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Read3 is an intensive, customised learn to read program.
Read3 is an individualised program designed specifically for young children who are not progressing with their reading. It targets the children who are most at risk of reading challenges, including dyslexia.
Around 80% of children learn to read effectively in a classroom setting with quality instruction. If your child is struggling, they are one of the 20% of children who need extra support.
Read3 targets a range of factors that affect reading. It uniquely targets rapid automatic naming (RAN) and working memory which many programs do not. RAN affects how easily a child can retrieve the words they are learning and has long-term impacts on reading fluency and comprehension.
If your child is currently doing a phonics-based reading program with limited success it is possible they have poor RAN or poor working memory. This places them in the 5% of children who require an intensive, individualised program and Read3 is the perfect choice.
Signs of poor RAN include:
- erratic memory – good one day, bad the next
- recalls the wrong name for letter sounds and words they know
- slow and effortful recall – it’s on the tip of the tongue
- reluctance and frustration with learning to read
These will occur in addition to difficulties such as
- hearing and connecting sounds
- recognising and writing letters
- confusing and reversing letters
- recalling sight words
- reading simple words smoothly
If your child has any of issues outlined above, Read3 will give them the best start possible. If your child has dyslexia, or their is a family history of poor reading and spelling, Read3 is essential.
Young children respond positively to our fun, multisensory methods, and you can rest easy knowing that all likely processing difficulties are catered for in its design. Children with less complex learning challenges will move quickly through the program, allowing them to more easily catch up to their peers.
1. More than a phonics program
We address a wider range of processing difficulties than other reading programs. A systematic phonics-based program focuses on phonemic awareness (PA) and letter-sound knowledge (LSK) but does not address the impacts of poor rapid automatic naming (RAN) and verbal short-term memory (VTSM) on basic reading fluency. Read3 addresses all four areas and is the only program that starts right back at individual sounds.
2. Easy to use
We know first-hand how hard it can be to motivate a reluctant learner and how complicated many programs are to understand and administer. This program was designed so any caring adult can pick it up and use it to help a struggling learner. We won’t bamboozle you with big words and we support you every step of the way with clear instructions, videos and online access.
3. Program supports latest research
Read3 directly supports the latest expert recommendations from MIT, Harvard and Tufts Universities. Findings reinforce the importance of building accuracy and automaticity at the start of the learn-to-read process. Read3 integrates fluency and decoding strategies with phonics from the outset through our learning system evident in every lesson as:
that go with
letters in words
The evidence-based strategies uniquely presented in Read3 include:
Continuous strengthening of phonological 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 within words. We teach children to manipulate sounds, not just recognise sounds, as this improves their ability to process sounds quickly in words.
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.
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.
Daily monitoring to develop automaticity
This program has built into it an ongoing system of monitoring that allows both parents and professionals to track the progress of each child on a per session basis. This ensures that the program can be genuinely tailored for the individual needs of the child.