In this analysis of using The Six-Minute Solution to help improve student scores on the AIMSweb R-CBM and MAZE Assessments I am impressed with the growth made in a four-week period.   While using The Six-Minute Solution student scores increased on both the R-CBM and MAZE Assessments increased. Students learned how to read fluently, and then put that skill to use during assessments. Students were able to self-check and self correct while reading, which aided in increased scores.

When students were put to the task of actually using the program, the first week was a learning experience. Once the students understood how the program worked, the real gains were made. Students became aware of their reading, and aware of their errors. This learning increased fluency, and increased test scores week over week.

The Six-Minute Solution asks students to read for time, and calculate words read over errors. The goal was not to see how many words could be read, but the quality of the words read. I was more interested in the errors and why they were made than the errors themselves. Most of the errors were due to the current vocabulary the students use. Correcting that vocabulary and incorporating it into the way they read, reduced errors and improved fluency.

While observing students read, it gave me the opportunity to teach them self-correction and comprehension. If it doesn’t make sense, read it again. This allowed students to adjust their reading to the passage, not the material to their reading.

Finally, this process was used to solve a problem. As a grade level, R-CBM and MAZE scores were not increasing over time. Students seemed to be stagnating or had minimal point increases during the monthly probes. Using The Six-Minute Solution to improve fluency, helped in increasing probe scores, and increasing reading ability in the classroom.


One comment

  1. ahayden2007 · April 7, 2015

    This is well written, but to me it sounds more like you’re still analyzing the results rather than speculating your opinion about why you think your research yield these results or why something turned out the way it did–whether you anticipated it or not. Talk about what limiting factors that might have attributed to your gains or lack of gain. For example, as I was reading your Data Analysis, I was speculating that some of the increase you found in scores could be attributed to the sheer fact that the students had more practice. Yeah, I know that was the whole purpose in this intervention, but do you feel you were giving your students more special attention or one-on-one time that might have added to their confidence and growth? Just some thoughts to consider.


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