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Reading
Just
two, thirty-minute sessions of Sound Reading added
weekly to your reading program dramatically improves
comprehension, fluency, decoding and spelling.
The
most important and overlooked aspect of reading is
that print activates our inner voice, tapping into
the power of speech. Reading is a special receptive
(listening) language activity. In conversation, we
translate speech into meaningful language.
As we listen, we decode and identify meaningful
words effortlessly. The same is true when we read.
Brain research clearly shows that fluent readers use
the same brain pathways to read as they do to
understand conversation. Fundamental changes in our
understanding of how children acquire reading skills
identify new ways to teach students to read.
Sound Reading's
innovative methods heighten speech and language
abilities for literacy success. Print- to-speech
literacy instruction builds a solid foundation, ensuring
that all students read well. Turn struggling students
into sustained silent readers.
Each Sound Reading System
gives your student the skills they need to learn to read
with ease and
confidence.
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Students don’t just learn
to read, They learn how to be proficient readers.
Eighty-seven
students in rural Newfield (N.Y.)
Elementary school took part in a six
month whole class Sound Reading
Improvement and Intervention. Their
teachers were concerned about their
students’ low test scores and poor
decoding and fluency.
The results were
quite positive, not only did
students show progress just after
the intervention; they continued to
show improvement when tested two
years later.
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Developing phonemic awareness requires the strengthening of
specific auditory skills, including auditory attention
and memory.
Phoneme discrimination, targeting English’s many confusing
vowels, rivals phonemic awareness in importance,
especially for students who speak non-standard
variations of English.
Older students need far more than traditional phoneme blending and
segmentation skills if they are to read English, with
its incredibly complex phonology and orthography.
Students who know phonics but continue to struggle to read
benefit from phonological recoding practice, which is
the key link between spoken and written words.
Decoding instruction without fluency development has very little
effect on reading scores.
Rapid naming practice is an essential component of fluency
development.
Higher-level comprehension skills and strategies are dependent on
specific receptive (listening) language skills.
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How do we make learning to read easier?
By strengthening speech and language foundations and linking
spoken words to written words. Your students will find Sound
Reading activities easy and enjoyable. Sound Reading uses
Cognitive Learning techniques (the fastest and easiest way to
learn). Maximize memory and learning with:
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Reduced Error Instruction: Material
learned with few errors is memorized correctly. Sound Reading
enhances memory by reducing incorrect responses; thus, it
eliminates the self-reinforcement of errors. Instead of
struggling, your student will find Sound Reading quite easy.
Distributed Instruction: Sometimes called spiral
instruction, distributed instruction spreads out learning tasks.
As a result, students master material indefinitely rather than
temporarily.
Over
learning/Automaticity: For long-term learning, students need
continued practice beyond the mastery stages, or over-learning.
The deepest reading occurs when students are reading
automatically. Sound Reading Solutions™ provides practice until
the process becomes “too easy”.
Independent
Instructional Level: Many students will find Sound Reading
“too
easy,” difficult for only the most challenged readers.
Sound Reading is designed so that learners function at an
independent instructional level, where the student is highly
successful. Reading improvement is like reading itself: when it
is easy, and not frustrating, student performance is
accelerated.
Auditory Interaction: Reading is a receptive (listening)
language process. Sound Reading Solutions™ is intensely
auditory, heightening the language processes that are the key to
literacy.
This is the
Sound Reading Solution!
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“I really like the variety of tasks in Sound Reading. It is easy
to follow, the hands-on activities and they really pick up the
skills they need for reading in a fun, positive manner.”
Sheryl
Stone
Pine
Lake Elementary
West
Bloomfield, Michigan
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"I feel that Sound Reading is the most exciting and powerful
teaching tool I have used in my many years of teaching.”
Sue Doyle
Clyde-Savannah
Schools
Clyde, New York
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