If a dyslexic student goes for a long period in a reading remediation program without showing gains, how do the teachers and parents know that the child is making progress?
Progress with dyslexic students tends to be slow. This slow and incremental progress often makes teachers and parents feel that the intervention process is not working and their thoughts turn toward switching to differing methods. Switcching methods only causes confusion in the student. The basic way to check on a child’s progress, however slow, is to use the CRI and test the child’s growth in decoding and knowledge of basic sight words. Even though progress may be slow at the start, the CRI will pick up whatever progress there is. Another way to check on progress is to observe any changes in the student’s attitude toward reading. Does the child appear more positive aobut reading and more willing to develop decoding skills? These changes, however, subtle, are a sign that progress is being made.
Related Questions
- If a dyslexic student goes for a long period in a reading remediation program without showing gains, how do the teachers and parents know that the child is making progress?
- How can teachers view the total number of absences a student has accumulated over a grading period?
- Do children’s reading gains differ by the type of kindergarten program they attend?
