At 12:00 AM 8/22/97 -0700, you wrote:
>Date: Fri, 22 Aug 1997 00:00:43 -0700
>Reply-To: Open Forum for Learning Assistance Professionals
<[log in to unmask]>
>Sender: Open Forum for Learning Assistance Professionals
<[log in to unmask]>
>From: Automatic digest processor <[log in to unmask]>
>Subject: LRNASST Digest - 20 Aug 1997 to 21 Aug 1997
>To: Recipients of LRNASST digests <[log in to unmask]>
>
>There are 15 messages totalling 616 lines in this issue.
>
>Topics of the day:
>
> 1. Speed Reading (an example) (2)
> 2. math lab computer software (4)
> 3. Tutor of the year award. (4)
> 4. Tutor meetings -Reply
> 5. Re[2]: Tutor meetings
> 6. Reply - Speed Reading (an example)
> 7. Reading tests
> 8. math lab computer software -Reply
>Date: Thu, 21 Aug 1997 08:43:03 -0400
>From: "Kimberly A. McDonald" <[log in to unmask]>
>Subject: Re: Speed Reading (an example)
>MIME-Version: 1.0
>Content-Type: TEXT/PLAIN; charset=US-ASCII
>
>While I realize that I'm getting in on the "tail-end" of this discussion,
>I thought it would be helpful to share with you the outcome of working
>with a particular student this summer.
>
>The student came to me (referred by his Uncle who happens to be a faculty
>member at our University) for help with his study skills. The first
>thing I did was administer the LASSI (Learning and Study Strategies
>Inventory) to him. He scored the lowest possible percentile in motivation
>and attitude -- the two main predictors of persistance, and not much higher
>in the other eight scales. He took a "pre-test" on the Davidson "Speed
>Reader" program and was only reading 147 words per minute (the average
>college student reads about 325-350 per minute). Although his
>comprehension wasn't bad, his overall skill level was low.
>
>My experience in the past has been that when students come to me for help
>in "study skills," what they really need to work on first is their
>reading speed and comprehension, so I decided to have this students work on
>the Speed Reader program. After working on the program for three
>straight months (at least twice per week) the student is now reading over
>625 words per minute with 80-100% comprehension.
>
>I'd been waiting anxiously until the end of the summer to administer the
>LASSI to him one more time to see if anything had changed. To my
>amazement, the student's score this time on attitude and motivation had
>"skyrocketed" to the 75%ile. He was gaining confidence in his own
>ability!!! HE was also shocked to see the marked improvement in his
>scores. I had kept copies of all of his "drill and practice" work and
>presented him with a tidy packet showing his improvement over the
>summer. He was ecstatic!
>
>Now, obviously, this student had a lot going for him: an uncle who
>supported (and pushed) him, time over the summer to devote to learning a
>new skill, and most of all, the determination to succeed. But, remember,
>it wasn't there at first. As he learned to read faster, his confidence
>grew and that seemed to encourage him to go on. Now, even though we're
>officially finished for the summer, he continues to come into the lab to
>work on his reading techniques. I can't wait to see how he does in
>classes this fall!!!
>
>I firmly believe that anyone can benefit from working on speed reading and
>comprehension. This example was not an isolated case. The key is patience,
>making learning FUN, and the student's determination to succeed.
>
>I hope this helps!
>
>Sincerely,
>
>Kim McDonald
>Saginaw Valley State University
>Michigan
>Date: Thu, 21 Aug 1997 09:05:57 +0600
>From: Ann-Claire Anderson <[log in to unmask]>
>Subject: math lab computer software
>MIME-Version: 1.0
>Content-Type: text/plain; charset="us-ascii"
>
>Amy Hobbs from TX A&M wrote:
>>
>> I don't know if this subject has been discussed before because I am new to
>> this group. I am researching computer software for our math lab to help
>> students who are not ready for College Algebra. If you are using a program
>> that you like and think might fit our needs, please reply.
