Fast Forword

vedio

Every educator knows that students benefit from extra reading practice, especially when it is combined with immediate feedback and support from a teacher. With Reading Assistant students receive individualized reading coaching every time they use the software, making the most of each instructional minute.

The online Reading Assistant program delivers:

logo
  • Help When Students Need It: Patented technology provides real-time corrective feedback via speech recognition, enabling students to self-correct as they are reading aloud

  • Time Savings for Teachers:Automatic calculation of words correct per minute (WCPM) and immediate access to comprehension and vocabulary reports make tracking students’ progress effortless

  • Increased Student Engagement:Reading selections for a variety of interests and reading levels, plus frequent comprehension checks, keep students motivated and focused on reading for meaning

  • Anytime, Anywhere Access: The Reading Assistant program on the MySciLEARNplatform makes the software easy to implement for school or home use

Proven to Get Results

Students using the Reading Assistant program can improve their reading grade level up to 50% more than students receiving classroom instruction alone, in the same time period. Reading Assistant has been implemented in thousands of classrooms across the United States.

Unrivaled Real-Time Literacy Support

Reading Assistant is the only reading program that “listens” to students as they read out loud, intervenes when students falter, and automatically scores students’ oral reading. No other program or e-book provides comparable real-time guidance and feedback.

When a student has difficulty reading a word, Reading Assistant provides a visual cue. If the student does not self-correct, the software intervenes by pronouncing the word.

pic
pic1

Students can see their own progress and monitor their own improvement on reading selections.

 

Engaging Content at a Variety of Levels

  • More than 300 leveled reading selections, including science, history, and social studies
  • A range of reading levels to allow for differentiated instruction
  • A variety of genres supporting elementary to high school curriculum, including both literature and informational text at all reading levels
sam

The Science behind Reading Assistant™

One of the core issues with poor achievement in schools is limited reading fluency. Children should be reading with at least basic automaticity by the end of 2nd grade but studies show that a huge number of our students still are not fluent readers by the end of 4th grade.The lower the students’ fluency, the lower is their reading comprehension making it difficult for the students to read to learn in all subject areas. This becomes one of the major reasons for students to drop out from studies at an early stage.

Research over many years has affirmed the high degree of correlation between fluency and comprehension – it is closely and causally linked and the correlation is very strong.

But ironically, when we mention fluency, many people envision a stopwatch in their minds because the practice is to equate fluency to speed. Instead, we want you to think about the skill of reading fluency in a way,we at Scientific Learning have defined it

“Fluency is the ability to read with sufficient ease and accuracy that the reader can focus his or her attention on the meaning and message of the text”.

It is about getting the mechanics out of the way so you can think about what you are reading while you are reading it.

We want to take students from that laborious, mechanical process where they have to work on each and every word to the point where they can think, “Ha, that is really funny!” or “I’m not sure that I agree with that“or “That’s important to know so I’d better remember that for later.” Automaticity is the one-word explanation for that activity.

Theory of Automaticity, Samuels, 1979

  • When we become fluent at a task, we can devote our attention to other related tasks (automaticity)
  • If decoding is fluent, more focus can be placed on comprehension
  • You get better at what you practice
  • Helps not only with familiar but also with new material

In Other words,

  • Less fluent readers spend most of their time and energy in decoding the words
  • So they are unable to focus on reading with expression and understanding the Message
  • On the other hand fluent readers utilize their resources on prosody and comprehension.

theory

In short it is about guiding the student from conscious reading to Reading with metacognition.

read

National Reading Panel 2000

The National Reading Panel has given us great recommendations for building fluency. Their recommendation is to get students to read more and read aloud! The panel also gave specific guidelines thatwe follow in Reading Assistant.

  • It is important that students hear what good reading sounds like. So we included modeled reading for each selection.

  • The students also have corrective feedback when they struggle with specific words and they practice reading the selections 2-3 times.

  • With this practice and the fact that the selections are grouped into thematic units, they also have repeated exposure to the same vocabulary words so they learn those words in context.

So that is what Reading Assistant is all about. Reading Assistant is the only online reading tool that uses the patented speech recognition technology to correct and support students as they read aloud, helping them build fluency and comprehension with the help of a supportive listener. No other program or e-book provides comparable real-time guidance and feedback.

Reading Assistant uses proven methods to build essential skills for improve reading comprehension. In essence, it provides a private tutor for students’ guided oral reading so teachers can get on with the business of teaching.

national

Students preview and read the text silently, including listening to a model reading. After answering guided reading questions, students read the text aloud and take a quiz.

how

Students will:

  • Preview and read silently
  • Listen to a model reading of the text
  • Record their reading
  • Answer guided reading questions

The Reading Assistant program’s reporting features help educators continuously monitor student progress, customize instruction, and motivate students.

