The Reading Station 9070 58th Drive East, Unit 101 Bradenton, FL 34202 (941) 361-1173 info@thereadingstation.com |
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Research We believe that reading success starts with using a quality curriculum. Unlike many other tutoring companies, we want you to know the name of the programs we use, and why we use them. The Florida Center for Reading Research (www.fcrr.org) has developed reports for a number or reading intervention programs. While FCRR does not endorse any one program, their reports review the current research and discuss whether programs are well aligned with the findings of the National Reading Panel. Below is a list of programs we use, and the link to their FCRR report. We hope that this information will be helpful in choosing an appropriate reading program for your child. Phonemic Awareness Lindamood Phoneme Sequencing (LiPS) LiPS is a supplemental/intervention program designed to instruct and improve phonemic awareness, phonemic decoding, orthographic processing, sight word knowledge and spelling through the development of an oral-motor, visual, and auditory feedback system that enables individuals of all ages to identify, sequence and map letters to phonemes. The goal of LiPS is to develop fluent readers and competent spellers To read the full report click here Phonics Fundations affixes as a part of the decoding process. Vocabulary, fluency, and comprehension affixes as a part of the decoding process. Vocabulary, fluency, and comprehension instruction are included in the program as well. In Level K, students learn letter formation by using “sky writing” involving gross motor movements, before they practice writing on paper. The letter names and sounds are learned, the alphabetic principle established and phonological awareness is emphasized. Through the use of multi-modality methods involving auditory input, manipulation of tiles and sound cards, “tapping” phonemes on their fingers to learn to blend words, and writing, students learn to read CVC words and the fundamentals of early reading and writing. At Level 1, phonological principles in reading and spelling continue to build systematically, leading the student through digraphs, long vowel sounds, two syllable words with short vowels, base words and suffixes, vocabulary, fluency, comprehension, and continued writing instruction. comprehension, and continued writing instruction. To read the full report click here Wilson Reading The Wilson Reading System is a highly structured reading and writing program that serves as an intervention and helps 2nd – 12th grade struggling readers learn the structure of words and language by directly instructing students to decode and encode (spell) fluently. The program was originally developed for students who have dyslexia, but has been expanded to target the needs of students who are below grade level in reading. Level A uses age appropriate reading material for younger or ESL students, while Level B uses age appropriate reading material for older students. Based on the Orton-Gillingham multisensory philosophy and principles, the Wilson Reading System provides a well organized, incremental, and cumulative 12-step system. Steps one through six provide students with the basics for decoding and encoding to create a solid foundation before moving on. Steps 7 through 12 focus more on advanced word analysis, vocabulary development, comprehension, and metacognition. The Wilson Reading System provides a plan in which students receive instruction in: learning to hear sounds; manipulating color-coded sound, syllable, and word cards; performing finger-tapping exercises to assist in phonemic awareness; writing dictated words and sentences; reading aloud; and paraphrasing selections they read, and which are read to them. Students receive direct reinforcement and instructional feedback based on their individual performances and do not proceed to the next step until they have met each step’s criteria as each step builds upon the one before. To read the full report click here Fluency Great Leaps Reading Great Leaps Reading is designed as a supplementary reading program to be used in conjunction with the curriculum currently being implemented. Its primary emphasis is on fluency, with the assumption that comprehension will improve if the child becomes a more fluent reader. To read the full report click here Comprehension Visualizing and Verbalizing Visualizing and Verbalizing for Language Comprehension and Thinking (V/V) is a supplemental/intervention program designed to instruct and improve reading comprehension, oral language comprehension and expression, written language expression, and critical thinking skills in individuals of all ages through the development of concept imagery. It was created by Nanci Bell of Lindamood-Bell Learning Processes. It is one of three reading programs developed and supported by Lindamood-Bell Learning Processes: the other two are LiPS and Seeing Stars. V/V relies on teacher directed questions to assist students in forming images. Twelve structure words (e.g., what, size, color, shape, etc.), are used to provide a framework from which to create images and also elicit language to discuss what was imaged. Initially, the teacher shows the student a simple line drawing and elicits a description of the drawing in the context of the twelve structure words. The teacher confirms what the student says at each point and models the imaging process by replaying the complete image the student’s words evoke in the mind. Then the teacher takes a turn using language to verbally describe a simple drawing to the student as the student creates the gestalt image in his or her mind. The level of difficulty increases as one moves through the program, from pictures to words, sentences to paragraphs. To read the full report click here |
