Technological advancement affects all areas of life including education this has led to use of technology in almost all grades. One prominent program that has evolved from technology advancement and has been incorporated in schools is Accelerated Reading. This is a computer based program that is being used in private and public institutions to monitor reading practices and even the progress.
Under the program, teachers are at a position of monitoring practice and progress of individual students in reading. The design will not only assist students with attention and reading problems but also with books to be read. The program aims at motivating pupils to have the ability to read books by themselves at their desired pace. It is commonly used in middle and level one schools. The idea behind the program is to motivate students to read by giving them an opportunity to select books by themselves.
This program follows five steps. The first step is for the teacher to know what level a learner can read. This is achieved by providing tasks with multiple choices on a computer, standardized test results, or through own judgment.
The student is then assigned a fixed number of books on the program Book Finder list. The books in this range will motivate the learner to read based on the concept of Zone of Proximal development. It is used as a guide in book selection. Learners select a book in their Zone of proximal development. At time, the librarian or facilitator may guide the kid in selecting books. After selecting the book, kids will read independently for half an hour daily as per the recommendation of this program. This becomes the order of the day until the kid has completed the book.
After reading the books successfully, the learner answers some questions with multiple choices. This is usually done to assess if the reader has read and comprehend the content of a book. The assessment is usually done during a set time in a classroom or a library.
Students then continue with learning and remain in their usual grades and ZPD for some fixed period. The end of such periods is usually marked by a reading test taken for 20 minutes. A period is taken to alter the books to be selected by each learner. Teachers at this point normally are aware of the unique skills of the learners. This gives room for the adjustment of the child development zone in accordance to the subsequent session.
In this program, the monitoring usually continuous and is not completed with quizzes since there are set objectives that need to be achieved in every learning session. These objectives usually vary on different kids depending on the learning level of a child, as well as their proximal development zones. On the other hand, the students earn some points after they read each book depending on the nature and length of the content.
The program builds learners vocabulary and comprehension skills, but it has been criticized for teaching to recall and not for comprehension. It does not assess higher thinking order whether or not the student has read the book.
Under the program, teachers are at a position of monitoring practice and progress of individual students in reading. The design will not only assist students with attention and reading problems but also with books to be read. The program aims at motivating pupils to have the ability to read books by themselves at their desired pace. It is commonly used in middle and level one schools. The idea behind the program is to motivate students to read by giving them an opportunity to select books by themselves.
This program follows five steps. The first step is for the teacher to know what level a learner can read. This is achieved by providing tasks with multiple choices on a computer, standardized test results, or through own judgment.
The student is then assigned a fixed number of books on the program Book Finder list. The books in this range will motivate the learner to read based on the concept of Zone of Proximal development. It is used as a guide in book selection. Learners select a book in their Zone of proximal development. At time, the librarian or facilitator may guide the kid in selecting books. After selecting the book, kids will read independently for half an hour daily as per the recommendation of this program. This becomes the order of the day until the kid has completed the book.
After reading the books successfully, the learner answers some questions with multiple choices. This is usually done to assess if the reader has read and comprehend the content of a book. The assessment is usually done during a set time in a classroom or a library.
Students then continue with learning and remain in their usual grades and ZPD for some fixed period. The end of such periods is usually marked by a reading test taken for 20 minutes. A period is taken to alter the books to be selected by each learner. Teachers at this point normally are aware of the unique skills of the learners. This gives room for the adjustment of the child development zone in accordance to the subsequent session.
In this program, the monitoring usually continuous and is not completed with quizzes since there are set objectives that need to be achieved in every learning session. These objectives usually vary on different kids depending on the learning level of a child, as well as their proximal development zones. On the other hand, the students earn some points after they read each book depending on the nature and length of the content.
The program builds learners vocabulary and comprehension skills, but it has been criticized for teaching to recall and not for comprehension. It does not assess higher thinking order whether or not the student has read the book.
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