Congratulations to all of the
students, teachers, parents, and community members who
helped us to reach such an important goal.
I just want to let you know that we
are off to a great start this school year! There are so
many wonderful things happening in our classrooms and on
our campus. Our teachers are committed to working
collaboratively in designing engaging lessons that
motivate, energize, and challenge our students. The
excitement in the halls continues to be refreshing. One
of our goals this year is to continue to find ways to
make learning relevant to our students’ lives. When our
students leave Harrison, we want them to be able to make
the connection between what was taught in the classroom
and the outside world. The Harrison staff is committed
to providing the best education to all of our students.
What’s one way you can continue to support our work at
HIS? By keeping the lines of communication open with
your student’s teachers. Communication between school
and home plays a critical role in the success of the
school and student. The HIS staff will work diligently
to be good communicators, and I ask that as parents, you
help us the same way.
At Harrison, we are, “Working together
to build character and academic excellence.”
How Can You Help Your
Student?
Repeated Reading Strategy
The student reads through a passage repeatedly, silently
or aloud, and receives help with reading errors.
Materials: Reading Book, Journal, Article, Stop Watch
(If readings are to be timed)
Steps in Implementing This
Intervention:
Step 1:
Sit with the student in a quiet location without too
many distractions. Position the book selected for the
reading session so that both you and the student can
easily follow the text.
Step 2: Select a passage in the book of
about 100 to 200 words in length.
Step 3: Have the student read the passage
through. (Unless you have a preference, the student
should be offered the choice of reading the passage
aloud or silently.)
Step 4: If the student is reading aloud and
misreads a word or hesitates for longer than 5 seconds,
read the word aloud and have the student repeat the word
correctly before continuing through the passage. If the
student asks for help with any word, read the word
aloud. If the student requests a word definition, give
the definition.
Step 5: When the student has completed the
passage, have him or her read the passage again. You can
choose to have the student read the passage repeatedly
until either the student has read the passage a total of
4 times (Rashotte & Torgesen, 1985) or the student reads
the passage at the rate of at least 85 to 100 words per
minute (Dowhower, 1987; Herman, 1985). www.interventioncentral.com
