Throughout development, continuous beta testing was done with students at a local elementary school—resulting in numerous revisions and modifications.
Case studies were conducted in a regular fourth grade classroom and in a fourth grade reading lab over the 2007-2008 school year. Results showed that students using Word Warm-ups combined with Read Naturally’s fluency program or vocabulary program showed observable gains in word recognition and fluency.
For more information:
Study 1: Word Warm-ups and Read Naturally
Study 2: Word Warm-ups and Read Naturally
If a student practices words incorrectly, observe to be sure the student is:
- Quietly reading each part of the word and then the whole word along with the narrator during the Decode and Read Along step in Word Warm-ups Live (or reading the words along with the audio during the the Read Along step in Word Warm-ups).
- Reading along several times so they hear and practice the correct pronunciation.
Then, before the student begins timed practice:
- Ask them to read the list aloud to you once without timing.
- Confirm they can pronounce the words correctly and provide instruction on any errors.
The student should reach the goal within ten practices. However, if after ten practices, a student is unable to reach the goal rate with three or fewer errors on word lists, consider making one or more of the following adjustments:
- If student is working in Word Warm-ups Live, be sure the Decode and Read Along step is enabled on the student options page. In Word Warm-ups (offline version), require the student to read along with the audio of the word list two or three times.
- Have the student read along with the audio of the word list two or three times to provide additional modeled practice that may help increase reading accuracy and rate.
- Review the results of the student's assessment and consider placing the student in an easier section.
- Reassess the student to help you make a more appropriate placement.
- Lower the student’s goal rate to a level that is challenging but achievable.
- Direct the student to read only down the columns to pass the exercise.
These adjustments can help ensure the student is practicing at a level that supports success and continued progress.
If a student has difficulty with certain patterns on a post-test, analyze the errors to determine which specific exercises or patterns need additional practice. The student may only need to repeat those exercises rather than the entire level.
If a student repeats exercises that were not yet mastered, consider adding the following supports:
- Have the student read along with the audio of the word list two or three times before practicing to provide additional modeling.
- Make sure the student can spell the words. If not, encourage the student to sound out each word to determine the letters.
- Consider moving on to the student’s next area of need. As students become more proficient readers, they often begin to internalize previously taught skills. After the student completes work in the new section, you can reassess both sections to see whether progress has been made.
These strategies allow students to target specific gaps while continuing to make forward progress.
