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The Bridge to Fluency (Part 2)

The Bridge to Fluency: Piece by piece we put it together Published interventions and curriculum based interventions (CBIs While published interventions have tremendous merit, they typically follow principles all effective interventions adhere to. These principles are rarely unique to a specific programme. One benefit of these programmes is that they have been organised and structured according to a best-fit model to make planning and implementation easier, with research generally supporting their use. Drawbacks of published programmes include: - they are expensive to purchase - are almost always extra-curricular - often cost more to maintain and upgrade - there is little time available for

The Bridge to Fluency (Part 1)

Piece by piece we help kids build the Bridge to reading success by Adam Meyersieck For many years, the skills contributing to reading fluency have been widely known and taught in our education system(s). Phonological awareness (PA), grapheme-phoneme correspondences (GPCs), decoding/sight word reading are thoroughly addressed, and these are correctly accepted as predictors of, and contributors to, good fluency. What about students who can use these skills in isolation but for whom other aspects of reading is difficult? What are the elements beyond PA, GPCs and word reading? How do we develop their reading fluency, and what types of interventions address these? Crossing The Bridge to Fluency r

Was Napoleon Dynamite Right about Love?

Why do you teach? Let's find out, GOSH! In 2003, one of my undergrad professors made a statement to my class (a group of future special education teachers) that sounded something like this: "Going into teaching because you 'love working with kids' is a terrible reason to become a teacher! You've got to have better reasons than that!" Needless to say, that never sat right with me. What other lasting value and motivation can encourage a person to inspire the hearts and minds of young people, and create opportunities for tomorrow's adults- particularly those with additional needs? Surely an impetus rooted in love is the only thing that will see educators “go the distance” and work with a genuin

 
 
 

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