Read3 is a literacy intervention program for 5-9 year olds that systematically builds three foundational skills essential for reading development.
Phonics programs are recommended when learning to read, however many young children are just not ready for that step. If a child can't connect letters to sounds or read simple sight words, they are most likely missing foundational skills.
Read3 is an integrated program, incorporating explicit phonics instruction, that is tailored to meet the unique needs of struggling readers.
Our parent-friendly format consists of a simple 3-step approach evident in every lesson as:
- Hear and remember sounds in words (phonemic awareness and proficiency)
- See and remember letters and letter patterns (orthographic awareness and mapping)
- Automatically recall the natural sound segments within words (efficient retrieval)
Children will then apply learning using decodable readers and other carefully curated resources. Building fluency requires regular practice: 20 minutes a day, five days a week.
As recommended in research from Tufts, MIT and Harvard Universities, Read3 addresses a wide range of processing difficulties including the impact of poor rapid automatic naming (RAN) and verbal short-term memory (VSTM) on reading fluency.
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The evidence-based strategies uniquely presented in Read3 include:
Continuous strengthening of phonemic awareness
Phonological awareness is the most common area of weakness in early reading development. It is the gradual refinement in listening from large units of sounds (words) to individual sounds (phonemes) within words. We teach children to quickly manipulate sounds, not just recognise them, as this improves their ability to 'map' sounds to letters in words and develop automatic word recognition (Kilpatrick 2016)
Easy Alphabet to build letter-sound knowledge
The Easy Alphabet provides visual and auditory cues to give genuine meaning to letter shapes. Children who have struggled to remember letters can finally create meaningful links, which then frees up their brains to start reading (Shmidman & Ehri 2010).
Effective memory strategies for decoding words
The traditional approach of sounding out a word letter-by-letter results in a 'system overload' for children with poor working memory. Instead we focus on chunking using natural sound segments to help reduce the memory load. Children then blend individual sounds within the chunk as it will contain no more than three sounds. Sound sequencing problems are less likely as there is, at most, a beginning, middle and end sound in each chunk (Ozernov-Palchik et al 2017).
Daily monitoring to develop automaticity
Developing automatic recall of word segments and words reduces the cognitive load on working memory (Ashman 2018), allowing the child to focus on the true task of reading which is comprehension. Daily monitoring allows you to determine when a child has truly mastered content and is ready to move to the next step of the program.
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