>
>Hello again fellow LRNASSTers,
>If you would like a free sampler mathematics CD-ROM called "Math at Work",
>please send me your name and street address and I'll get one in the mail to
>you. One of my colleagues has co-developed a series of three CD-ROMs that
>include basic pre-algebra and beginning geometry skills taught through real
>world relevant games. The level is about 8th grade--but it has been used
>with GT 5th graders and in a college beginning engineering class--so go
>figure! I don't expect this to in any way replace your regular developmental
>mathematics teaching, but the programs are a lot of fun (I tried them!) and
>would make good supplementary material. I'll be happy to ask him to send a
>sampler CD to you.
>
>Ann-Claire Anderson
>Mgr, Postsecondary Ed.
>CORD Communications
>800-231-3015
>[log in to unmask]
>Date: Thu, 21 Aug 1997 10:34:42 -0400
>From: Craig Andres <[log in to unmask]>
>Subject: Tutor of the year award.
>MIME-Version: 1.0
>Content-Type: text/plain; charset=us-ascii
>Content-Transfer-Encoding: 7bit
>
>I am still wondering if their is anyone out there giving Tutor of the
>Year awards. I am planning on giving one as well, and I would like to
>know what criteria you use to justify the selection.
>Date: Thu, 21 Aug 1997 11:06:01 -0400
>From: Rosemary Bienz <[log in to unmask]>
>Subject: Re: math lab computer software
>
>I'd appreciate a copy of the CD-ROM math games sampler; I'm hoping it
might be helpful to people in our Adult Studies program who have been away
from math for a long time. Thanks for the offer!
>
>Rosemary Bienz
>Academic Support Center
>Mount Union College
>1972 Clark Avenue
>Alliance, OH 44601
>Date: Thu, 21 Aug 1997 10:50:23 -0500
>From: Alice Mackey <[log in to unmask]>
>Subject: Re: Speed Reading (an example)
>MIME-Version: 1.0
>Content-Type: text/plain; charset="us-ascii"
>
>Kim,
>
>Would you share with me as much information as you can about this Davidson
>'Speed Reader' program.
>
>Thanks
>
>
>
>At 08:43 AM 8/21/97 -0400, you wrote:
>>While I realize that I'm getting in on the "tail-end" of this discussion,
>>I thought it would be helpful to share with you the outcome of working
>>with a particular student this summer.
>>
>>The student came to me (referred by his Uncle who happens to be a faculty
>>member at our University) for help with his study skills. The first
>>thing I did was administer the LASSI (Learning and Study Strategies
>>Inventory) to him. He scored the lowest possible percentile in motivation
>>and attitude -- the two main predictors of persistance, and not much higher
>>in the other eight scales. He took a "pre-test" on the Davidson "Speed
>>Reader" program and was only reading 147 words per minute (the average
>>college student reads about 325-350 per minute). Although his
>>comprehension wasn't bad, his overall skill level was low.
>>
>>My experience in the past has been that when students come to me for help
>>in "study skills," what they really need to work on first is their
>>reading speed and comprehension, so I decided to have this students work on
>>the Speed Reader program. After working on the program for three
>>straight months (at least twice per week) the student is now reading over
>>625 words per minute with 80-100% comprehension.
>>
>>I'd been waiting anxiously until the end of the summer to administer the
>>LASSI to him one more time to see if anything had changed. To my
>>amazement, the student's score this time on attitude and motivation had
>>"skyrocketed" to the 75%ile. He was gaining confidence in his own
>>ability!!! HE was also shocked to see the marked improvement in his
>>scores. I had kept copies of all of his "drill and practice" work and
>>presented him with a tidy packet showing his improvement over the
>>summer. He was ecstatic!
>>
>>Now, obviously, this student had a lot going for him: an uncle who
>>supported (and pushed) him, time over the summer to devote to learning a
>>new skill, and most of all, the determination to succeed. But, remember,
>>it wasn't there at first. As he learned to read faster, his confidence
>>grew and that seemed to encourage him to go on. Now, even though we're
>>officially finished for the summer, he continues to come into the lab to
>>work on his reading techniques. I can't wait to see how he does in
>>classes this fall!!!
>>
>>I firmly believe that anyone can benefit from working on speed reading and
>>comprehension. This example was not an isolated case. The key is patience,
>>making learning FUN, and the student's determination to succeed.
