[MOSAIC] AR

[RASINSKI, TIMOTHY]

Absolutely.   A lot of research, also see Jim Hoffman, suggests that
investment in professional development and professional reading leads to
gains in reading achievement that we all desire.


Timothy Rasinski, Ph.D.
Reading and Writing Center
404 White Hall
Kent State University
Kent, OH  44242

email:  trasinsk at kent.edu
Phone:  330-672-0649
Cell:  330-962-6251
Fax:  330-672-2025
Informational website:  www.timrasinski.com
Professional Development DVD:  http://www.roadtocomprehension.com/



-----Original Message-----
From: mosaic-bounces at literacyworkshop.org
[mailto:mosaic-bounces at literacyworkshop.org] On Behalf Of
ljackson at gwtc.net
Sent: Friday, June 29, 2007 5:54 PM
To: Mosaic: A Reading Comprehension Strategies Email Group
Subject: Re: [MOSAIC] AR

Dick Allington' research would support that as well, wouldn't it, Tim?

Lori

On Wed, 27 Jun 2007 22:54 , RASINSKI, TIMOTHY <trasinsk at kent.edu> sent:

>Lori -- i think your note below illustrates a central tenet in
effective reading instruction -- it's not the program or the 
method or the materials that matters most;  it's the teacher that
matters and how the teacher employs the program, method, 
or materials.
>
> 
>
> 
>
>Timothy Rasinski 
>
>404 White Hall 
>
>Kent State University 
>
>Kent, OH  44242 
>
>330-672-0649 
>
>Cell -- 330-962-6251 
>
>FAX  330-672-2025 
>
>trasinsk at kent.edu 
>
>informational website: www.timrasinski.com 
>
>professional development DVD:  http://www.roadtocomprehension.com/
http://www.roadtocomprehension.com/>  
>
>
>
>________________________________
>
>
>
>From: mosaic-bounces at literacyworkshop.org on behalf of lori.labrum
>
>Sent: Wed 6/27/2007 10:19 PM
>
>To: Mosaic: A Reading Comprehension Strategies Email Group
>
>Subject: Re: [MOSAIC] AR
>
>
>
>
>
>
>
>Ok, I will put myself out for a hanging here.  My school bought into AR
many
>
>years ago and I do use it.  It is not mandated; it is entirely up to
the
>
>teacher how we use it.  I realize it is not a reading program to teach
>
>reading, but I don't use it as such.  Our library has the leveled books
>
>mixed in with all the other books on the shelves and I don't require
that
>
>students read only AR books.  My students (third grade) only need to
earn 3
>
>points a quarter, which means they only have to read and pass quizzes
on 2-5
>
>books.  I only use it to see if they are truly reading the books they
say
>
>they are.  But that is not my only method of checking their independent
>
>reading.  We do book talks, write book reports, all the other things
that
>
>good teachers have students do.  This is just one way to assess, and
yes, I
>
>know the questions are all recall....I know all the reasons why
teachers
>
>don't like it.  But it gives me another hard copy record to show
parents how
>
>their child is doing.
>
>How many times do students pick a book they "want" to read, and then
just
>
>look through it, or talk about it with a friend, or "I saw the movie"
and
>
>then try to do a book report or a book talk?  Same thing.  With a class
of
>
>30 third graders I don't get to everyone to conference about each book
they
>
>read.  And for the parent who insists that the 300 page book is just
right
>
>for their child, then they take a quiz after reading it, it helps to
show
>
>the parent that perhaps that book was truly a bit too difficult for the
>
>child.  Also, on the other hand, when a better reader consistently
chooses
>
>books that are too easy, I can show the parents the report, praise them
for
>
>getting good high scores on recall, and challenge them to try a book
that is
>
>a bit more difficult.
>
>No, it isn't my only way and I don't expect them to read ONLY AR books,
but
>
>for me, it works as another resource.  (Only 3 points a quarter doesn't
take
>
>long.....................the rest of the quarter they do all those
other
>
>things.)
>
>Lori/Utah
>
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