homework each day, and check to see that it is completed. Tell your child that you are proud of the work she is doing.

Help your child without doing the homework

It's important to answer questions if you can — but remember that homework is supposed to help children learn and that doing your child's homework does not help in the long run.

Talk with your child's teacher

Find out what the teacher's homework rules are. If your child has a problem completing or understanding homework, call or e-mail the teacher to talk about the issue.

Auditory Processing- Possible Characteristics Checklist

 Auditory Processing Characteristics Checklist

Place a check next to the characteristics that you view in the student.

_____   Trouble paying attention to and remembering information presented orally

_____   Problems carrying out multistep directions

_____   Poor listening skills

_____   Needs more time to process information

_____   Confuses syllable sequences and problems developing vocabulary

_____   Difficulty with comprehension

_____   Trouble associating sounds with their meanings

_____   Misunderstand a lot

_____   Easily distracted

_____   Slow response to verbal instructions

_____   Trouble remembering things they hear

_____   Difficulty remembering people's names

_____   Trouble finding the right words to use when talking

_____   Unusual sensitivity to noise

_____   Difficulty sounding out new words

_____   Hearing clearly in noisy environments

_____   Confuses multi-digit numbers (such as 74 and 47)

_____   Confusing lists and other types of sequences

_____   Distinguishing difference between similar sounds (such as seventy and seventeen)

_____  Verbal (word) math problems are difficult

_____  Conversations are hard for student to follow

_____  Uses vague words such as "thing", "stuff", "whatever"

_____  Misinterprets verbal messages

_____  Tends to spell words phonetically

_____  Reads slowly and has poor reading comprehension

_____  Poor fine motor skills (using scissors, writing neatly, holding a pencil)

_____  Difficulty with concepts involving time, direction, or sequence

_____  Poor personal organizational skills

_____  Appears to make noise for noise's sake

_____  Talks self through a task, often out loud

_____  Appears confused about where a sound is coming from

A Dr. Jean Give-A-Way!!!

Dear Teachers,

What teacher doesn't like a free item? None!  Today we are announcing a give-a-way.  Every person who leaves a comment for the next week giving ideas for topics they would like to see more information on will be entered in our give-a-way.  We will be sending three lucky winners a copy of either Best of Dr. Jean Reading & Writing, Best of Dr. Jean Science & Math, or Best of Dr. Jean Hands-On Art.  Would you like more information on interventions in math, phonics, sensory issues, or working with ADHD/ADD students?  You let us know!

 

Academic 911 Team