Easy-to-Use Reports and Indicators

The MySciLEARNTM platform for Reading Assistant provides implementation and performance reporting at the district, group, and student level to support and improve data-driven decision making. Graphical depictions show usage, performance, reading level trends, and student proficiency levels.

Implementation Success Report

All versions of the Implementation Success Report, from district to student, show a high-level data summary, a usage trend graph, and a performance and reading level trend graph. The district, group and student versions of the report have additional graphs and/or tables beyond these basics.

reports1

At the top of the Implementation Success Reports is a data summary showing performance and usage indicators such as average Reading Level High Score (the highest reading level achieved balancing acceptable fluency and comprehension) and % Developing or Above (the percentage of reading selections for which WCPM is at least 75% of the established goal and for which the quiz score has been met or exceeded). On the student version of the report, this data summary may also include one or more red-flag alerts if there is a performance issue that needs to be addressed.

reports2

The Usage Trend graph plots the average number of completed selections against the average number of minutes of program use.

reports3

The Performance and Reading Level Trend graph charts the % of reading selections that are read at each performance level (proficient, developing, or emerging) against the average Reading Level High Score. The chart shown here is for an individual 6th grade student. The district version of the report shows aggregate data for all student participants in the district.

District View

reports4

Unique to the District Implementation Success Report, the Averages by School table aggregates usage and performance data at the school level, providing insight into implementation successes and challenges at individual sites.

Group View

reports3

The Group Performance view on the Group Implementation Success Report represents each student on a scatterplot graph according to their average reading level and their performance level. Proficient students are shown in green, Developing students are shown in blue, and Emerging students are shown in red. The larger the dot, the more students there are at the same point on the graph. When hovering over the dot, the viewer can see student names and details about their performance level.

reports6

The Averages by Student table shows high-level usage and performance data for individual learners. From this table, teachers can click on the microphone icon for any student to listen to audio recordings of the student reading, or click on a student name for more detailed information on student usage and performance. A red flag appearing next to a student name indicates that the student is struggling with comprehension or fluency and could benefit from intervention.

Student View

rep1

The Time Usage Per Session graph on the Student Implementation Success Report shows the exact activity in each of the different reading selection steps of Preview and Read, Read & Record, and Take the Quiz. This view yields insights into where students may need to devote more time in order to improve performance

rep2

The Achievement graph on the Student Implementation Success Report compares a student’s average quiz score and average fluency score (Words Correct Per Minute). This view helps teachers monitor reading rate and see how well a student is deriving meaning from reading selections.

rep3

The Reading Selections table shows how a student has performed overall on each reading selection. If a student has made one or more audio recordings for a selection, the microphone icon will appear at the far left of the selection name. A status indicator just next to the selection name indicates whether a selection is in progress or complete. The table also shows grade equivalent, Lexile level, Think About it (TAI) score, Words Correct Per Minute (WCPM), and Quiz Score for each selection. Teachers can click on the selection name to read the text.

rep4

Clicking through on the title of any reading selection reveals further detail including grade equivalent, Lexile®, WCPM goal, and more.

Comprehension Report

Untitled1

The Comprehension Report shows which types of comprehension questions students are struggling on, as well as those they have mastered. The report focuses on strategies, skills, and levels of thinking. Each of these three areas can be broken down further for more detail on the specific areas of strength and weakness.

Who should use Reading Assistant?
How does Reading Assistant support vocabulary?
How does Reading Assistant build fluency?
How does Reading Assistant foster Reading Comprehension?
Is Reading Assistant research-based?
Is Reading Assistant research validated?
What data are collected about the students’ work?
Where did the guided reading selections come from?
How do students get placed in Reading Assistant?
How is Reading Assistant content structured?
What genres are covered in Reading Assistant?
Does the guided reading software support ELL students?

RA Tutorial

Reading Assistant™ software combines advanced speech recognition technology with scientifically-based reading interventions to help students strengthen their reading fluency, vocabulary and comprehension. Reading Assistant acts as a personal, interactive tutor, allowing teachers to easily provide individualized, guided oral reading practice for each student.

Students can preview vocabulary, listen to a modeled fluent reading of a passage, and read the passage orally. Reading Assistant “listens” while a student reads aloud an e-book, detects when a student falters, and allows for self-correction after providing the correct pronunciation of the word. Clickable glossary words with definitions available in English or Spanish build vocabulary, and “Think About It” questions and quizzes at the end of each selection ensure comprehension. After reading, students review problematic words they did not understand and playback their reading. Teachers receive assessment reports and can listen to audio samples of their students as if they had been sitting next to them while they read.

Levels of Reading Assistant™:

There are 4 levels in Reading Assistant™. A student is assigned to a particular level based on his/her performance in the Reading Progress Indicator (RPI) which is an online assessment tool.

reading assist