EYEQ Reading Program

EYEQ is an online program that is being piloted by Arp ISD to assist students who are having problems reading at a level that is developmentally appropriate for their age. This is determined using a standardized test.

The program requires 7 minutes to complete one online session. These sessions are only done every other day.

To see a video about this software package and how it assists reading and comprehension, please Click Here.

EYEQ is an intricate part of the Arp Schools Continuous Improvement and Reading Initiatives. These include:

qUse of EYEQ software three times a week for 7 minutes a day to increase speed & comprehension. After the 7 minutes of exposure to the EYEQ software, the students are directed to read one of four types of texts: biographies, text books, non-fictional texts, and teacher selected novels. The students will read for no more than 15 minutes and then be asked to participate in a classroom discussion of what they read, how far they read, and whether they noticed a difference in their speed and comprehension. In the upper grades, this discussion should be more formal addressing higher-order thinking skills.

Monday

Tuesday

Wednesday

Thursday

Friday

Break the sessions up as follows:

1 minutes timed reading assessment. Tell students to read at a natural pace and to pay attention to comprehending the story. DO NOT HIT space bar until completely understanding the passage.
5 minutes EYEQ exercises (students should be seated comfortably in chair, hands in lap, head still, eyes only moving. Students may stop and rest eyes using the space bar
1 minute post test - do NOT hit space bar until passage has been read and fully comprehended.
After the post test a read chart comes up that you may wish to print.
10 Minutes individual reading to practice skills. Use a classroom set of books so that all students are reading the same content.
10 minutes teacher-driven discussion using comprehension questions (see 6 strategies)

Explicit Reading Instruction:

Use this session to read through biographical, non-fiction, or text book type short reading samples.

Use ideas from How to structure Classroom Reading or TAKS reading & Writing

Over the course of 4 weeks integrate areas needing improvement: Main Idea, plot, point-of-view, theme, character traits, conflict, change, literary techniques, drawing conclusions, making predictions, interpretation, and summarization.

Use these skills to blend reading, questioning, discussing, and writing. An example of a balanced literacy schedule might be:

10 minutes reading
5 minutes questioning & discussing
10 minutes writing using a prompt
5 minutes oral presentation and/or defense of writing

Break the sessions up as follows:

1 minutes timed reading assessment. Tell students to read at a natural pace and to pay attention to comprehending the story. DO NOT HIT space bar until completely understanding the passage.
5 minutes EYEQ exercises (students should be seated comfortably in chair, hands in lap, head still, eyes only moving. Students may stop and rest eyes using the space bar
1 minute post test - do NOT hit space bar until passage has been read and fully comprehended.
After the post test a read chart comes up that you may wish to print.
10 Minutes individual reading to practice skills. Use a classroom set of books so that all students are reading the same content.
10 minutes teacher-driven discussion using comprehension questions (see 6 strategies)

Explicit Reading Instruction:

Use this session to read through biographical, non-fiction, or text book type short reading samples.

Use ideas from How to structure Classroom Reading or TAKS reading & Writing

Use these skills to blend reading, questioning, discussing, and writing. An example of a balanced literacy schedule might be:

10 minutes reading
5 minutes questioning & discussing
10 minutes writing using a prompt
5 minutes oral presentation and/or defense of writing

Break the sessions up as follows:

1 minutes timed reading assessment. Tell students to read at a natural pace and to pay attention to comprehending the story. DO NOT HIT space bar until completely understanding the passage.
5 minutes EYEQ exercises (students should be seated comfortably in chair, hands in lap, head still, eyes only moving. Students may stop and rest eyes using the space bar
1 minute post test - do NOT hit space bar until passage has been read and fully comprehended.
After the post test a read chart comes up that you may wish to print.
10 Minutes individual reading to practice skills. Use a classroom set of books so that all students are reading the same content.
10 minutes teacher-driven discussion using comprehension questions (see 6 strategies)

qStudents are held accountable for increasing their reading repertoire using a teacher defined reading list. The minimum of which might be 1 biographical, 1 novel, and 1 AR book of their choice every two weeks.
qOn the days the students are not exposed to EYEQ (every other day), students are given explicit & direct reading instruction using:
- TEA's 3-Tier Reading Model (TEA's PowerPoint). Please refer to the following
  
  Assessment: http://www.tea.state.tx.us/curriculum/readingfirst/assessment.html
  
  TPRI (grades K-3) http://www.tea.state.tx.us/curriculum/readingfirst/TPRIREADFIRSTTIER2CRITERIA.pdf
  
  Differentiated Instruction: http://www.tea.state.tx.us/curriculum/readingfirst/instrucframe.html
  
  Reading Strategies that Work: http://www.arp.sprnet.org/curric/READ/strategies.htm
  
  Arp Schools Reading Improvement Initiatives: http://www.arp.sprnet.org/default/curric/READ/Initiatives.htm
- the National Institute for Literacy recommendations for a Reading Program -- http://www.nifl.gov/partnershipforreading/questions/questions_about.html .
qStudents will be re-evaluated after 6 weeks using STAR Reading test.