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If you are a teacher, school principal, district superintendent, or school board member
If you initiate READ instruction with children entering kindergarten,
virtually all the children in that cohort will learn how to read any text
with understanding equal to that were the communication spoken. With the
coordinated 3RsPlus SPELL instruction each student will learn to spell
any word the child wants to write.
The acquisition of reading and spelling expertise is transparent to the
child, teacher, and parent. But external certification of the capability
is also important. This accountability is demonstrated using the psychometrically
sound READING/SPELLING MASTERY TESTS. The rate of acquisition is dependent
upon the general ability of the child. Some children can “graduate” as
Certified Readers after completing only two or three READ courses. More
can graduate after five or six courses, while some need all eight courses.
Irrespective, virtually all children will have been taught how to read
any text with understanding equal to that were the communication spoken
by the end of Grade 2, and Grade 3 at the latest. With this foundation,
no further formal instruction in reading instruction will be required.
The children will still have a lot to learn, but they will have learned
to read and can now read to learn.
Accountability can be further demonstrated by using student completion
Mastery Tests as entries into a Instructional Accomplishment Information
dashboard www.3rsplus.net . The
Accomplishment Information provides a dynamically accessible indicator
of instructional status, aggregated by teacher, school, any superordinate
administrative units involved, and also aggregated by the usual student
demographic indicators of general interest and concern.
The Mastery Tests provide a mechanism for dealing with any children designated
as “problem readers” in any Grade. Problem students in Grade 1-4 can be
optimally placed in READ instruction very quickly. Problem students in
the upper grades can be instructed using the READ M Series, a different
instructional architecture that capitalizes on whatever reading expertise
the student has acquired and on the advanced maturity of these students
compared to younger students.
READ and SPELL work best when used without other instructional programs.
If this is done, the instructional time required can be limited to something
of the order of a half hour per day, a very significant savings of instructional
time. Homework time in reading and spelling can also be reduced to something
on the order of fifteen minutes, with every minute of instructional time
contributing directly to advancing the student’s reading and spelling expertise.
The linguistic structure of READ and SPELL and the fact that the only spoken
English an instructor needs to use is “Say the sounds and read the word”
makes the instruction particularly effective with English Language Learners.
Even though a child’s spoken English expertise may be very limited, this
does not constitute an obstacle in teaching the child to learn how to read
using 3RsPlus Read. The instruction starts with only 5 letter/sounds and
3 words, and builds from that point, very gradually increasing the repertoire
of words the child is able to read and understand. As with all children,
each child’s increasing expertise in reading is transparent to the teacher,
student, and parent. And the accountability of teachers and schools is
demonstrated through transparent and psychometrically sound Instructional
Accomplishment Information.
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