Article Reflection

During this week’s class, we had a great discussion on the Edyburn’s article Technology-enhanced performance: Defining a research agenda.  This article really struck home with me as I read it because I could connect with it.  The author asks the question- at what point do we intervene with compensatory strategies including AT to enable students to bypass the decoding aspects of reading that they have been able to master?  This is a question that haunts so many teachers as there is no real answer to this question.  Like the author says, there are few benchmarks in the decision-making process so it is left up to teachers, admin, and other teachers, such as LC teachers, as to when and if compensatory strategies are put in place.  It would be so simple if there were benchmarks in place; however, every student and every situation is unique so a simple plan cannot be prescribed to every student.  Every struggling student must be looked at on an individual basis because what may work for one will not necessarily work for another student.  In my opinion, when supports have been ‘exhausted’, such as- reading recovery (from a year or more ago), adaptations, ELS, ISTLI and learning centre- then I think it is necessary for compensatory strategies to be used.  Through the years, I have seen students in my primary and grade one classes need these interventions and I believe the earlier, the better. Like the author says in his article, students struggling in P-3 will only face more challenges and on a greater magnitude in Grades 4 and up.  Oftentimes, you see these children give up and that is disheartening when you think of what could have been done for these children.