>>
>>I hope this helps!
>>
>>Sincerely,
>>
>>Kim McDonald
>>Saginaw Valley State University
>>Michigan
>>
>>
>Date: Thu, 21 Aug 1997 12:27:32 -0400
>From: Andrea VICARS <[log in to unmask]>
>Subject: Re: Tutor of the year award.
>MIME-Version: 1.0
>Content-Type: text/plain
>
>I am also trying to establish some type of reward for tutors ( since
monetary reward is small ), and I am also interested in creating either
yearly awards or at the time of their 6 month evaluation. Any ideas would
be helpful.
>
>>>> Craig Andres <[log in to unmask]> 08/21 10:34 AM >>>
>I am still wondering if their is anyone out there giving Tutor of the
>Year awards. I am planning on giving one as well, and I would like to
>know what criteria you use to justify the selection.
>Date: Thu, 21 Aug 1997 13:47:00 -0400
>From: "Baril, Helen Prof." <[log in to unmask]>
>Subject: Re: Tutor meetings -Reply
>MIME-Version: 1.0
>Content-Type: text/plain; charset="us-ascii"
>Content-Transfer-Encoding: 7bit
>
>We use the equipment from media serv ices. I considered whether or not
>to purchase our own equipment, but since it is probably obsolete before
>you open the box, I figured that I would let someone else take the
>financial hit! Media services always has the latest and the best and we
>have a large mass communications major on campus in a very elaborate
>facility.
>
>My assistant took training on the equipment and she or a mass comm
>student tapes the sessions. It is really no big thing and many times we
>can even use a tripod and just let the thing run. We are not looking to
>submit these to MTV so artistic ability and camera expertise are not an
>issue..
>
>The only tricky part is being sure that the equipment is there when you
>need it. We usually have it delivered the day before the session just
>so that we know that it is there. Also, leaving a standing order with
>media services even if it is not used on a particular day is always
>advantageous. It is easier for them to deal with routine orders rather
>than those that show up sporadically.
>
>We have at least four years worth of tapes of training sessions. Since
>we are CRLA certified for all three levels, we have our level III tutors
>make their own tapes during that training period and we use those for
>some of the level I training. They do a WONDERFUL job and those are the
> creative ones! It is amazing how the most reticent tutors become great
>actors by the time they get to level III.! They are asked (in groups of
>three) to choose a particularly tough tutoring problem and script a
>session. One is the client, one the tutor, and one the cameraperson.
>They are nothing short of wonderful. When they are all finished, we
>have a screening which all the tutors attend and we serve popcorn, etc
>and they have a very good time seeing each others work. We have more
>fun than them listening to all of the comments!
>
>Helen Baril
>Quinnipiac College
>Hamden, CT
>[log in to unmask]
> ----------
>From: Roger Elrod
>To: [log in to unmask]
>Subject: Re: Tutor meetings -Reply
>Date: Wednesday, August 20, 1997 3:28PM
>
>Question for HELEN BARIL,
>
>On a more logistical / financial note:
>Does your center own a camcorder(s) or do you depend on your media
>services to provide one?
>If you do own a camera, did you get it recently?
>Can you tell me what *kind it is? (8mm, VHS-C, or VHS)
>Do you feel it is serving you well or satisfactorily?
>Do you have students (tutors or office staff) who use it?
>
>Thanks,
>
>Roger Razzari Elrod
>The Learning Center
>Santa Clara University
>500 El Camino Real
>Santa Clara, CA 95053-0640
>
>[log in to unmask]
>408-554-4011 ph
>408-554-2143 fax
>Date: Thu, 21 Aug 1997 14:06:04 -0400
>From: "Deborah R. Carley" <[log in to unmask]>
>Subject: Re: Tutor of the year award.
>MIME-Version: 1.0
>Content-Type: TEXT/PLAIN; charset=US-ASCII
>
>I would also be interested in postings on this subject.
