effective methods for increasing reading speed

[Anonymous]

MS child. Was in SN school devoted to language learning disabilities for 2 years in late ES, where DC learned to decode. All teading markers had returned to 50%ile or above, now, in MS reading feels overwhelming again. Reading speed seems to be a problem. Unclear whether this is a decoding issue (think not) a fluency issue (seems so in terms of reading being effortful and not automatic).

What programs are out there to help increase reading speed, either in public school or with private tutor?

DC seems to like listening to books on tape or chooses really easy material to read to himself. Uses Bookshare to get books online so he can adjust type size. Some times I have to spell him by reading homework to him.

Worried if we don't fix this, high school will be hard.

[Anonymous]

Does your DC still go to that school? Does DC still see a speech therapist? I would recommend the latter if not.

Processing speed can be difficult to change; it may or may not be related to the dyslexia. I would start thinking about what accommodations he'll need.

[Anonymous]

Anonymous wrote:MS child. Was in SN school devoted to language learning disabilities for 2 years in late ES, where DC learned to decode. All teading markers had returned to 50%ile or above, now, in MS reading feels overwhelming again. Reading speed seems to be a problem. Unclear whether this is a decoding issue (think not) a fluency issue (seems so in terms of reading being effortful and not automatic).

What programs are out there to help increase reading speed, either in public school or with private tutor?

DC seems to like listening to books on tape or chooses really easy material to read to himself. Uses Bookshare to get books online so he can adjust type size. Some times I have to spell him by reading homework to him.

Worried if we don't fix this, high school will be hard.

My DC never has been able to read fast enough. He can read now after years of effort, but he relies on audio and electronic textbooks with text to speech capabilities. Does your DC still have an IEP? Or perhaps and 504?

[Anonymous]

Anonymous wrote:

Anonymous wrote:MS child. Was in SN school devoted to language learning disabilities for 2 years in late ES, where DC learned to decode. All teading markers had returned to 50%ile or above, now, in MS reading feels overwhelming again. Reading speed seems to be a problem. Unclear whether this is a decoding issue (think not) a fluency issue (seems so in terms of reading being effortful and not automatic).

What programs are out there to help increase reading speed, either in public school or with private tutor?

DC seems to like listening to books on tape or chooses really easy material to read to himself. Uses Bookshare to get books online so he can adjust type size. Some times I have to spell him by reading homework to him.

Worried if we don't fix this, high school will be hard.

My DC never has been able to read fast enough. He can read now after years of effort, but he relies on audio and electronic textbooks with text to speech capabilities. Does your DC still have an IEP? Or perhaps and 504?

I will add that I read and scribed things for him up until middle of sophomore year of HS. It was a gradual tapering off. He also has dysgraphia so he uses a word prediction software program for that as well as has someone edit his work. He is now a senior in HS and is fully operational on his technology, but still needs an editor- so he will utilize the writing centers at whichever college he attends.

[Anonymous]

There is no evidence that processing speed can be changed, even if using program that purport to. However, reading fluency can be improved. Check out a program call RAVE-O. That is one of the few evidence-based, reading fluency programs that I am aware of. An SLP can help you with this, though not through the schools.

[Anonymous]

OP here. DC is back in public school. Has an IEP but gets no further reading instruction since 2 years at private SN school raised all reading assessments to 50%ile or above. IEP instruction is for dysgraphia and ADD, but TBH, DC is not really getting any instruction in those areas.....

For PP whose child used electronic textbooks with text-to-speech, is the voice natural enough to be understood? The last time we tried electronic readers, the DC didn't like the computerized voice. DC does like listening to audiobooks synced to text on Learning Ally, which can work for English class, but not sure about textbooks. Even listening to a book is still a slower process than effective reading..

To other PP, what is the difference between "reading fluency" and "processing speed"? Are you saying that RAVE-O only helps the kind of fluency that enables students to have a natural voice? comprehension? or speed? Also, RAVE-O looks like it has a lot of different programs. Is there something that is good for this skill and this age group (MS).

[Anonymous]

Anonymous wrote:OP here. DC is back in public school. Has an IEP but gets no further reading instruction since 2 years at private SN school raised all reading assessments to 50%ile or above. IEP instruction is for dysgraphia and ADD, but TBH, DC is not really getting any instruction in those areas.....

For PP whose child used electronic textbooks with text-to-speech, is the voice natural enough to be understood? The last time we tried electronic readers, the DC didn't like the computerized voice. DC does like listening to audiobooks synced to text on Learning Ally, which can work for English class, but not sure about textbooks. Even listening to a book is still a slower process than effective reading..

To other PP, what is the difference between "reading fluency" and "processing speed"? Are you saying that RAVE-O only helps the kind of fluency that enables students to have a natural voice? comprehension? or speed? Also, RAVE-O looks like it has a lot of different programs. Is there something that is good for this skill and this age group (MS).

