Chapter 11 - But what if you start late?

Home | TLR Contents | Search | Discussion | Events | Own the Book | UNLIMITED Learning Preview | Contact us

Click to see and/or print this poster

Search The Learning Web Site


But what if you start late?


UNLIMITED Learning - the new learning revolution and the seven keys to unlock it.

want to read them - as many times as they like before they actually try to read them to somebody else."17
  When the student feels confident enough, the teacher checks progress. "Some of the best results," says Medcalf, "have been four to five years' reading gain over approximately eight weeks on the program." Overall documented results show a three-year reading gain in eight to ten weeks.
  The program is helped greatly in New Zealand through the graded School Journal material, backed by a regularly updated catalogue covering content, subjects and age-levels. Students may choose from a selection of taped stories that the school has built up, or may ask a teacher or parent to record on to a tape a story or article of special interest.
  Where a similar program has been used in America, the results have also been striking. Marie Carbo, Director of the National Reading Styles Institute, refers to it as "the recorded book" method. As a strong advocate of matching reading methods and materials to learning styles, she says it can even be adapted for use with highly kinesthetic youngsters: reading a book on a music stand attached to a stationary bike while listening to the tape and pedaling. If that sounds "far out", listen to the answers from two boys who tried it:
  "When you read on that thing, all the words just come out like that. I'm serious!"
  "When I got up there, well . . . when I started to read, I mean, I don't know, it was probably like a miracle. I started laughing because I couldn't help it because I was reading almost 100 percent better."19

Peer tutoring
  Medcalf has also built on earlier work by Professor Ted Glynn, of the University of Otago, in developing a successful peer tutoring program in reading, using "pause, prompt and praise" techniques.
  Here one student in an primary school simply acts as a mini-teacher for another student. Generally the mini-teacher is only a little bit more advanced - so both the tutor and her buddy benefit. The tutor very de-finitely is not the best reader in the class - although she may end up that way. Effectively it's one-to-one teaching without taking up the time of an adult teacher. Each "tutor" is trained in "pause, prompt and praise" techniques: to praise good work in everyday language ("Neat," or "Nice one!"); to pause for ten seconds while a reader may be having difficulty (so the tutor can think of ways to help); and to prompt with suggestions.


Contents Page   Preface    Introduction