> Debbie Carley, NH Technical Institute
> [log in to unmask]
>
>On Thu, 21 Aug 1997, Craig Andres wrote:
>
>> I am still wondering if their is anyone out there giving Tutor of the
>> Year awards. I am planning on giving one as well, and I would like to
>> know what criteria you use to justify the selection.
>>
>Date: Thu, 21 Aug 1997 14:07:19 -0400
>From: "Deborah R. Carley" <[log in to unmask]>
>Subject: Re: Tutor of the year award.
>MIME-Version: 1.0
>Content-Type: TEXT/PLAIN; charset=US-ASCII
>
>I write a monthly newsletter to tutors. I thought that I would tell them
>about the award and ask what criteria they believe are most important. I
>may bring this up in the November newsletter and again in March; our
>awards ceremony is in April.
> Debbie Carley
>
>On Thu, 21 Aug 1997, Andrea VICARS wrote:
>
>> I am also trying to establish some type of reward for tutors ( since
monetary reward is small ), and I am also interested in creating either
yearly awards or at the time of their 6 month evaluation. Any ideas would
be helpful.
>>
>> >>> Craig Andres <[log in to unmask]> 08/21 10:34 AM >>>
>> I am still wondering if their is anyone out there giving Tutor of the
>> Year awards. I am planning on giving one as well, and I would like to
>> know what criteria you use to justify the selection.
>>
>Date: Thu, 21 Aug 1997 11:13:15 -0700
>From: eric golanty <[log in to unmask]>
>Subject: Re: Re[2]: Tutor meetings
>MIME-Version: 1.0
>Content-Type: text/plain; charset="us-ascii"
>
>We, too, have problems finding times when everyone can attend meetings and
>trainings. Ours is a two-year commuter school, and most students work
>20-30 hours a week so they don't hang around campus when not in class.
>
>Last year we experimented with "virtual" meetings on a dedicated web-based
>chat board. It worked OK when we remembered to use it. (takes some
>getting used to). We chose web-based because not every student has access
>to e-mail, but anyone can get to the school's website from computers in
>the Learning Resource Center, computer lab, or even a public library off
>campus. (Indeed, from anywhere in the world). The difficulty getting
>everyone in the same place at the same time is one reason we developed
>Tutor Tutor for our tutor training.
>
>In our experience, virtual is not better than live. It's just better than
>nothing and a lot of frustration.
>
>Eric Golanty
>Las Positas College
>Tutor Tutor: http://www.webcom.com/ergo/tutor
>Date: Thu, 21 Aug 1997 14:32:55 -0400
>From: Maureen O'Grady Ednie <[log in to unmask]>
>Subject: Re: math lab computer software
>MIME-Version: 1.0
>Content-Type: text/plain; charset=us-ascii
>Content-Transfer-Encoding: 7bit
>
>Ann-Claire Anderson wrote:
>>
>> Hello again fellow LRNASSTers,
>> If you would like a free sampler mathematics CD-ROM called "Math at Work",
>> please send me your name and street address and I'll get one in the mail to
>> you. One of my colleagues has co-developed a series of three CD-ROMs that
>> include basic pre-algebra and beginning geometry skills taught through real
>> world relevant games. The level is about 8th grade--but it has been used
>> with GT 5th graders and in a college beginning engineering class--so go
>> figure! I don't expect this to in any way replace your regular
developmental
>> mathematics teaching, but the programs are a lot of fun (I tried them!) and
>> would make good supplementary material. I'll be happy to ask him to send a
>> sampler CD to you.
>>
>> Ann-Claire Anderson
>> Mgr, Postsecondary Ed.
>> CORD Communications
>> 800-231-3015
>> [log in to unmask]
>
>Ann-Claire,
> I would appreciate receiving the sample cd on "Math at Work" and any
>additional information regarding the program you discribed for the
>LRNASST list. It sounds right in line with the AMATYC Crossroads reform
>recommendations.
> Thanks for sharing the information!
