Spellread

[vc_row full_width=”” parallax=”” parallax_image=””][vc_column width=”2/3″][vc_column_text]SpellRead provides a clear path for the most struggling readers to master phonological automaticity and establish the foundation for reading success in all subject areas.

The programme improves reading fluency reliably across diverse populations, including students in special education, English language learners, and students more than two years below grade level, and is suitable for all ages. Once a student has completed the programme, the problem is solved for good. Research studies have demonstrated that SpellRead delivers substantial gains across grade levels and among students with differing ability levels.

SpellRead offers teachers comprehensive materials, on-going expert support, and accurate online progress monitoring ensure individual student success. Foundations for Learning has negotiated a special offer with Pro-Ed, the owners of SpellRead, for 2013. This offer includes:

  • Fully comprehensive SpellRead kits for students and teachers for US$ 1250 (50% off the usual price)
  • A four-day teacher’s course for CHF 900.-/participant, held in Zurich, on dates to be agreed with interested schools.

Teachers who are interested in training to become SpellRead instructors please contact Sylvia Leck.[/vc_column_text][/vc_column][vc_column width=”1/3″][vc_single_image image=”1976″ border_color=”grey” img_link_large=”” img_link_target=”_self” img_size=”full”][vc_single_image image=”1914″ border_color=”grey” img_link_large=”” img_link_target=”_self” img_size=”full”][/vc_column][/vc_row][vc_row full_width=”” parallax=”” parallax_image=””][vc_column width=”1/1″][vc_empty_space height=”45px”][/vc_column][/vc_row][vc_row full_width=”” parallax=”” parallax_image=””][vc_column width=”1/2″][vc_column_text]SpellRead – Proven intervention for your most struggling readers
Foundations for Learning is the only learning center in Europe that is licensed to offer this reading support program from North America.

Designed for struggling readers in grades 2 – 12 (age 7 – 18), including students two or more years behind in reading, special needs students and English language learners, SpellRead makes a difference and helps students to become confident readers.

The Problem: A Broken Foundation
If the phonological coding system isn’t mastered to a level where it is automatic, then there is no strong foundation for reading in all content areas. Students become overwhelmed and fall further and further behind. SpellRead can end this cycle.[/vc_column_text][/vc_column][vc_column width=”1/2″][vc_column_text]The Solution
SpellRead’s research-based, multisensory approach bridges a student’s sound system and oral language to build automaticity and trains the brain to process language efficiently as it is read, to facilitate understanding. SpellRead builds the skills students need to improve overall comprehension, so that they can move on to more complex texts in all content areas.

By the end of the program, students are able to decode any grade level text automatically and can focus their energy on getting meaning from the text.Specifically, students can:

  • demonstrate mastery of the sound system
  • attack unfamiliar words easily
  • read with fluency and comprehension

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Instructional Cycle of the Programme – Expected Learner Outcomes:

[/vc_column_text][vc_empty_space height=”-2px”][/vc_column][/vc_row][vc_row full_width=”” parallax=”” parallax_image=””][vc_column width=”1/3″ el_class=”box clearfix”][vc_column_text]Linguistics Foundations

  • Know and articulate clearly the 44 sounds of English.
  • Deliver instruction in SpellRead’s engaging multi-sensory Phonemic activities (10) with some referencing for 2-3 activities.
  • Gain Automaticity in SpellRead’s speed-reading card packs, which are used to gauge the fluency development of students.

[/vc_column_text][/vc_column][vc_column width=”1/3″ el_class=”box clearfix”][vc_column_text]Active reading

  • Be proficient in leading all 4 steps of the Active Reading process and know the Best Practices for each Step.

[/vc_column_text][/vc_column][vc_column width=”1/3″ el_class=”box clearfix”][vc_column_text]Writing connection

  • Provide instruction on Writing Connections,
  • Provide constructive, and responsive feedback to student?s writing and
  • Gauge student progress and tailor instruction in order to address student needs in writing

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Selection and Placement Of Students, Progress MonitoringExpected Learner Outcomes:

[/vc_column_text][vc_empty_space height=”-2px”][/vc_column][/vc_row][vc_row full_width=”” parallax=”” parallax_image=”” el_id=””][vc_column width=”1/3″ el_class=”box clearfix”][vc_column_text]Instructor Support System

  • Set up classes, input student information, and produce weekly reports on the Instructor Support System.
  • Gain access to instructional support, and resources (student reports, Active Reading summary guides, class growth reports, home reports, and student certificates).

[/vc_column_text][/vc_column][vc_column width=”1/3″ el_class=”box clearfix”][vc_column_text]Assessments and Placement

  • Be proficient in leading all 4 steps of the Active Reading process and know the Best Practices for each Step.

[/vc_column_text][/vc_column][vc_column width=”1/3″ el_class=”box clearfix”][vc_column_text]Progress Monitoring

  • Be able to use SpellRead’s on-going assessment process and rubrics in order to measure progress, refine student skills, and tailor instruction to meet student needs.

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Programme Delivery – Expected Learner Outcomes:

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  • Know how to use the SpellRead Teacher’s Manual and materials in order plan effective intervention lessons.

[/vc_column_text][/vc_column][vc_column width=”1/3″ el_class=”box clearfix”][vc_column_text]Lesson Preparation

  • Prepare materials in advance to ensure smooth transitions during teach-back.

[/vc_column_text][/vc_column][vc_column width=”1/3″ el_class=”box clearfix”][vc_column_text]Lesson Delivery

  • During the teach-back, teachers complete activities within the expected range of time, provided effective error correction, and ensured that training partners used recommended techniques for phonemic activities.

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