Montana's Reading Journey and Growth

The transcript details Montana's journey from struggling with reading to becoming an avid reader through a reading program. Initially, Montana had good grades but struggled with reading fluency, affecting her self-esteem. The program helped her develop a love for reading, significantly improving her confidence and reading habits. Montana's personal experience highlights the benefits of reading, such as learning new facts and building friendships. The program also provided a book list tailored to her reading level, making book selection easier. Montana's teacher played a crucial role in her progress, and the program is highly recommended for its positive impact.

Why did Montana's guardian decide to enroll her in a reading program?

• Montana was failing her classes.

• Montana was not interested in reading.

• Montana's teacher recommended it.

• Montana wanted to join her friends.

What was Montana's guardian's initial struggle with her reading?

• Understanding her reading level.

• Choosing the right books.

• Forcing her to read.

• Finding time to read with her.

What was the main issue with Montana's reading skills?

• She disliked her teacher.

• She struggled with reading fluency.

• She read too quickly.

• She couldn't understand the material.

What was Montana's initial reaction to reading in front of the class?

• She was eager and excited.

• She was indifferent.

• She struggled and felt self-conscious.

• She was confident and fluent.

What was Montana's academic performance like before the program?

• Her grades were low.

• Her grades were high but didn't reflect her reading level.

• She was failing all subjects.

• She excelled in all areas.

What change did Montana's guardian notice after she joined the program?

• Montana couldn't put down her book.

• Montana became more introverted.

• Montana stopped attending classes.

• Montana started writing stories.

How did Montana feel about reading before joining the class?

• She was confident and fluent.

• She struggled with words and fluency.

• She was indifferent to reading.

• She was an avid reader.

What improvement did Montana notice in herself after the class?

• She could read more fluently.

• She could draw better.

• She could write better essays.

• She could solve math problems faster.

What impact did the program have on Montana's confidence?

• It made her overconfident.

• It increased her confidence.

• It had no effect on her confidence.

• It decreased her confidence.

What was a significant change in Montana's behavior at home?

• She began watching more TV.

• She spent more time reading than playing with toys.

• She started playing more video games.

• She started cooking.