If you are a tutor or a volunteer
If
you initiate READ instruction with kindergarten children, virtually all
children will learn how to read any text that is age-related. And with
the help of 3RsPlus SPELL instruction, each child will learn to spell any
word he/she wants to write.
Using READ, the acquisition of reading and spelling skill is transparent to child,
teacher, and parent, and accountability is demonstrated using psychometrically
sound READING/SPELLING MASTERY TESTS. Some children
can “graduate” as Certified Readers after completing only two or three sets of
READ. More can graduate after five or six sets, while some need all eight sets.
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 now can read to learn.
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 effectively without other instructional programs. Where
this is done, instruction can be limited to around a half hour per day. Reading
and spelling homework can also be reduced, with every minute of instructional
time contributing directly to advancing the student’s reading and spelling skills.
The linguistic structure of READ and SPELL and the fact that the only instruction
is “Say the sounds and read the word” makes the program particularly effective
with English Language Learners. The instruction starts with only 5 letter/sounds
and 3 words, and builds from that point, very gradually increasing the number
of words the child is able to read and understand. Each child’s increasing expertise
in both spoken and written English is transparent to the teacher, student, and
parent.