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Project MORE. Project Mentoring in Ohio for Reading Excellence. What is Project MORE?. Scientifically research-based reading intervention program Designed for students with disabilities Volunteer mentors. Reading Tutors Resources. Focuses on skills identified by the National Reading Panel

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project more

Project MORE

Project Mentoring in Ohio for Reading Excellence

what is project more
What is Project MORE?
  • Scientifically research-based reading intervention program
  • Designed for students with disabilities
  • Volunteer mentors
reading tutors resources
Reading Tutors Resources
  • Focuses on skills identified by the National Reading Panel
  • Provides repeated practice of developmentally appropriate materials
  • Provides instruction: Alphabet Awareness, Phonological Awareness, Phonics, High Frequency Words, Fluency, and Comprehension
  • Reading materials are leveled
lesson design
Lesson Design
  • One-on-one
  • Teacher selects level and prepares notebook
  • Mentors follow lesson plans
  • Lesson plans include: activities for before, during, and after reading
  • Research based
  • Includes guidelines for time
  • Suggestions for follow-up and extension
  • Criteria for success
lesson design1
Lesson Design
  • Cold-Warm-Hot Read
    • Students are timed for 1 minute
      • Cold - first reading
      • Warm - student practices with the mentor
      • Hot - more practice and reading aloud just prior to timing
    • Students chart progress
slide6

Building Birds Hippos Families Glooskap Animals Make Fire Geese

Start at Level I - Current Level K

year 1 results
Year 1 Results
  • 16 students on IEPs with a reading goal in grades 2 through 4
    • 3 to 4 times per week
  • Additional 15 students in grades 2 through 5
    • 1 to 4 times per week
  • Approximately 65 high school students participated
year 1 results5
Year 1 Results
  • 4th grade most consistent schedule
  • 5th grade seen 2 times or less per week
year 1 results6
Year 1 Results
  • Teachers Report
    • Improved grades
    • Gains in reading levels
    • Positive change in attitude toward reading
    • Improved confidence
    • Willingness to practice reading
year 1 results7
Year 1 Results
  • Elementary students report
    • I like reading more often.
    • I like doing the hot read because we get stickers for reading words correctly. Then we get candy for filling up our chart.
    • Practicing reading helps you become a better reader.
    • I like the quick check. If I get the questions all right I feel good because I know the story very well.
    • I like to be around my high school reader because they are nice and helpful. They like reading with us.
year 1 results8
Year 1 Results
  • High school mentors report
    • I like to read myself and like helping the little kids learn to read.
    • They like us coming to help them.
    • Knowing they are getting something out of it.
    • I like seeing their progress.
    • It is rewarding for me to watch them learn.
    • It makes me feel good to help them.
year 1 results9
Year 1 Results
  • Parents report
    • Positive high school role models
    • Helped motivate elementary students
    • Improved reading - “My son read his birthday cards out loud to the family during his party.”
    • Improved reading
    • Improved attitude
current implementation
Current Implementation
  • All teachers reading teachers K - 5 have a subscription
  • All special education teachers have a subscription
  • Kindergarten teachers are sending packets home with students
  • First grade teachers are notifying parents and sending packets
current implementation1
Current Implementation
  • Teachers using resources for intervention and differentiation
  • High school using Cold-Warm-Hot reading
current implementation2
Current Implementation
  • Second grade - 9 IEP students
  • Third grade - 11 IEP students
  • Fourth grade - 6 students
  • Fifth grade - 6 students
  • Approximately 41 active high school volunteers
recommendations
Recommendations
  • Service Learning high school credit
    • 3 or 4 times per week for 1/2 credit
    • 5 times per week for 1 credit
recommendations1
Recommendations
  • Meeting with board of education
  • Prepared information for board
  • Identified high school teacher of record
  • Course of Studies description
  • Letters for permission to participate
high school implementation
High School Implementation

Student Attitudes:

  • At first, students were not excited at all about reading these fluency passages. I implemented an incentive system and continually praised them for their increases in fluency, which gradually raised their confidence.
high school implementation1
High School Implementation

Student Attitudes:

  • Their attitudes changed from not wanting to read the passages during intervention to wanting to be the first one out of their group to read during their class period. I attribute this attitude change to their increased self-confidence and just a small portion to the incentive system implemented (given a piece of candy if they had less decoding errors from the previous day or more words read during the one minute time frame).
high school implementation2
High School Implementation

Self Confidence:

  • In a matter of the first few weeks I have seen students’ self-confidence rise tremendously. Seeing from where they began reading and how they progress from week to week, it has been instant feedback for them. They are more comfortable reading in front of me and while other students are in their intervention period with them.
high school implementation3
High School Implementation

Self Confidence:

  • Even though others are engaged in their own work during this period, some students were self-conscious at the beginning of reading slower while others were in the classroom. Now, students are asking me at the beginning of the period, “Are we doing minute reads today?”
high school implementation4
High School Implementation

Impact on comprehension:

  • This reading fluency system has helped student comprehension throughout all of their classes. Not only have their comprehension scores risen in English class with regards to stories they are reading, but other core classes as well, such as history. I think this is because they are reading faster, but more importantly, they are more confident in what they are reading.