Special Sale for Homeschoolers!

Have you been considering a reading program for your kids? Here’s a program that will cover all your children’s reading requirements.

SNAP Reading Program is now 50% off for Homeschoolers!

  • Access a library of 128 books leveled for the Common Core
  • Meet the needs of all your children at various reading levels, with material from K-6th grade
  • Digital versions available on Apple iPad, Android tablet, desktop, laptop, or the Web!
  • Free data analytics, to organize reading progress data and track assessments
  • Built-in lesson plans to help you teach!

1 license, for a year is priced at $89.99. We are offering it to Homeschoolers for just $45!

Encourage reading, on the devices your kids love!

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Access lesson plans, track reading assessments, and get ALL of the digitized eBooks and printable PDFs for one low cost!

  • 130 Printable titles & Lesson plans
  • Digitized Interactive ebooks with built-in fluency, comprehension, and assessments
  • Sight words with audio pronunciation
  • Touch and view glossary for complex words
  • Voice-over directions for each page
  • Trackable assessments and data collection

 Just $45! Limited time offer for Homeschoolers only!

To avail this offer, just click here and request your coupon discount!

Wired Educator, “A great resource for ELA teachers struggling to adopt to the Common Core.”

 

National Reading Panel Findings on Reading Instruction

In 1997, Congress asked the NICHD, along with the U.S. Department of Education, to form the National Reading Panel to review research on how children learn to read and determine which methods of teaching reading are most effective based on the research evidence.

What are the findings of the National Reading Panel?

The National Reading Panel’s analysis made it clear that the best approach to reading instruction is one that incorporates explicit instruction in phonemic awareness, systematic phonics instruction, methods to improve fluency, and ways to enhance comprehension.

The following is a summary of the panel’s findings:

Concept

Description

Finding

Phonemic Awareness

Means knowing that spoken words are made up of smaller parts called phonemes. Teaching phonemic awareness gives children a basic foundation that helps them learn to read and spell.

The panel found that children who learned to read through specific instruction in phonemic awareness improved their reading skills more than those who learned without attention to phonemic awareness.

Phonics Instruction

Phonics teaches students about the relationship between phonemes and printed letters and explains how to use this knowledge to read and spell.

The panel found that students show marked benefits from explicit phonics instruction, from kindergarten through 6th grade.

Fluency

Fluency means being able to read quickly, knowing what the words are and what they mean, and properly expressing certain words – putting the right feeling, emotion, or emphasis on the right word or phrase. Teaching fluency includes guided oral reading, in which students read out loud to someone who corrects their mistakes and provides them with feedback, and independent silent reading where students read silently to themselves.

The panel found that reading fluently improved the students’ abilities to recognize new words; read with greater speed, accuracy, and expression; and better understand what they read.

Comprehension: Vocabulary instruction

Teaches students how to recognize words and understand them.

The panel found that vocabulary instruction and repeated contact with vocabulary words is important.

Comprehension: Text comprehension instruction

Teaches specific plans or strategies students can use to help them understand what they are reading.

The panel identified seven ways of teaching text comprehension that helped improve reading strategies in children who didn’t have learning disabilities. For instance, creating and answering questions and cooperative learning helped to improve reading outcomes.

Comprehension: Teacher Preparation and comprehension strategies instruction

Refers to how well a teacher knows things such as the content of the text, comprehension strategies to teach the students, and how to keep students interested.

The panel found that teachers were better prepared to use and teach comprehension strategies if they themselves received formal instruction on reading comprehension strategies.

Teacher Education in Reading Instruction

Includes how reading teachers are taught, how effective their methods of teaching reading are, and how research can improve their knowledge of teaching students to read.

In general, the panel found that studies related to teacher education were broader than the criteria used by the panel. Because the studies didn’t focus on specific variables, the panel could not draw conclusions. Therefore, the panel recommended more research on this subject.

Computer Technology in Reading Instruction

Examines how well computer technology can be used to deliver reading instruction.

Because few studies focused on the use of computers in reading education, the panel could draw few conclusions. But, it noted that all of the 21 studies on this topic reported positive results from using computers for reading instruction.

Source: http://reading.uoregon.edu/big_ideas/

To learn more about the National Reading Panel, visit: http://www.nationalreadingpanel.org/default.htm

Snap Trial by The Reading Tutor/OG

I’ve been an educator for over 14 years, working with children mostly in grades 2-5. I am also a certified Orton Gillingham instructor. This means I use a special multi-sensory approach to teaching struggling readers spelling, phonics, reading and writing skills.

Recently, I tried out Snap Learning while tutoring one of my fourth grade students. I’d like to highlight some of the features we tried out.

Since I travel to homes to tutor, I downloaded the Snap Learning App into my iPad for convenience. When selecting the fourth grade as an option, I noticed plenty of high-interest passages, particularly non-fiction. I chose The Golden State for the first trial. Some of the strong points of this program were:

1. Comprehensive English Language Arts objectives and activities were provided to support readers.

2. Audio for passages: This was a favorite feature of mine because many struggling readers truly need an audio component to aide their comprehension. Taking it even a step further, I would recommend lines or phrases of text be highlighted in yellow while you are listening and following along.

3. Plenty of background building features. Students with limited vocabulary or background knowledge absolutely need this scaffold. The maps and vocabulary introduction were clear and easy to understand.

4. There was the option to practice retelling as well as the CLOZE passage really helped me assess my student’s comprehension. I don’t think enough reading programs out there focus on the CLOZE procedure enough so I was pleased to see it here.

5. We also tried out Word Book 2000. This could serve as good sight word practice however, I think adding audio, or other options for practice besides flash cards would be useful.

I can envision Snap Learning working well in a variety of settings. Tutors, homeschoolers, after school programs, Title 1 or RTI programs, or small groups in a classroom could benefit.

I will be trying out the second grade next time. Thanks for reading this post today.

Visit Emily’s blog: www.thereadingtutorog.blogspot.com or her Facebook page, www.facebook.com/TheReadingTutor/OG