Dr. Baker and Dr. Barbara Foorman discuss Reading First in Florida: Five years of improvement. For more information about Dr. Foorman’s work see Journal of Literacy Research volume 42 number 1
Below, post questions and comments for Dr. Foorman. Create and join the conversation.
CITATION: Baker, E. A. & Foorman, B. (2010, November 15). Reading First in Florida: Five years of Improvement. Voice of Literacy. Podcast retrieved from http://voiceofliteracy.org
Posted by Dr. Betsy Baker, Nov 15, 2010 04:55 AM
Barbara Lamm wrote on Mar 18, 09:51 pm
I have been working with a 5th grader who is about 3 years below grade level. I've worked on decoding and phoneme blending and also Making Words, the program by Pat Cunningham. As a result of progress monitoring on Nonsense Word Fluency (a Dibels test), his score has gone up from 20 to 40 in several months ( a 1st grader should have a score of 50). When we practice blending, he can say individual sounds, but when they are blended he may leave out a send, reverse sounds or add sounds. This skill seems so very difficult for him, yet he can use meaning cues very effectively and his memory supports his learning of more and more difficult high frequency words. I've given him Fry's List of 600 high frequency words to learn and he has accomplished that. My question is do I keep plugging away at decoding with short cvc, ccvcc, vc-silent e words or realize this is not an area of strength for him and try to build on the strengths he does bring to his learning?? He has been tested about a year and a half ago and that resulted in no learning disability diagnosis. I would love to get your feedback and perspective on this matter. Thank you.