Description of An Average Session
Setting a Schedule:
Our tutors will set up a realistic and easily maintained schedule for their students. This schedule should allow them to attend approximately thirty sessions in order to complete the suggested coursework (forty Guided Readings™) during the consecutive four-month course. We recommend that our students work on the Reading Plus® program at least twice a week for approximately one hour per session. Depending on the student, the recommended number of sessions can increase or decrease.
An Average 1-Hour Session:
At each session, most students will do a PAVE exercise, 1 or 2 Guided Readings and a Vocabulary lesson.
A main component of the Reading Plus® courseware is the Perceptual Accuracy/Visual Efficiency Training (PAVE™) program. PAVE™ is the exercise portion of the system that should be completed by students of all levels at the beginning of each session. PAVE™ is made up of two different activities, Flash and Scan, that use numbers, lower case and capital letters to develop attention/concentration, improved visual skills, a strong visual memory and reading fluency. Within Flash, students work to increase their span of recognition. Whereas Scan improves eye movement, measured in lines per minute (lpm), students work to achieve the maximum speed of one hundred twenty lpm.
Guided Reading™ is the key element of the Reading Plus® program. At Dean’s Learning Center, Guided Readings™ are viewed as a great way to monitor and assess Structured Sustained Silent Reading. At the initial consultation, students are assessed on their reading rate, reading level, comprehension and vocabulary. The results are used to assign students to a particular reading level within the Guided Reading™ program. Each Guided Reading™ begins with vocabulary words that will appear in the story, familiarizing students with key words. Next, students silently read a two-part story. Part A is set up in paragraph format and read at the student’s speed. Starting at the top of the page, the computer automatically takes lines away to help keep students focused. Once a student has completely read the page s/he is instructed to hit the computer’s space bar for more text. On the other hand, part B is read in the “guided slot” format. Sentences move across the page in a box, forcing the student’s eyes to move at a predetermined speed while increasing reading fluency. Upon completion of the story, students answer ten multiple choice comprehension questions. When answering the questions, students are provided with a reread option, allowing them to go back to the text to find an answer. Students advance to the next level once they have reached a required number of selections, with a reading comprehension score of seventy percent or higher, at a predetermined rate. The Guided Reading™ Fluency Goal Rates, measured in words per minute, are hung near every computer at Dean’s Learning Center. Students at all reading levels are instructed to complete at least one Guided Reading™ at every session.
Students improve and build upon their vocabulary throughout all of the Reading Plus® programs. However, two programs are designed specifically for vocabulary development. In Cloze Plus™ students read a variety of non-fiction articles and complete different types of activities to help build their vocabulary skills. These readings are never timed and differ from the Guided Reading™ stories. The activities in Cloze Plus™ build vocabulary so that a student reading on levels 1 – 8 will be able to handle a higher level of reading material once s/he has developed fluency. Reading Around Words™ (RAW) is the second vocabulary portion of the program, used for students working on level four or higher. This program contains two hundred forty vocabulary words per level. In each lesson a student pre-tests fifteen words and then does a series of exercises to learn the missed words. When the pre-test is completed, and the student learns the difficult words, a post-test is given to determine if the student is ready to move up to the next level.
If time remains after a student has completed the above exercises then the tutor will assign additional work. The tutor can generate a Class Skills Report that lists students who need help with particular skills. This report includes the student’s comprehension scores for each of the twenty-five individual skills within the categories of literal understanding, interpretation, analysis, evaluation and appreciation. The Class Skills Report brings up a listing of all the skills with which the student needs work, along with the off-line skill practice lesson. This lesson can be printed for the student to complete at the center or as homework.
Program for Beginning Readers:
Phonemic awareness and phonics are developed through a whole word, no rules, approach in the
D-Code™ program. This program helps a student practice decoding skills at the beginning reading levels,
1 - 3. The D-Code™ program consists of four activities for each of the sixty major letter-clusters. These activities include both hearing and repeating the sounds and words. As desired or needed, there are additional activities in a game format to help a student become more secure with each cluster.