2. “The growth of reading skills
fits a deficit, not a lag model.”
Fletcher & al 1994
Foorman, Francis, Fletcher &Lyon 1996
Liberman & al,1989
Stanovich & Seigel,1994
Wagner, Torgesen & Rashotte 1994
3. Dr. Julian Elliott
“What we need instead is for
teachers to look at each
child`s educational needs &
spot problems early
on(without pursuing a
diagnosis)”.
Heated discussion…
4. Dr. Linea Ehri
“Grapheme phoneme
knowledge is essential to read
words in English”.
Dr. Stanislas Dehane
“Graphemes map onto
phonemes”.
5.
6. “Phonological awareness is
the greatest
breakthrough in reading
research of the 21st century.”
Dr. Reid Lyon, Chief of the N.I.C.H.D.
7. Phonological Awareness
• The ability to hear and
manipulate the sound
structure of language.
• This is an encompassing
term that involves
working with the sounds
of language at the word,
syllable, and phoneme
level.
8. This is why we MUST learn to
clearly articulate the sounds of
our language!
42. Orthographic mapping – “Holy Grail”
Dr. Linea Ehri
It involves the formation of letter sound connections to bond
the spellings, pronunciations and meanings of specific words in
memory.
Recommended reading:
Essentials of Assessing, Preventing & Overcoming Reading
Difficulties
Dr. David Kilpatrick
43.
44. TESTIMONIAL
I am the Learning for All Teacher at a northern Ontario school. Many of our students are First Nations,
transient or simply do not come to school on a regular basis. I received the Remediation Plus Program in
December. It was bought for a Grade 8 student in our school who was reading at a grade 1 level. He was
unwilling to try conventional programs as they were “babyish”, and spent most of his day out of the
classroom and causing trouble. I received the program and I immediately went to work, watching the
videos and training myself on how to deliver the program. The videos showed me everything I needed to
know. I continue to use them, as they model many of the individual lessons.
I began by doing the assessments that came with the program. Jo-Anne Gross and I then spent an hour
on the phone, going over the results, and planning where to start and answering any questions I had. My
grade 8 boy and I started the program at the beginning of January. I promised him, he would be reading
very soon! I don’t think he really believed me, but thank goodness he was willing to give it a try. The
lessons were fast paced and incorporated a multi-sensory approach that made it fun. By the middle of
January, I could tell his confidence was growing, and his behavior had improved! He was staying in his
class all day! One day at the end of February, we were playing a math game. He grabbed one of the cards
out of my hand and with a giant grin on his face, he read it to me and his class!! He was so proud and so
was I!! The program works! It is easy to follow, quick paced and fun.
Once you have watched the videos and practiced on a fellow teacher once or twice, you are ready to go! It
is amazing to see the progress happen so quickly. I am now using the program on other students in our
school from as young as grade 3. I am seeing similar results, and they love it! I would definitely
recommend it to others who have students who are not experiencing success with their reading programs.
--
Dana Allen
Our Lady of Fatima
Learning For All