Technological advancement affects all areas of life including education this has led to use of technology in almost all grades. One prominent program that has evolved from technology advancement and has been incorporated in schools is Accelerated Reading. This is a computer based program that is being used in private and public institutions to monitor reading practices and even the progress.
Through the use of this program, a teacher can monitor the practice of individual students and their progress. The program is designed to help students who have difficulty reading and those struggling with attention. The program motivates the students to read on their own, and at their own space. Usually, it is used in middle level and level schools. The knowledge on this program is to motive the student to read when allowed to select books for themselves.
This kind of learning is undertaken in five steps. Initially, teachers ascertain the level of read-skills of learners. This is by providing computer based multiple choice assignments to assess their judgment and giving some standardized test results. The students are then assigned some defined number of books found on the Book Finder list availed by the program. The books in the category usually can motivate learners towards reading on the basis of the principle of Proximal development Zone. This usually guides the book selection process.
Learners can pick books from their proximal development zone. A librarian or facilitator can as well guide the learner through book selection. Subsequent to the selection of a book, a learner gets to read independently each day for half an hour dependent on the recommendation by the program. This is maintained until the learner completes his or her book.
After reading the books successfully, the learner answers some questions with multiple choices. This is usually done to assess if the reader has read and comprehend the content of a book. The assessment is usually done during a set time in a classroom or a library.
The students continue learning and will stay at their respective ZPD and grades for a fixed period of time. After the end of the marking period students take a 20 minute read test. The period is used to adjust books that each learner can select. By now the teacher knows learner individual differences. This allows a teacher to adjust a child development zone accordingly in the next session.
Monitoring in this program is a continuous process and does not end with quizzes as there are objectives to be met at the end of each and every book learning session. The objectives vary from one kid to another depending on the child learning level and their respective zone of proximal development. The students earn points after reading each book based on the length and nature of the content.
This program establishes the vocabulary of learners as well as comprehension skills. It has however been criticized to be teaching recall skills rather than comprehension. It never assesses higher order thinking in whether or not a learner read the book.
Through the use of this program, a teacher can monitor the practice of individual students and their progress. The program is designed to help students who have difficulty reading and those struggling with attention. The program motivates the students to read on their own, and at their own space. Usually, it is used in middle level and level schools. The knowledge on this program is to motive the student to read when allowed to select books for themselves.
This kind of learning is undertaken in five steps. Initially, teachers ascertain the level of read-skills of learners. This is by providing computer based multiple choice assignments to assess their judgment and giving some standardized test results. The students are then assigned some defined number of books found on the Book Finder list availed by the program. The books in the category usually can motivate learners towards reading on the basis of the principle of Proximal development Zone. This usually guides the book selection process.
Learners can pick books from their proximal development zone. A librarian or facilitator can as well guide the learner through book selection. Subsequent to the selection of a book, a learner gets to read independently each day for half an hour dependent on the recommendation by the program. This is maintained until the learner completes his or her book.
After reading the books successfully, the learner answers some questions with multiple choices. This is usually done to assess if the reader has read and comprehend the content of a book. The assessment is usually done during a set time in a classroom or a library.
The students continue learning and will stay at their respective ZPD and grades for a fixed period of time. After the end of the marking period students take a 20 minute read test. The period is used to adjust books that each learner can select. By now the teacher knows learner individual differences. This allows a teacher to adjust a child development zone accordingly in the next session.
Monitoring in this program is a continuous process and does not end with quizzes as there are objectives to be met at the end of each and every book learning session. The objectives vary from one kid to another depending on the child learning level and their respective zone of proximal development. The students earn points after reading each book based on the length and nature of the content.
This program establishes the vocabulary of learners as well as comprehension skills. It has however been criticized to be teaching recall skills rather than comprehension. It never assesses higher order thinking in whether or not a learner read the book.
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