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Read3 is an intensive, systematised learn to read program.
Establishing a strong reading foundation is vital for long-term reading success. The Read3 program requires mastery at every step. It was designed specifically for children who are not currently progressing despite using a quality literacy program. Regular monitoring is part of the daily routine to so you can be sure what your child does and does not know.
Knowing your child has mastered each lesson is crucial as the lessons build on each other. We want your child to experience the joy of success, and have tailored the pace of our program, and the lessons and games within it. Confidence is everything.
The Read3 learning system
We have divided the Read3 program into three distinct modules, each targeting a different stage in the learn-to-read process.
Every phonics-based program introduces letters and their sounds in a different order. Our order has been set to accommodate children who are easily overwhelmed by too many complex vowel rules. It is based on clinical outcomes achieved when working with children with literacy difficulties, including dyslexia.
During Module 1, your child will will learn our unique system for decoding words to allow them to start reading simple readers. The module focuses on mastering single sounds and letters, and building understanding of our learning system. You’ll notice we have split Module 1 into five steps. It’s human nature to want to race ahead, but it is imperative that you give your child time to master a limited number of letters before introducing more.
Module 2 departs from many phonics programs by introducing the concept of long vowel sounds early. We do this to help build flexible processing of vowel sounds as this can be very tricky for child with poor working memory or weak rapid automatic naming capacity. We first introduce short words ending in a vowel (e.g. me, be, hi) then introduce one simple long vowel rule ("magic e" rule). This rule can be applied to short CVC words, reducing the 'overload' children with dyslexia experience when multiple alternate spellings for long vowels are introduced at the same time. In Step 3 we introduce morphology (changes to word endings), and start to build awareness of spelling patterns that arise as we alter words (e.g. bike, biker, biking).
Module 3 returns to short vowels with an emphasis on building word length. We start by adding consonants at the start of words, then progress to adding consonants to the endings. At the completion of Module 3, your child will have established a system for decoding. Their reading system is now firmly established which can be applied to a traditional phonics-based learn to read program.
Throughout the program we build mastery of a range of high-frequency words, many of which are decodable using the system learned in the Read3 program. The number of true 'sight words' that need to be memorised is significantly reduced with this approach.