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A National Literacy Problem
Sound Reading Solutions literacy instruction is based
on advanced research. With easy-to students, older students with
protracted reading difficulties, English language learners,
students in rural and suburban schools -use materials teachers
produce exceptional results with our most challenging students.
Special education and urban students
Newfield Elementary School Newfield, New York
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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 low test scores and poor
decoding and fluency.
The results were quite positive, not just
after the intervention, but the students continued their
reading progress when tested two years later.
Results were published; “Reading
Intervention for Post-Primary Students: Best Practices,
Special Methods of Delivery and Implementation
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Fairview Elementary School, High Point, North Carolina
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Pre and Post-Sound Reading instruction
Students will finish Sound Reading instruction
this school year.
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Willow Run Community Schools, Ypsilanti,
Michigan
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Conducted by:
Former Cornell University Researcher Bruce
Howlett conducted a trial with 67 of his special
education and learning disabled students, over
three years.
Instruction:
The
Sound Reading Program
only. The students
did not
receive instruction using the Sound Reading CD
or the Fluency Foundation Readers, as these
materials did not exist.
Duration:
15 to 30 hours during a regular public education
schedule.
Presentation or Publication of Research:
Mr. Howlett has presented this study at over 20
national and state conferences, including
Council for Exceptional Children, International
and New York State Dyslexia Associations and
National Association of Bilingual Educators.
Assessment:
Pre and post testing using the Woodcock Reading
Mastery Test (WRMT-R).
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Willow Run Community Schools, Ypsilanti,
Michigan
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At-Risk Students Make Significant
Progress on Michigan’s High-stakes
Reading Test
Assessment:
Michigan Assessment of Educational
Progress and the Test of Word Reading
Efficiency (TOWRE)
Student Population:
A total of 50 students receiving special
education and speech and language
services. Students ranged from grades 1
through grades
5.
Poster presented at the 2002 American
Speech-Language-Hearing Association
Convention, November 22, 2002 |
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Southern Cayuga Elementary School, Southern
Cayuga, New York
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Conducted by:
By Diane Kulas, Special Education and
Reading Teacher, and Marion Andrews,
formally Principal of Southern Cayuga
Elementary School. Currently, Early
Literacy Division, New York State
Department of Education.
Presentation
or Publication of Research:
Poster, International Dyslexia
Association, San Diego, CA. November,
2003. Council for Exceptional Children,
New York, 2002.
Population:
We targeted 12 students in 2002 and 22
students in 2003 who were all at-risk of
developing serious reading difficulties.
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Westview Elementary School, Petersburg,
Virginia
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Comprehension improved 1.1 grade
eq. in the short time the
students were using the Sound
Reading Software. Note that 3rd
grade is reading below grade
level and fifth and sixth grade
are only slightly above grade
level. This may not be enough to
show results on standardized
tests. Also, we were unable to
score the rapid naming/ fluency
test. Torgesen in Florida and
Good in Oregon have shown that
students that who were not
reading fluently (<80 words per
minute) rarely passed fourth
grade standardized reading
tests. Sound Reading usually
produces significant gains in
fluency |
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Flanders Elementary School,
Farmington, Michigan
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Here is another
student’s Running Record
Scores. As you can see,
he was STUCK...then it
all came together after
SRS and he got it!
Currently, he is a 5th
grader. He can
comprehend at the 4th
grade level. He is in
the general education
setting requiring
minimal additional
support beyond that
offered in the
classroom. He had
developed very strong
spelling and writing
skills.
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New
York City Principal Dr. Leonard Golubchick noted that Sound
Reading Program was instrumental in achieving their 27% jump in
ELA scores within four year |
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New
York City Principal Dr. Leonard Golubchick noted that Sound
Reading Program was instrumental in achieving their 27% jump in
ELA scores within four years |
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