The Great Leaps Program
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The Effects of Reading Fluency Instruction on the Academic and Behavioral Success of Middle School Students in a Self-Contained EBD Classroom. By: Scott, Terrance M., Shearer-Lingo, Amy, Preventing School Failure, 1045988X, Summer2002, Vol. 46, Issue 4
The unit of discussion for this program in a self-contained EBD classroom in a middle school will be to facilitate reading fluency and on-task behavior for students with serious emotional and behavioral disorders. The student’s success will be related to reading instruction that is delivered at the student’s level, provides repeated practice opportunities, maintains direct teacher-student interaction, and actively involves students in monitoring their progress. Therefore, YOU must create the opportunity for success with instructional tasks each and every day using the GREAT LEAPS program, which incorporates the tools that will facilitate success in YOUR classroom.
The Great Leaps program utilizes DAILY 1-minute timings that focuses on three separate segments of reading comprehension including phonic sounds, slight phrases, and a brief story.
Students read every day from these timed pieces which are monitored by the teacher who deduces the number of errors made while subtracting them form the total read at the end of the minute.
Criterion, which is dictated by the GREAT LEAPS PROGRAM prior to the implementation, enables students to leap or move on to a new page once the student has reached the predetermined criterion.
The lesson each day begins with a review and corrections of the previous lesson with a total time for completion on daily lessons approximately 10 minutes.
Reading fluency measures are imperative for the Great Leaps program and oral reading fluency is measured on a daily basis.
Students also must chart their fluency measures on a daily basis to develop an analytical capability to assess their progress.
In reference to Blooms Taxonomy, the Great Leaps program is effective in achieving the goals of on-task behavior and oral reading fluency because it assists students in Remembering because they must retrieve and recognize prior lessons every day to move forward. Students are able to Understand the necessity to develop oral reading fluency because they are able to chart their fluency measures on a daily basis and analyze their success or need to improve. Students can then Apply the corrections provided by the instructor toward the reading to proceed further. Students are able to Analyze and Evaluate their overall performances with the assistance of daily corrections and monitoring by the teacher and their personal charts to Create a structure and learning plan that enables better oral fluency and on-task behavior while reading.
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