Second Chance Reading is a tightly woven instructional framework that targets both non-proficient and minimally-proficient middle and high school students in reading achievement, as determined by annually administered standardized assessments, such as the Iowa Test of Basic Skills [ITBS], or Iowa Test of Educational Development [ITED].
The essence of the instructional framework of Second Chance Reading [SCR] encompasses three of the five pillars of a comprehensive reading program; comprehension, vocabulary, and fluency. A critical qualifier for competent reading is the ability to successfully comprehend written text. One of the key strands in a Second Chance Reading classroom involves an intentional focus on increasing students ability to comprehend such text instructed at or above students’ grade levels. It is imperative that for Second Chance Reading students to be given the opportunity to close the achievement gap between proficient peers, they must achieve far greater than an expected years’ growth on standardized assessments.
For this reason, instruction must occur at or above their grade level for these lofty gains to be realized. A second strand of a Second Chance Reading classroom involves rapidly increasing students fluency. Students work to improve their fluency through purposefully planned Readers’ Theater and Choral Reading practice, as well as, with the aid of regularly scheduled Jamestown Timed Reading assessments. Targeted and frequent instruction also occurs in vocabulary, the third significant strand encompassed in SCR classrooms.
To discover more about Second Chance Reading, please contact us at Central Rivers AEA.