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If you are a teacher, school principal, district superintendent, or school board member

3RsPlus for staff imageIf you initiate READ instruction with children entering kindergarten, virtually all the children in that cohort will learn how to read any text with understanding equal to that were the communication spoken. With the coordinated 3RsPlus SPELL instruction each student will learn to spell any word the child wants to write.

The acquisition of reading and spelling expertise is transparent to the child, teacher, and parent. But external certification of the capability is also important. This accountability is demonstrated using the psychometrically sound READING/SPELLING MASTERY TESTS. The rate of acquisition is dependent upon the general ability of the child. Some children can “graduate” as Certified Readers after completing only two or three READ courses. More can graduate after five or six courses, while some need all eight courses. Irrespective, virtually all children will have been taught how to read any text with understanding equal to that were the communication spoken by the end of Grade 2, and Grade 3 at the latest. With this foundation, no further formal instruction in reading instruction will be required. The children will still have a lot to learn, but they will have learned to read and can now read to learn.

Accountability can be further demonstrated by using student completion Mastery Tests as entries into a Instructional Accomplishment Information dashboard www.3rsplus.net . The Accomplishment Information provides a dynamically accessible indicator of instructional status, aggregated by teacher, school, any superordinate administrative units involved, and also aggregated by the usual student demographic indicators of general interest and concern.

The Mastery Tests provide a mechanism for dealing with any children designated as “problem readers” in any Grade. Problem students in Grade 1-4 can be optimally placed in READ instruction very quickly. Problem students in the upper grades can be instructed using the READ M Series, a different instructional architecture that capitalizes on whatever reading expertise the student has acquired and on the advanced maturity of these students compared to younger students.

READ and SPELL work best when used without other instructional programs. If this is done, the instructional time required can be limited to something of the order of a half hour per day, a very significant savings of instructional time. Homework time in reading and spelling can also be reduced to something on the order of fifteen minutes, with every minute of instructional time contributing directly to advancing the student’s reading and spelling expertise.

The linguistic structure of READ and SPELL and the fact that the only spoken English an instructor needs to use is “Say the sounds and read the word” makes the instruction particularly effective with English Language Learners. Even though a child’s spoken English expertise may be very limited, this does not constitute an obstacle in teaching the child to learn how to read using 3RsPlus Read. The instruction starts with only 5 letter/sounds and 3 words, and builds from that point, very gradually increasing the repertoire of words the child is able to read and understand. As with all children, each child’s increasing expertise in reading is transparent to the teacher, student, and parent. And the accountability of teachers and schools is demonstrated through transparent and psychometrically sound Instructional Accomplishment Information.

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