- Paperback: 387 pages
- Publisher: Sopris West (2007)
- Language: English
- ISBN-10: 159318591X
- ISBN-13: 978-1593185916
- Product Dimensions: 10.8 x 8.4 x 1 inches
- Shipping Weight: 1.4 pounds
- Average Customer Review: 3.2 out of 5 stars See all reviews (5 customer reviews)
- Amazon Best Sellers Rank: #751,698 in Books (See Top 100 in Books)
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The Six-Minute Solution: A Reading Fluency Program (Primary Level) Paperback – 2007
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I use it in small groups ( 2-4 students) that have very close reading levels ( I use the assessment from the program along with other universal literacy screenings); I like it that it will tell you which grade level is instructional for children ( when most learning occurs), which is frustrational ( when it is too difficult for children to "extract" learning), and which level is independent ( means students have already mastered it and are ready to move on to more challenging tasks and texts);
I have been using both primary and intermediate levels and love both;
As a suggestion, you have to remember that this is more for remedial reading instruction ( if you have a 6th grader who reads at a 1st grade level for example, there are texts at the 1st grade level of reading difficulty but of age-appropriate interest);
The most efficient way for me has been to use drill sheets and texts simultaneously: most children need that extra practice of specific reading rules, automatic ( sight words) and word elements, but they also love applying those skills in reading real texts; especially if the latter is combined with keeping the fluency graph!
PS I have used this book with my then 1st grade son as well who was tested as potentially needing reading intervention; I decided not to wait till they run more assessments and till it's too late, and used this Primary edition for about a month; since then he has been an average to above average reader ( he is finishing his 2nd grade now)
Fluency is not just rate, but also (and perhaps more imporantly) prosody. Rate will help readers develop automaticity--but that can lead to word callers with little comprehension. And remember: Comprehension is the END GOAL! You don't want to work against that goal by providing something that doesn't value it. A program that aids fluency should focus also on prosody. Prosody helps a reader hear the intonation of the language--that will help with comprehension.
This program is overly focused on the timing of reading. All readings are a minute--that allows for ease of scoring reading rates (words per minute), but doesn't really lend itself to meaning making at all. It doesn't seem like it matters whether a child finishes a passage or is able to ask questions about it or even reads with any prosody at all. The only thing that is recorded is words per minute and errors. This will really reinforce word calling and de-emphasize reading for meaning (i.e., comprehension).
Better programs for fluency will share the emphasis on re-reading familiar passages, but those will usually have passages that are re-read for a purpose--like readers theater, the reader is motivated to reread because he/she will want to prepare for performance. And, of course, prosody is key for readers theater.
I think this program can harm children who are struggling to understand what they've read. Building reading rates is not the only goal of fluency. And too often this is overlooked when programs tout "research connections between fluency and comprehension". That connection will disappear if fluency is reduced to reading rate alone!