> Maureen
>
>Maureen A. O'Grady
>Professor of Mathematics
>Suffolk County Community College
>533 College Road
>Selden, NY 11784
>Office: Riverhead Bldg. Rm 351
>Phone: 516-451-4732, 4270
>Fax: 516-451-4887
>E-mail: [log in to unmask]
> [log in to unmask]
Ann-Claire, I would very much appreciate samples of Math at Work and the
CD's developed by your friend, and will be glad to pay cost and postage if
necessary. Please send to Gladys Shaw, 300 Library, U. T. El Paso, El Paso,
Tx. 79968. Thanks much.
>From: "Gary K. Probst" <[log in to unmask]>
>Subject: Re: Reply - Speed Reading (an example)
>MIME-Version: 1.0
>Content-Type: text/plain; charset=us-ascii
>Content-Transfer-Encoding: 7bit
>
>Gary Probst wrote:
>
>In grading a reading test, I always check the percent of questions the
>students answered correctly. I have always found a small number of
>students who correctly answer 90 percent or more of the questions -- but
>because they read and work slowly only answer a few questions. When the
>timed test is graded, these students are placed into reading because of
>a low reading score. These students do not need a course in improving
>their vocabulary and comprehension skills. What these students need to
>do is improve their reading speed. The total correct reading score which
>is usually used for placement can be very misleading.
>
>At our college I have noticed that students answer on the Standford
>Reading test 30 to 40 of the 60 comprehension questions. They usually
>get 75 percent of the questions they answer correct. After a 15 week
>reading course, they answer 45 to 60 comprehension question and still
>get 75 percent correct. This leads me to believe that reading speed is
>the cause of the improvement in reading score and not an improvement in
>comprehension skills.
>
>
>
>Kimberly A. McDonald wrote:
>>
>> While I realize that I'm getting in on the "tail-end" of this discussion,
>> I thought it would be helpful to share with you the outcome of working
>> with a particular student this summer.
>>
>> The student came to me (referred by his Uncle who happens to be a faculty
>> member at our University) for help with his study skills. The first
>> thing I did was administer the LASSI (Learning and Study Strategies
>> Inventory) to him. He scored the lowest possible percentile in motivation
>> and attitude -- the two main predictors of persistance, and not much higher
>> in the other eight scales. He took a "pre-test" on the Davidson "Speed
>> Reader" program and was only reading 147 words per minute (the average
>> college student reads about 325-350 per minute). Although his
>> comprehension wasn't bad, his overall skill level was low.
>>
>> My experience in the past has been that when students come to me for help
>> in "study skills," what they really need to work on first is their
>> reading speed and comprehension, so I decided to have this students work on
>> the Speed Reader program. After working on the program for three
>> straight months (at least twice per week) the student is now reading over
>> 625 words per minute with 80-100% comprehension.
>>
>> I'd been waiting anxiously until the end of the summer to administer the
>> LASSI to him one more time to see if anything had changed. To my
>> amazement, the student's score this time on attitude and motivation had
>> "skyrocketed" to the 75%ile. He was gaining confidence in his own
>> ability!!! HE was also shocked to see the marked improvement in his
>> scores. I had kept copies of all of his "drill and practice" work and
>> presented him with a tidy packet showing his improvement over the
>> summer. He was ecstatic!
>>
>> Now, obviously, this student had a lot going for him: an uncle who
>> supported (and pushed) him, time over the summer to devote to learning a
>> new skill, and most of all, the determination to succeed. But, remember,
>> it wasn't there at first. As he learned to read faster, his confidence
>> grew and that seemed to encourage him to go on. Now, even though we're
>> officially finished for the summer, he continues to come into the lab to
>> work on his reading techniques. I can't wait to see how he does in
>> classes this fall!!!
>>
>> I firmly believe that anyone can benefit from working on speed reading and
>> comprehension. This example was not an isolated case. The key is patience,
>> making learning FUN, and the student's determination to succeed.
>>
>> I hope this helps!
>>
>> Sincerely,
>>
>> Kim McDonald
>> Saginaw Valley State University
>> Michigan
>Date: Thu, 21 Aug 1997 15:08:32 -0400
>From: "Gary K. Probst" <[log in to unmask]>
>Subject: Re: math lab computer software
>MIME-Version: 1.0
>Content-Type: text/plain; charset=us-ascii
>Content-Transfer-Encoding: 7bit
>
>Gary Probst wrote:
>
>I an using the Bittinger-Keedy mathematics textbook and like the
>software that is provided free with these textbooks. One nice feature
>is that students can purchase the software for $15 and use it on their
>home computer instead of using the computers in our learning lab.
