SOI Personalized Program


Good readers are phonemically aware, understand the alphabetic principle, apply these skills in a rapid and fluent manner, possess strong vocabularies and syntactical and grammatical skills, and relate reading to their own experiences.

Difficulties in any of these areas can impede reading and language development. Learning to read begins far before children enter formal schooling. This child in second grade was referred to us with the specific problem areas of reading and understanding. He also didn’t like the school subject Language.

  • Spells poorly and has  difficulty recalling facts and numbers
  • Has trouble learning new skills (compensates by relying on memorization)
  • Has trouble following directions or instructions
  • Struggles to recognize letters, match letters to sounds and make a sentence
  • Inability to read simple 3 letter words or associate them
  • Can’t comprehend what he reads or listens in the classroom

We started with his personalized workbooks and CDs, which are available based on students’ test results. These workbooks have an added advantage in that tasks are articulated within the book. In other words, the easier part of a given module is presented early in the sequence and the more difficult part is presented later. Continue reading “SOI Personalized Program”

Classrooms, learning skills

The Two Most Important Variables in Education

The entire movement toward teaching-to-the-test can be boiled down to two achievement variables:  comprehension and time – how much is learned and how long it took.

In almost every achievement metric, one of these variables is held constant – and the other is the variable of measure.  So, the prevailing paradigm in almost all formal education is to hold time constant and have comprehension be the variable.

An important corollary to the achievement axiom often goes unnoticed; namely, if the established education has opted for lock-step instruction, then it has already opted for the paradigm of holding time constant and letting comprehension vary.  Again, this is the prevailing paradigm in almost all formal education – teach a given unit to the entire class for a specified length of time.

Now, if the authorities infuse this system with a policy that ALL students must reach full comprehension by the end of the teaching schedule – all students must comprehend the unit by the end of the scheduled time – then there will be a conceptual shift throughout the institution:  comprehension will morph into passing-the-test; and practice will morph into teaching-to-the-test. Continue reading “The Two Most Important Variables in Education”