is for students who are
- getting ready for pre-K to 1st
- having difficulty learning to sound out words
- memorizing books or reluctant to read
- are highly intelligent but having difficulty learning to read
- working with a speech therapist for articulation
Reading Readiness is specifically designed to develop early reading skills in children, whether they are native English speakers or English language learners. This program lays the foundation for beginning reading instruction. Students, from ages 4-6 years old, will learn beginning phonics and reading readiness skills, build comprehension and develop an enduring love of books and reading. As a result, they will have the skills, confidence and motivation required to successfully learn to read.
Our toolkit includes: Fundations, LiPS, Words Their Way, Seeing Stars, Hand Writing without Tears and Great Leaps
Using games and fun activities, we strengthen
- Phonemic Awareness
- Sound/Symbol Connection
- Handwriting and Spelling
- Beginning Reading
Children who struggle with phonemic awareness may have difficulty rhyming or pronouncing words correctly. Being able to segment, hear “cat” as “C-A-T” and blend “H-I-M” into “him” can be very difficult. They will often change the order of sounds or substitute other sounds creating new words. We use articulatory feedback, picture cues and manipulatives to help strengthen this skill.
Sound/Symbol Connection – Reading Words
Once students can easily manipulate sounds, we connect the sounds to letters. They learn to say the alphabet and identify letters out of order. Students have plenty of time to practice the sounds of letters with immediate feedback so they develop a strong connection between a symbol and its sound. When the individual letter sounds are easily recalled, we combine letters to create words.
Handwriting and Spelling
Students learn to form letters and practice writing legibly. Spelling instruction happens simultaneously with reading instruction. Students continue to reinforce the sound/symbol connection by spelling words.
Students begin to develop a sight word vocabulary and start reading in appropriately leveled books. Tutors also read to the students while introducing story structure, pre-scanning the story through pictures and discussing the story.