My opinions only...
I've just posted an email on the list regarding book selection. The earlier
question regarding the AR opinion / question, I tried to ignore, primarily
because I knew that I would get on my "soapbox"--which I did anyway through
the book selection question--- but let me kick the box over here once more,
as I step up on this one.
I was one of the writers of the Point-Counterpoint articles in April's
_Teacher-Librarian_. I took the "counterpoint"--which would be no surprise
to some who know what my opinion is about these programs. In addition, I am
currently doing research to write a book on the topic, and what I'm finding
is rather interesting. Luckily, I now feel some satisfaction in knowing
that my position is being evaluated by others outside of the library
profession and they are also questioning the program. (I also know the
position of many on this list who have responded to me personally because we
are considered the "rebels" in this issue.)
As I have stated in the past, I have used this program pretty much since the
beginning (1990) and I've found that regardless of the school--average,
struggling public school students with a variety of multicultural,
disabilities, poor test scores, and economic issues or private, elite,
gifted and talented, well-rounded and college-bound---the problems that
continue to surface remain the same.
Yes, there needs to be guidance if you're using the program--but do you have
the money in your school / program to send your teachers to each new
"update" seminar that these companies provide? Why not provide your
teachers with additional college coursework in reading, literature, or
special education that address some of the deeper issues that we miss when
we place students at a computer and hope for the best.
I'm now at a school where I could afford to send my teachers to programs
offered by these companies in order to "re-instruct" them as to how the
program is "supposed to work;" however, I know that regardless of the
ground-rules set by the production company, my students, parents, and
teachers want to "one-up" each other in what is happening in the reading
environment. Eliminating the prizes didn't help because the book points
then became the issue. I have parents who hunt for books with only certain
points and certain reading levels--can't say my parents aren't involved in
the reading process! Now I have teachers requiring students to test and
retest until they pass a test. The students "read" the book---or so they
say but how can we tell if they have?--yet they continually fail the test.
Is there a problem? Obviously. Perhaps the student didn't read the book.
Perhaps the student has a testing problem. Perhaps the student has a
reading problem. Or perhaps the student just doesn't give a "flip" anymore
about this program.
When I see my 8th graders who are not using the program and who anxiously
await new titles that they enjoy reading because of their personal choice,
as opposed to my 5th-7th graders who pull excellent choices from the shelves
only to return them immediately because they are written at a 4.6 reading
level and that's not acceptable by the standards of either the parent or the
teacher, I know there's a problem.
I'm not spending any more money on this program. I would much rather direct
my teachers in alternative methods of instruction to reach a variety of
learning styles and tastes, than try to stick that square peg in the round
hole.
There's an alternative out there but it will require work on the part of
teachers, librarians and administrators. Much like trying to lose weight by
ONLY swallowing a diet pill, it's going to take some "action" to make it
work. It's time to start exercising our alternative reading programs and
end this madness.
Stepping off the soapbox...but not putting it away.
~Shonda Brisco
Trinity Valley MS / US Librarian
Fort Worth, TX
sbrisco021@charter.net
----- Original Message -----
From: "irismedia" <irismedia@PRODIGY.NET>
To: <LM_NET@LISTSERV.SYR.EDU>
Sent: Saturday, March 29, 2003 11:37 AM
Subject: Re: Accelerated Reader opinion/question
> Janet wrote about her thoughts on AR. I am going to answer some of her
> concerns that she listed:
> (Also, please read the magazine Teacher-Librarian, April issue---it also
> discusses AR.)
>
> I am going to apologize if this sounds like a flame. It is not. IT is
> directed at all of those librarians who have chosen to support their
school
> by being a force behind AR. Although I directed it to Janet, it is not
> primarily solely for her.
>
> *Denying a child a book because it is not in reading level.
> When I was in the elementary school and was part of the team that started
> AR, I NEVER denied a child a book. I did check to see if ONE of the
> selections WERE an AR book within their level. Whoever said that EVERY
book
> checked out had to be an AR tested book? Remember, AR is a tool, and you
> get to be the brain behind it.
>
> *The rationale for funning the program as part of the library/I am not a
> reading teacher.
> I sure HOPE that you are a reading teacher. As the librarian you get to
> help students find books that they are interested in, and you probably
take
> fairly good guesses at what LEVEL to steer the students to books (even
> without the AR level). Why would you NOT steer them to great books that
are
> beneath their reading level??? Do you always read at your level? I don't.
> Right now I am enjoying a lovely little book that is probably written at
the
> 5th grade level---it is a total treat of fun. As the librarian---I
> encouraged students to read, I help them to learn how to find books that
> were "right" for them, and I read books that I thought would encourage
them
> to try books outside of their niche.
>
> As I stated---AR is a tool. It is great for helping students increase
their
> reading ability by practicing in their reading level. But it is only a
> tool. You are the brain that gets to select HOW and WHEN to use it. If
you
> decide that a child can only read in the AR range--then you are the one
> making that choice--not the AR program. But if you choose to support the
> teachers by marking books so that students can easily find them (do you
use
> genre stickers?? I know I do to help students find books by a genre--AR is
> another genre), then you become a CRITICAL part of the school AR program.
> YOU will be the one that will be selecting the books that will enhance
your
> collection. YOU will be the one to decide which new books will be added
to
> the AR program. YOU will be the one that will encourage teachers to have
a
> wide range of AR books in their class collections so that students will
have
> a book available to read. YOU will be one of the people that get to
> CELEBRATE with a student that has just increased their reading level
(which
> I marked on tagboard individual shelf markers).
>
> You might benefit from the AR class. Even the AR professionals would
> encourage you to use AR as a tool to support and encourage reading. NOT
be
> a club of denial. We all know of students who have read a book that WE
KNEW
> was too hard for them, but they struggled through it because of their
desire
> to read it. BUT, please remember, that you learned how to read by reading
> books primarily in your reading level range---some easier, some harder,
and
> then went to harder ones as you were confident that you could, but
retreated
> to easier ones for enjoyment of the written word.
>
> JaKay Greer
> Teacher-Librarian
> Damascus / McCarty Middle Schools
> previously Powell Valley Grade School/Kelly Creek Elementary School
> Gresham, OR
> irismedia@prodigy.net
>
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