Accelerated Reading (AR)
Accelerated Reading (AR) as an information system for learning is a reading management software program which aims at facilitating assessment based on the curriculum reading of comprehension books by students, analysis and summarization of the results. It encompasses empowerment of the classroom teacher to engage in the motivation and management of reading practice time in class, monitoring of the performance of students and intervention with strategies that are individualized for students (Stefl-Mabry, 2003). The program involves selection of a book from a preselected AR list and undertaking a comprehension quiz based on the book on the computer. Since each book is assigned value points depending on the number of words and level of difficulty, the points are awarded by the computer based on the number of correct test responses. The computer provides analysis of class and individual scores while identifying the difficulty levels of books read, scoring points and diagnostic information such as identification of reading problems and allowance for the teacher’s intervention (Stefl-Mabry, 2003).
This program has been criticized for restricting children to read only books published recently, controlling the students and teachers due to rigidity which is not applicable in reading and writing, restricting learning to answering questions and points, reliance on extrinsic motivation based on rewards from points and other gifts rather than intrinsic motivation and encouraging competitiveness that leads to the avoidance of reading (Stefl-Mabry, 2003). This program would not likely work in my classroom due to disadvantages of the same and the fact that my objective is to foster development of skills through direct instruction. Additionally, my opinion is that the students need to learn from other materials such as magazines, plays, television, electronic databases and so on. In addition, the relation between the amounts of reading at home with poverty would hinder the effectiveness of the program in my class (Stefl-Mabry, 2003). The students would certainly like it to the extent that the rewards offered were attainable and of value to them.
Incorporating Student Voices into the Teaching Practice
Kordalewski (2006) asserts in his article the need to have the opinion of the students in learning disciplines by providing ways in which the voice of the students can be heard in the classroom. Voice is defined as “words, narratives, discourses, and stances that help express the dynamics of social experience and help shape and position the subjective understanding of this experience within consciousness” (Kordalewski, 2006, p. 3). Negotiating curriculum is a means of providing shared authority especially at the beginning of a unit by allowing students to air out their views on what they want incorporated and prior knowledge of the unit. He asserts that this negotiation works well in enabling learners to engage, explore and reflect on all added learning. This would particularly work efficiently in my class. Further, it would be efficient in learning to read and write as helping in reshaping the effects of culture on meaning of words and expressions used by the learners. This would be applicable in writing since writing requires the use of individual style, language and experiences that would foster creativity, critical analysis and individualized thinking (Kordalewski, 2006). The students are likely to like this approach since it is more collaborative and their opinions would be appreciated.
What Adolescents Deserve: A Commitment to Students’ Literacy Learning
Irvin and Rycik (2001) point out the importance of forming collaboration between administrators, teachers, policy makers, staff developers, parents and members of the community in addressing literacy practice to help them form better understanding of the practices of the youth and their everyday lives. This is to enhance their learning to read and write through incorporation of systems that touch on their daily lives. This can be achieved through improving access to learning for the adolescents, encouraging instruction that is supportive, providing programs that are comprehensive and collaborative and reshaping their learning. This would be effective in my classroom but its implementation would require support from the various stakeholders. The students are likely to like the proposal since it would be more collaborative to their advantage.
An adolescent who has had problems engaging in reading would require support, patience and understanding. It would be necessary to adapt strategies that are individualized to foster his interest in reading. The books that the teacher recommended for him to read were short fictional stories and magazines. He was required to write short summaries of what he learnt from each story. The material was suited to the student because of its length, simplicity and fiction used. The material was of middle high school level for fourth grade which is a lower instructional level to help him understand the basics in reading. The student was fascinated by the book and shared with his peers and this boosted his creativity in writing. Personally, I would incorporate the use of specialists to offer private teaching for the student. Teachers having difficulty engaging students need to use learner-centered approaches, collaborative learning and block scheduling and incorporate several modes of instruction to avoid monotony (Irvin & Rycik, 2001).
Reference List
- Irvin, J., & Rycik J. (2001). What adolescents deserve: A commitment to students’ literacy learning. New York: International Reading Association.
- Kordalewski, J. (2006). Incorporating Students’ voice into teaching practice.
- Stefl-Mabry, J. (2003). Computer-Aided Reading Promotion: Accelerated Reading—Silent Sustained Reading Camouflaged in a Computer Program?