Our Online Reading Program Enables Schools to
Offer Intensive Remedial Reading Instruction to All
Students Who Need Help Within the Response to
Intervention Model at a Cost that Any School Can Afford
Our online Orton-Gillingham-based remedial reading program for struggling readers in middle and high school offers an effective and cost-effective online solution for schools implementing Response to Intervention. Our intensive, direct and systematic reading program enables a school to offer one-to-one or small group instruction for struggling readers in middle and high school and can be easily adapted to be implemented within Tier 2 and Tier 3 levels of instruction in RTI.
Our online program makes implementing Response to Intervention cost-effective.
Why is online instruction the key to offering cost-effective remedial reading instruction within the context of Response to Intervention at the middle and high school level? Online instruction is the key because it is often the only way for schools to be able to offer intensive, highly-personalized remedial reading instruction targeting individual students in a cost-effective manner. Older students behind in reading require a tremendous amount of drill and practice in mastering the basic skills of phonics, decoding, fluency and spelling. It is virtually impossible, particularly in these economically difficult times, for schools to be able to provide the resources for reading specialists to work individually or in small groups with the large number of students behind in reading. But the tremendous advantage that access to our online instruction offers is that schools are able to meet the needs of their struggling students with a very minimal investment.
Licensing even one computer is like hiring a full time reading specialist!
Licensing even one computer in a school is like hiring a full-time reading specialist available to work individually with an unlimited number of students throughout the day every day of the week for the entire school year.
Our online curriculum automates the learning process and eliminates the time-intensive, direct instruction traditionally required by the teacher to teach phonics skills to older students. And no prior teacher training is required to implement the program.
Our online program is not only cost-effective; most importantly it is instructionally effective!
Most remedial phonics programs are written for young children. From the outset We All Can Read was developed for older students and adults. Every one of our 644 online lessons presents information in a manner that is both engaging and age-appropriate for students in middle and high school.
Our online license provides access to a complete Orton-Gillingham-based phonics,
reading and spelling curriculum - no additional purchase of any kind is necessary.
Our online license includes these following elements.
1. 644 lessons that combine audio, video and text - all lessons are printable
2. Our first 28 online lessons are free
3. Over 400 consumable worksheets - all worksheets are printable
4. All 141 lessons from our Supplemental Fluency Reader - all lessons are printable
5. Our 156 page Teacher's Guide
6. Forty plus hours of video content
7. More than 115 hours of audio content
8. 165 quizzes embedded within our 644 lessons - students must demonstrate mastery
We All Can Read is published in both a print and online format making
it possible for teachers to offer blended instruction in the classroom.
Because our entire program is published in both a print edition and an online edition, it is possible for teachers to offer blended instruction in a classroom. With blended instruction a teacher presents the information in a given lesson from our core book We All Can Read in class, and students then have the opportunity to practice and consolidate phonics skills from that lesson in the online program between class sessions.
In some classes there is a wide disparity in reading skill levels among students. Often the only meaningful way a teacher has to address this cross spectrum of reading skills diversity among students in the same class, particularly students in middle and high school, is to allow those students who are struggling readers to work independently at a computer with headphones in class while the bulk of the class works in other activities.