The article highlighting a New
Jersey classroom explains the benefits of including computer driven instruction
with the students that need to “catch up”.
The program works with students to increase reading potential by working
with spelling, reading speeds, and other areas.
So far, the teachers have claimed that the student’s achievement levels
have increased and the students are beginning to feel more confident with their
skills as readers.
From
a teacher’s perspective, I think this program is revolutionary for the reading
classroom. Although I believe reading is
a very teacher driven instruction, the ability to reach outside of those limits
and tailor a program directly to a students needs is wonderful. The computer program allows immediate feedback
and does not allot for students to be “left out” of instructional tasks. I believe the program is beneficial to the
teachers as well because it allows time to dedicate to individual students
needs. If a class is working on
computers, a teacher can easily move around and work with students one-on-one
to make sure they get the individual attention they need. Further, the program diagnoses classroom
issues within feedback so teachers can then tailor their lesson planning.
On the other side of the coin, I
hope that programs like these would not take away from classroom instruction
and the very physical aspect of reading.
But if the program is used correctly in conjunction with teacher
instruction, I believe the positive results are endless.
I would gladly adopt this use
within my classroom. Like mentioned
before, I think the potential benefits outweigh any risks that may arise from
less teacher led instruction. I believe
immediate and accurate diagnosis of students needs is invaluable in a
struggling reader classroom. The program
does all of the “dirty work” and is able to get down to the students true needs
in order for teachers to spend time on the true needs of the students.
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