>
>We would be interested in previewing your software. We have Plato and
>do not like it.
>
>Gary Probst
>P.O. Box 190
>Davidsonville, MD 21035
>
>
>
>Ann-Claire Anderson wrote:
>>
>> Amy Hobbs from TX A&M wrote:
>> >
>> > I don't know if this subject has been discussed before because I am
new to
>> > this group. I am researching computer software for our math lab to help
>> > students who are not ready for College Algebra. If you are using a
program
>> > that you like and think might fit our needs, please reply.
>>
>> Hello again fellow LRNASSTers,
>> If you would like a free sampler mathematics CD-ROM called "Math at Work",
>> please send me your name and street address and I'll get one in the mail to
>> you. One of my colleagues has co-developed a series of three CD-ROMs that
>> include basic pre-algebra and beginning geometry skills taught through real
>> world relevant games. The level is about 8th grade--but it has been used
>> with GT 5th graders and in a college beginning engineering class--so go
>> figure! I don't expect this to in any way replace your regular
developmental
>> mathematics teaching, but the programs are a lot of fun (I tried them!) and
>> would make good supplementary material. I'll be happy to ask him to send a
>> sampler CD to you.
>>
>> Ann-Claire Anderson
>> Mgr, Postsecondary Ed.
>> CORD Communications
>> 800-231-3015
>> [log in to unmask]
>Date: Thu, 21 Aug 1997 20:46:03 -0400
>From: MARTHA MAXWELL <[log in to unmask]>
>Subject: Reading tests
>MIME-Version: 1.0
>Content-Type: text/plain; charset=ISO-8859-1
>
>Gary' s inspection of reading test answers is on the mark. Some tests -
>like the Nelson-Denny do NOT have corrections for guessing so if you just
>answer more questions, you're bound to get a higher comprehension score.
>
>Other tests have corrections for quessing - don't remember how the
>Stanford test scoring system works. They used to figure you'd get a
>percentage right just by guessing - one out of five or whatever.
>
>But CAVEAT EMPTOR - alsways read the test manual or ask your local
>psychometrist to help you figure out how your tests work.
>In the old days there were tests like the COOP Reading where you got both
>a total comprehension score ( number right out of number of items
>completed) and a power score - number of items correct out of the first
>20 or so items so you could identify the slow readers with good
>comprehension.
>
>Martha M.
>
><Gary Probst wrote:
>
><In grading a reading test, I always check the percent of questions the
><students answered correctly. I have always found a small number of
><students who correctly answer 90 percent or more of the questions -- but
><because they read and work slowly only answer a few questions. When the
><timed test is graded, these students are placed into reading because of
><a low reading score. These students do not need a course in improving
><their vocabulary and comprehension skills. What these students need to
><do is improve their reading speed. The total correct reading score which
><is usually used for placement can be very misleading.
>
>At our college I have noticed that students answer on the Standford
>Reading test 30 to 40 of the 60 comprehension questions. They usually
>get 75 percent of the questions they answer correct. After a 15 week
>reading course, they answer 45 to 60 comprehension question and still
>get 75 percent correct. This leads me to believe that reading speed is
>the cause of the improvement in reading score and not an improvement in
>comprehension skills.
>
>
>Gary
>Date: Fri, 22 Aug 1997 12:33:01 +1000
>From: Lyn Benn <[log in to unmask]>
>Subject: math lab computer software -Reply
>MIME-Version: 1.0
>Content-Type: text/plain
>
>Hi Ann-Claire
>Thank you for your kind offer for math lab software. Could you please
>forward a CD to:
>Lyn Benn,
>Learning Support Coordinator,
>Sunshine Coast University
>Locked Bag No 4.
>Maroochydore South Qld 4558
>Australia.
>or...
>Can I download it someway? Looking forward to hearing from you, Lyn.
>
|
