When Talia began fourth grade in September 2020, she often sat through classes with an idle pencil and an untouched worksheet before her. She was neither lazy nor defiant\u2014she simply couldn\u2019t read well enough to do her classwork.<\/p>\n\n\n\n
Talia listened attentively in class and did well on tests because Ms. G., a special education teacher, read the questions to her. \u201cAll she did was listen, and she would get 100s on every test,\u201d said Ms. G.<\/p>\n\n\n\n
The bright, artistically talented student was capable of learning other subjects at her grade level but was below grade level in reading. Although Talia was not diagnosed with a learning disability, the school\u2019s resource room teachers were aware of her situation and had a plan.<\/p>\n\n\n\n
The previous summer, Ms. G. had attended a Just Words\u00ae <\/sup>workshop to learn how to better serve students like Talia, who need a nudge in the right direction to become successful, independent readers.<\/p>\n\n\n\n Ms. G. immediately began teaching Just Words to a group of three students. Talia studied Just Words three to four times a week for two years. She looked forward to the lessons and applied herself to the work enthusiastically.<\/p>\n\n\n\n The interpersonal aspect of small group and one-on-one instruction was key to Talia\u2019s engagement in Just Words. \u201cI had a good relationship with her,\u201d Ms. G. explained. \u201cShe was very excited to do the program.\u201d<\/p>\n\n\n\n When given a choice of beginning English Language Arts (ELA) lessons with Just Words or book time, Talia always chose Just Words. As she advanced through each Unit, Talia began to see the rewards of her hard work, which motivated her further. Ms. G. explained, \u201cShe saw herself make such remarkable progress that she was eager to keep working.\u201d<\/p>\n\n\n\n \u201cAs we were reading a book in fourth grade, she read a sentence and stopped,\u201d Ms. G. recalled. \u201cShe said, \u2018I have tears in my eyes. I\u2019m so excited!\u2019\u201d<\/p>\n\n\n\n The pacing of Just Words lessons was just right for Talia. \u201cI found it phenomenal because she started reading multisyllabic words early on, so she did not feel like [the program] was for babies. By the time she reached January of fourth grade, she was reading two-syllable words. She felt like she was reading something substantial.\u201d<\/p>\n\n\n\n Talia\u2019s improvement was rapid. By the end of fifth grade in May 2022, Talia was reading chapter books on her own. The effects of Talia\u2019s progress extended beyond reading class. She began to use her newfound skills in every academic subject. Her pencil was no longer idle during class; Talia was empowered to participate in every aspect of classroom activities.<\/p>\n\n\n\n \u201cHer spelling improved immensely,\u201d Ms. G. explained. \u201cShe wasn\u2019t just spelling words correctly during Just Words dictation activities. When I looked at her writing and other classwork, there was carryover.\u201d<\/p>\n\n\n\n By the end of fifth grade, Talia no longer needed someone to read her tests to her.<\/p>\n\n\n\n \u201cIt\u2019s amazing to watch how these students can really achieve a lot just by having a teacher guiding them and helping them,\u201d said Ms. G., impressed with Talia\u2019s success.<\/p>\n\n\n\n Ms. G. knows that many struggling readers are capable of academic success. Her advice to schools is to find a program that really works, like Just Words. She also encourages teachers to build positive relationships with their students. A positive teacher-student rapport will improve students\u2019 reception to learning.<\/p>\n\n\n\n Congratulations to Talia on her newfound reading independence!<\/p>\n\n\n\n