Feedback from Students, Teachers, Administrators and Parents
Dear Mr. Williams,
I want you to know a student who used the program for an hour every day and had a score of 00 on the TABE left after ninety days (not all in class due to weekends) scored a 2.9 when he left.
The student was actually that low in the reading area when he came to us. He is labeled MID, but the real problem is no one made him do anything. Some people see a label and say the poor child cannot do this work which is not true. It is just more work and takes longer. If he had been more serious about the material he would have done better. He is only one of the students, others have done very well also. There have been many successes using your material.
Anna Dellinger/Reading Teacher
McIntosh Youth Development Center/Darien, GA
It is my pleasure to serve as a reference for James Williams. As Title I consultant for the Georgia Department of Juvenile Justice, I served on the committee to develop an effective developmental reading program for students in our care. Several teachers on the committee had previously used the We All Can Read materials produced by Mr. Williams and recommended them for our sites. We incorporated the materials into our curriculum for developmental reading for all sites state-wide and have been very pleased with the teacher and student reaction to them. However, since this is the first year of the program, we have not yet accumulated data to support the effectiveness of the approach.
Mr. Williams provided training for the reading teachers at one of our educational conferences and provided training for our reading consultant so that she could assist individuals as needed throughout the school year. Because of our particular learning environment and the learning level of most of our students, Mr. Williams modified the We All Can Read tapes to suit our situation and to allow them to be more effective with our students.
We have been pleased with the quick response to our needs for additional materials and with Mr. Williams’ personal involvement with our teachers. He is a professional who is committed to making his approach to reading effective.
Frances Abercrombie/Title I Consultant
Georgia Department of Juvenile Justice/Decatur, GA
Dear Mr. Williams,
I have used your reading curriculum in a program for at-risk young men ages sixteen and older. While implementing your reading program, some of the positive changes I have observed in my students are as follows:
1. Improvement in reading skills which facilitated advancement in other academic areas
2. Improvement in reading skills sufficient to pass the Florida High School Competency Test. (Students entering this program generally consider the HSCT their most formidable obstacle to graduation.)
3. Increased confidence in personal potential and new hope for the future.
Using your reading curriculum requires discipline, commitment, and persistence on the part of both student and instructor. I am sure that my students would tell you that it has been well worth the effort. One student is currently using the curriculum to help a younger sister who is experiencing learning difficulties in school. Another student used his knowledge of phonics to help a family member master English as a second language.
And the gift goes on.
Dorothy Easley/American Adult Education Center
Dade County Public Schools/Miami, FL