This article discusses the creation, implementation, and benefits of reading progress charts jointly created by students with reading disabilities and their tutors within the context of a university-based diagnostic-prescriptive program. The author suggests creating and implementing progress charts in the classroom setting for the purposes of student reflection and self-evaluation, celebration of small daily successes/accomplishments, stimulation of active learning, student choice, and control. Tutor use of collaboratively created progress charts enhanced student self-confidence and feelings of success.
Get full access to this article
View all access options for this article.
References
1.
Clay, M. (1985). The early detection of reading difficulties: A diagnostic survey with recovery procedures. Portsmouth, NH: Heinemann.
2.
Flynt, E., & Cooter, R. (2001). Reading inventory for the classroom (4th ed.). Upper Saddle River, NJ: Merrill.
3.
Goodman, Y. (1978). Kidwatching: An alternative to testing. National Elementary Principal, 10, 41—45.
4.
Johnston, P.H. (1992). Constructive evaluation of literature activity . New York: Longman.
5.
Lipson, M.Y., & Wixson, K.K. (2003). Assessment and instruction of reading and writing difficulty: An interactive approach. Boston: Allyn & Bacon.
6.
McKenna, M., Reinking, D., Labbo, L., & Lerner, M.W. (1996). Using electron storybooks with beginning readers [Brochure]. Athens, GA: National Reading Research Center; College Park, MD: National Research Center.
7.
Quandt, I. (1973). Investing in word banks—A practice for any approach. The Reading Teacher, 27, 171—173.
8.
Rhodes, L. (1981). I can read! Predictable books as resources for reading and writing instruction. The Reading Teacher, 34, 314—318.
9.
Walker, B. (2004). Diagnostic teaching of reading: Techniques for instruction and assessment (4th ed.). Scottsdale, AZ: Scarisbrick.
10.
Wixson, K., & Lipson, M. (1996). Perspectives on reading disability research. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 554—555). Mahwah, NJ: Erlbaum.