I am the pp whose son uses the text to speech software, there are a number of voices to pick so that the student can find the one that is better for them. They still have a computer twang, but it is easier to understand these days. My DC has not really had a problem with them since 4th or 5th grade. He uses Kurzweil for text to speech for PDF and Word handouts from the teachers. The Kurzweil is provided by the school. He used to use Co-writer for word prediction but has found the Word's embedded word prediction to work best for him. The electronic textbooks have their own voice. He tried Dragon Naturally Speaking before 8th grade but despite a great start, it did not stick and was too cumbersome for him. Again, the week of training was provided by the school system, although daily, I had to transport him across the county for the halfday class. Other students, however, prefer it. He uses Learning Ally for more of his English literature books and Bookshare or Virginia AIM for his textbooks. In FCPS, the history books are already electronic for all students and the text to speech is embedded for all students. As I said, he also has dysgraphia (and ADHD) so our DC's are similar. He gets teacher notes, so he doesn't have to take notes and can concentrate on the teacher's lecture. He has a reader and scribe for all assessments. Basically, except for math (which doesn't have much that needs to be read), he goes the LD office and someone there reads/scribes for him. He also gets extra time on the assessments as having a reader and a scribe take a bit longer.

I recommend you apply for College Board accommodations in the spring of his freshman year to be able to get the accommodations for the fall 9th grade PSAT. Once granted, the accommodations are good for the rest of the College Board tests for all of HS (SAT, Subject tests, and APs) Since your DC has had a documented issue since ES, there sold be no problem getting them. My DC receives 50% extra time, a scribe and a reader.

RAV-O has better outcomes prior to 3rd grade. We investigated it when it came out and DC was already over that age, and we decided there wasn't enough bang for the buck/time. However, in MS he took LANGUAGE ! in 7th grade and Rewards in 8th grade. I think Rewards helped him the most at that point. Prior to that he had Wilson from 2nd grade to the beginning of 7th grade. He is now officially in "Low Average" for decoding and phoneme, but still in the 1%ile for RAN and near that for speed. His Lexile score (which does not consider speed) is at the college level- mainly due to an excellent vocabulary, comprehension and background knowledge, but since it takes him so long to read it- it isn't practical for him to read his textbooks.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here. DC is back in public school. Has an IEP but gets no further reading instruction since 2 years at private SN school raised all reading assessments to 50%ile or above. IEP instruction is for dysgraphia and ADD, but TBH, DC is not really getting any instruction in those areas.....

For PP whose child used electronic textbooks with text-to-speech, is the voice natural enough to be understood? The last time we tried electronic readers, the DC didn't like the computerized voice. DC does like listening to audiobooks synced to text on Learning Ally, which can work for English class, but not sure about textbooks. Even listening to a book is still a slower process than effective reading..

To other PP, what is the difference between "reading fluency" and "processing speed"? Are you saying that RAVE-O only helps the kind of fluency that enables students to have a natural voice? comprehension? or speed? Also, RAVE-O looks like it has a lot of different programs. Is there something that is good for this skill and this age group (MS).

I am the pp whose son uses the text to speech software, there are a number of voices to pick so that the student can find the one that is better for them. They still have a computer twang, but it is easier to understand these days. My DC has not really had a problem with them since 4th or 5th grade. He uses Kurzweil for text to speech for PDF and Word handouts from the teachers. The Kurzweil is provided by the school. He used to use Co-writer for word prediction but has found the Word's embedded word prediction to work best for him. The electronic textbooks have their own voice. He tried Dragon Naturally Speaking before 8th grade but despite a great start, it did not stick and was too cumbersome for him. Again, the week of training was provided by the school system, although daily, I had to transport him across the county for the halfday class. Other students, however, prefer it. He uses Learning Ally for more of his English literature books and Bookshare or Virginia AIM for his textbooks. In FCPS, the history books are already electronic for all students and the text to speech is embedded for all students. As I said, he also has dysgraphia (and ADHD) so our DC's are similar. He gets teacher notes, so he doesn't have to take notes and can concentrate on the teacher's lecture. He has a reader and scribe for all assessments. Basically, except for math (which doesn't have much that needs to be read), he goes the LD office and someone there reads/scribes for him. He also gets extra time on the assessments as having a reader and a scribe take a bit longer.

I recommend you apply for College Board accommodations in the spring of his freshman year to be able to get the accommodations for the fall 9th grade PSAT. Once granted, the accommodations are good for the rest of the College Board tests for all of HS (SAT, Subject tests, and APs) Since your DC has had a documented issue since ES, there sold be no problem getting them. My DC receives 50% extra time, a scribe and a reader.

RAV-O has better outcomes prior to 3rd grade. We investigated it when it came out and DC was already over that age, and we decided there wasn't enough bang for the buck/time. However, in MS he took LANGUAGE ! in 7th grade and Rewards in 8th grade. I think Rewards helped him the most at that point. Prior to that he had Wilson from 2nd grade to the beginning of 7th grade. He is now officially in "Low Average" for decoding and phoneme, but still in the 1%ile for RAN and near that for speed. His Lexile score (which does not consider speed) is at the college level- mainly due to an excellent vocabulary, comprehension and background knowledge, but since it takes him so long to read it- it isn't practical for him to read his textbooks.

I always hit submit too soon.

In HS DC has not taken a language and he is not in band/orchestra/theatre or chorus. So he has been able to take "cake" electives (including cooking) and for junior and senior year he had taken 6 classes. This reduced workload has helped him considerably and he has excelled in the classes he takes. He has taken an additional math or science class each year to make up for the lack of foreign language. It means that despite taking 7 math classes and 7 science classes, he will still get the standard diploma and the not the advanced diploma, but no one really cares. He has been accepted to two colleges (GMU Honors and UMD-CP Honors) already and is waiting to hear from 4 others in March- so I think we chose well.

[Anonymous]

Super-helpful PP. Thanks for all the detail & congrats to you and your son for figuring all this out and working so hard.