To produce better readers PSS tries alternative Reading method

The Public School System has ventured anew into an alternative Reading program targeted to turn non-readers to grade level readers through a groundbreaking direct instruction method.

Corrective Reading, a product conceptualized by SRA, an Ohio-based McGraw Hill Company, offers solutions to assist students master the essential decoding and comprehensive skills they need not only to read well but also to learn well, according to experts.

A direct instruction training held for PSS teachers last week introduced educators to the elements of the Corrective Reading strategy, as part of the school system’s efforts to try out various teaching techniques that would serve the unique needs of students.

Visiting expert Jill D’Artignac, who facilitated the week-long direct instruction training for teachers, said Corrective Reading is a method that takes time and a great amount of dedication to teach.

However, sticking to its procedures religiously can lead to very positive results, the expert added.

“This is a friendly-effective program that simply cuts to the chase and teaches reading,” she said, guaranteeing the program’s efficiency.

Ms. D’Artignac warned that students not reading on the grade level they are supposed to be have high chances of missing the opportunity to catch up on their ideal reading level. She added that the older students get, the harder it will be for them to fill up the gaps.

“You can see how critical early reading is for kids,” she said.

She assured that if the lessons in the program are taught correctly and faithfully, non-readers could be reading at a 60 word per minute reading rate in less than four months.

“For 4th graders, this is still pretty bad since they should be able to read about 140 words per minute. But it’s better than when they first started,” said Ms. D’Artignac.

According to Education Commissioner Rita H. Inos, though the implementation of the method is a very promising move for PSS, the strategy is not eyed to replace other Reading approaches currently in place in the school system.

“We are employing this to minimize the reading difficulty that we’re seeing right now in our students. Direct instruction is not a new item in teaching reading but it is one that we need to make sure that schools have other resources and are trained to appropriately teach reading. It is only one methodology of teaching reading. . . and we all know that not everybody will learn from one method,” said the commissioner.

“We recognize that it’s not a one size fits all material. So therefore, we have to find out what are the other things that would make it possible for us to stretch the optimum ability for students to really be reading on grade level as they should be,” she added.

Numerous studies have recognized the effectiveness of Corrective Reading. An overview of research conducted on the product established that percentile scores for students in the program increase rather than remain at the same level and that the slope of their learning line is sharply steeper than expected.

Its proven methods can provide solutions to students who cannot read accurately and fluently, students with attention deficits, students whose overall academic performance is hurt by poor comprehension, and students whose reading is putting them at risk of failure.