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Thursday, 11 July 2024

Here is an example of success from author and edtech educator Dawn Casey-Rowe: "They need to improve their reading and writing. Kids—our ultimate customers—were saying they didn't like the tools and hated the writing and reading assignments at the same time as we were shoving more upon them. Questions to ask: -. If you are successful, your students will love reading.

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I often get kids to read books from my personal library by using their interests. Two I often circulate are Ramit Sethi's "I Will Teach You to Be Rich" and James Altucher's "Choose Yourself. " There seemed to be a disconnect, however. I know the answer—they love the subject area. This year, one kid told me about a summer reading victory. With so many student interests, how does a teacher get this right? How to hack lexia power up for ever. If you find the things they want to read about, the results are amazing. Research shows that one in five students have a learning disability, with dyslexia being the most common. Kids who seem to struggle with basic reading zoom through fifteen-syllable Pokemon character names and descriptions. Reading period was supposed to inspire kids to read, because even adults would drop everything and pick up a book. Whether it's a scrolling video game script read in real time, a curated brief in an inbox, an online article, text in a book, or Shakespeare, it all counts. Students must work toward goals of reading ten, twenty, or thirty books a year.

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These are adult, professional books, but marketed right, teens can't get enough. How can teachers help students with dyslexia find reading success? Do this in a variety of ways—offer book choice, provide a variety of articles and have students choose a certain number to read, or assign "expert teams" to find their own selections and evaluate source credibility. Dawn Casey-Rowe shared her own experience with this phenomenon. How to hack lexia power up artist. The adults said, adding another paragraph constructor tool to the pile. Since students received a grade—intended as a free 100 in my class—it served to punish kids who already hated reading.

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That's not what I want to accomplish here. Put students on the task. Teachers choose books with the best of intentions—they want to expose kids to the books that made them love reading. Does one student's 25 Dr. Seuss books trump another's novel? Perhaps a better solution would be to embed optional reading time into a quiet advisory in which students can either read or get help on class assignments. Https lexia power up. Some of these are affordable on Kindle, so I'll gift a copy or two to kids who promise to read. Today, thanks to Amazon reviews and the internet, every book out there comes with a summary, so if kids don't want to read, they won't. If so, it might not be their fault. Teach students to write Amazon-style reviews with the goal of making grade-wide reading lists. If you and the class need that common experience of reading a particular book, assign the piece—but first, explain the value of the reading and promise there are more exciting materials ahead. If you decide summer reading is beneficial, you want to delight students. You can even have a book review party at the end of the year themed around some class favorites, with awards for standout performance, effort, or certain genres of reading. They become willing participants and improve more if you tap into the things they love.

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The face of reading is changing, and we've got to be willing to change with it. You can form a volunteer group, or have students curate and share top-ten books in several categories as a class assignment. Should there be share-outs, reviews, mini book clubs, paragraphs, showcases, or journals? The problem was that the books were awful. I also get them to read motivation and inspiration books—anything by Tony Robbins, Kamal Ravikant's "Live Your Truth, " and selections from the Seth Godin library. I think you'll like it. Do I need students to prove what they read ad nauseum with reports, logs, charts, and summer assignments? In order to develop these skills, we need to ask ourselves how we measure quality and quantity of reading practice along the way. I do this a lot with professional entrepreneurship books. Two books a quarter? Should they read a book a month? This does two things—it keeps kids on the lookout (you really make them feel special when you integrate their finds into your lessons) and it keeps them reading and evaluating material.

In the goal-setting paradigm, they may feel longer books are a punishment, since they won't complete the required number to "win. " "I used to love reading and writing, " one kid said. Several teachers were in the background, talking about constructing paragraphs, finding thesis statements, using organizers, and assigning writing tools. Reading must have value. But first, we need to ask this question: "What happens if kids read what they want? " Kids need many opportunities to read, but without finding their passion, reading can be torture. It is amazing that some kids who avoid paper books like the plague will read for hours on the computer. One, I've given the students special treatment—my time and access to something I picked just for them. Does tracking reading increase or decrease improvement?