I teach a 12:1:1 class for students classified as emotional disturbed. Nine of my 12 students are considered moderately to severely learning disabled whose reading levels are at least four to six grade levels behind.
How have you implemented Read 180 into your literacy program?
Read 180 is the reading comprehension curriculum followed in my classroom. It is a 90 minute block for 3 days a week and split into two 45 minute blocks twice a week.
What kinds of results have you obtained through the Read 180 program?
The program is designed for teachers to gather their data (meaning progress, student strengths and weaknesses, and student groupings based on data) primarily from the computer program. The results in my classroom have not been able to be determined from the computers because of issues concerning the technology. Instead, I have measured the results of my students using assessments provided by the workbook and the supplemental materials provided by the program. We have completed three units of study. The focus skills and vocabulary introduced in each of the three units were partially and completely mastered by all students in the class. Assessments, since we were without the computer software component of the program, were measured by three writing assignments (one per unit), a vocabulary quiz/test, and in class assessments (the actual assignments and modifications) and through homework.
What do you like most about Read 180?
The computer aspect of the program is really very unique because: a) the computer differentiates the instruction for each individual student on a level that is near-impossible if teaching in small group or whole class instruction, and b) the students have the option to be engaged in reading instruction in three distinct areas (independent, small group and computer instruction) and c) the computer software provides reports that indicate where a student is excelling and highlights what exact skill or set of skills the student needs additional support. This information drives the small group instruction and makes it possible to track progress constantly, consistently and in terms that helps teachers, especially new teachers, modify the curriculum to best meet the needs of ALL students.
What do you like least about Read 180?
The program relies heavily on the technology. If there is a case where the computers are not working, the small group instruction is not as precise in terms of achieving specific goals and the progress that should be tracked for the individual student is not as straight-forward. Another draw back is that the students who are not engaged in the computer program really miss the overall impact of the program. And, finally, the Read 180 system is really tailored to students who can at least read on a 2nd to 3rd grade reading level. Those students who are below the second grade reading level really cannot work on the program independently and need the support of a teacher or an aide. Without the additional support, the computer aspect of the program is seen by the students as a very judgmental and challenging program that reinforces their insecurities about reading rather than remediating their weaknesses.
How has Read 180 helped (if at all) with classroom management?
The program is designed to enable teachers to break away from the whole-class instruction model. It allows for a teacher to spend 10 to 20 minutes of a 90 minute block delivering direct instruction and the rest of the block working in small groups. For the students who are able to work on the computer program, it is very engaging. The host is very likable, and the progress students make is very concrete, easily tracked by the students, and creates a friendly competitive approach to reading that can change the way students ultimately view reading instruction. The computer can act almost like an additional paraprofessional, making it so the teacher is spending more time with fewer students.
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