The eye/brain coordination drills that are vital for struggling readers have several benefits. Secondly, the program is neurologically sound. That should be a given in a reading program, but often programs have a lot of distracting bling but very little sound instruction. First, it is pedagogically sound and supports my instruction in my college level developmental reading courses. I tell my teacher-in-training students that if they have funding for only one computerized reading program, ACE READER is the one that will have the biggest impact on their students. I have used ACE READER for close to a decade in my college reading courses, and I recommend it to my students enrolled in Foundations of Research-Based Practices in Reading, a required course in my college’s Educator Preparation Institute. I have found a very important piece to that puzzle in ACE READER. With insufficient funding for classrooms, the diverse language needs contained within today’s classrooms, the sometimes overcrowded classrooms, the need for differentiation for a wide range of abilities, the accountability reports, the legislative changes of state standards, and finally, the concern over too much screen time for students-what is a reading teacher to do? It is a puzzling question. Teaching reading today is a much more difficult task than someone on the outside would imagine. As I prepare these future teachers, I see the challenges they face in K12.
#Acereader elite review professional#
I have a unique perspective on the situation as I teach reading to underprepared college freshmen who sometimes come to college reading below an eighth grade level, and on the other end of the spectrum, I teach Foundations of Research-Based Practice for Reading to those changing from other professional careers to education.
However, when only 37% of fourth and eighth graders in our nation’s public schools can read at a proficient level or above, there is definitely work to be done. It seems melodramatic to state that our country is in a reading crisis, and certainly policy makers will not use such rhetoric.
The statistics for 20 for fourth and eighth graders has fluctuated back and forth one percentage point.
As most teachers know, “proficient” isn’t equivalent with grade level. ( ) The overwhelming majority of that 37% is at the proficient level. According to the 2015 NAEP Report (the last year that twelfth graders were included), slightly over 1/3 of public school fourth, eighth, and twelfth graders read at a proficient level or above.
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