This list could go on and on, but what it ultimately comes down to is that there are many variables that unfortunately current print, technology-delivered and mixed-media programs do not address. This results in ineffective and inefficient instruction for struggling readers.
AP –The continuous re-placement insures students are receiving only the instruction they need. The system constantly evaluates each student based on every input/action in the system. The ultimate in progress monitoring! DF – Golf analogy RA – The review algorithm is essential to insuring students accomplish mastery learning of content. As opposed to static question sets each activity is tailored to a student’s previous and on-going demonstration of mastery within a sequence. In our algorithm, review items are practiced short-term first, then medium-term, and then long-term.
B –Students are advanced to the next lesson (or some other subsequent lesson), or are returned to an earlier lesson, or in some cases repeat a lesson, based on their performance. This is probably the only typical type of individualization in our program. SL – SL builds medium to long-range retention so that knowledge and skills taught transfers readily to reading print. Again maximizing instructional efficiency. SAT – In combination with other features the SAT provision is an essential tool to ensure students are not wasting instructional time. This is common practice in direct instruction curriculum as content is constantly revisited, reviewed, and assessed. Restating an activity in progress is inefficient and ineffective. The review algorithm adapts each activity and each sequence on a question by question basis to guarantee students receive instruction built on their progress in the system.
