About Fix It Reading:
Today, the reading instruction provided to teachers and parents is not enough. The reading scores throughout the United States are incredibly low. The reason is that the reading curriculums don’t have the correct information to teach reading at any level. The reading approaches used in this country through the past years have been whole word reading and sight word reading. These methods do not teach children how to read. They teach the child to guess.
When you are looking for a curriculum, you don’t know what to choose. The current trend is moving back in the direction of using phonics based programs, however these are not enough. While this is a step in the right direction, the phonics programs first focus is the relationship of sounds to symbol as in “b” says b. Reading is so much more than just learning what sounds a letter makes. Phonics based programs were used in the seventies and still children were struggling with reading. The child must develop the pre-requisites for reading before phonics can be the sole approach fpr teaching reading. The child must learn how sounds create words and how sounds can be changed, omitted or added to make new words. Sound manipulation is key to developing fluent reading
A full reading program should address the pre-requisite skills of blending, separating, and isolating and manipulating sounds in words. This will develop good encoding of sounds and therefore good decoding of sounds which will lead to excellent reading and spelling skills. It should teach the rules for reading and spelling as well. The program should be clear and easy to follow for child and teacher. All children should have the opportunity to learn to be good readers!
Fix It Reading addresses all of these issues so that your child can learn to be an accurate fluent reader who wants to read!
How Fix It Reading helps
Reading becomes automatic and easy. Your child's confidence grows in leaps and bounds as they begin to understand and process the sounds correctly and efficiently. It is so wonderful to see your child smile as they succeed! The rules for reading, decoding and spelling are learned and assimilated. Success is the win! Once decoding issues are resolved, reading comprehension can take off.
What your child will learn:
The pre-requisite skills for reading.
Your child will learn to blend sounds.
Your child will learn to separate sounds.
Your child will learn to isolate and manipulate sounds in words.
(The development of rhyming words comes from this.)
Along the way,
Your child will learn the rules for reading.
How to read whole words at a time. Decode the vowel, then read the whole word.
(We do not read left to right).
We teach the vowels with a simple easily learned approach.
We teach reading- beginning with one syllable words ( CVC )
Consonant-vowel-consonant (h-a-t)
As the child learns to decode and track sounds and read these one syllable words, the rules for reading and spelling will be taught. Once the child has a grasp of how sounds form words and sounds can go in and out of words to create new words, they can easily learn the rules for reading.
There are many rules for reading and spelling that are not always taught. Rules make reading make sense. The child is no longer guessing. They know what they are doing and why.
Once the one syllable word pattern for reading is mastered, then we begin
multi-syllables.
Once the child finishes this program you will see their reading take off. This program is retraining the brain. Your child will have the skills for reading easily when they finish. However, you will see significant improvement over the next 6 months as the brain integrates all of this information.
How we will teach you
-
We will use videos to show you exactly what to do and how to work with your child.
-
We will use graphics and clear written explanations to further help you know exactly what to do.
-
We will run a FAQ section with answers so that you can look and see if someone else has had this trouble and how to solve it.
-
A trouble shooting section for each module of the program will be included to provide help and guidance.
-
We will offer a chat room to help the parents sort out what you don't understand.
-
Zoom and/or google meets lessons will be offered if someone needs more specific instruction.
Why Parents Love Fix It Reading
The reason why parents love this program is that it is logical and uses a step by step approach.
It is systematic and easy to follow.
It just makes sense.
As you go through the steps, the information follows a pattern of organization. There is a system for learning that both parent and child can follow easily.
There are rules that you can count on.
The program works because it teaches to “how the brain learns.”
The brain must have a specific skill set to learn to read fluently and accurately. It must have a high level of integration of the motor movements of the mouth, the auditory perception of the edges of sounds, and the visual recognition of words as the ear has learned the language.
This program develops that skill set.
My name is Della Weaver. I am Priscilla Roberts’ daughter. I have been working with students with these programs and approaches for the last 15 years. I am a licensed massage therapist trained in the Masgutova Neuro-Sensory-Motor and Reflex Integration (MNRI) primitive reflex programs including the MNRI Dynamic and Postural Reflex Pattern Integration. I have also taken the Oral Facial Reflex Integration Levels I and II. My massage license opened the door for me to be trained in FasciaSense developed by Dr. Eric Winder, which is a gentle way of re-organizing fascia throughout the body. This is a critical treatment to access the meninges which are the fascial layers covering the brain and spinal cord. The meninges are important in developing the extensor muscles of the body related to the importance of tummy time in infants. My training has also included many classes in Ortho-Bionomy which is a gentle body work to reset correct biomechanics in the skeleton and muscles using feedback from the proprioceptive system. Learning is significantly related to correct body mechanics as are the development of the primitive reflexes.
I have also received training for the Seeing Stars program from Lindamood Bell to aid me in understanding the role of visual imagery in reading and spelling.
Is Fix It Reading for you and your child?
Signs your child might need this approach
1. Does your child guess the words when reading?
2. Are they demonstrating frustration when they read?
3. Do they refuse to read orally?
4. Even though you have taught them phonics, they still struggle.
5. Are they slow readers? This indicates poor decoding skills.
6. Are they still slowly sounding out words from left to right, rather than just reading the word?
7. Are they poor spellers? Poor spellers who look like they are reading are using the visual system for reading rather than decoding. For fluent reading, the student must have auditory decoding skills. The visual system cannot carry the load.
8. Any issues with speech development such as delays in speaking or incorrect sound production (i.e. t for k substitutions, w for l or r substitutions, th for s substitutions, or f for th substitutions, etc). Any delays in sound development or slurred speech are indicators. Another indicator is incorrectly saying multi-syllable words. Speech is directly related to reading development
About the Modules
This reading program is set up as a series of Modules presenting instruction from beginning to end.
To do this program, you must start at the beginning. The Modules will be reorganizing the brain for developing reading pre-requisites, while at the same time developing the integration of mouth movements, auditory processing of sounds, and visual recognition and interpretation. This is not a program in which you can skip steps. You must start at Module 1 and progress to module 2 and so on to get through this program.
Module 1 Summary
1. Introduction to the concepts of blending, separating, and isolation and manipulation of sounds in words
2. Instruction and videos for teaching tracking of individual sounds using a visual colored square to mark the sounds
3. Instruction and videos for the specific verbal pattern you must use to teach your child these skills and how the child must learn to respond.
4. The child will learn to track Consonant-Vowel-Consonant one syllable words using all sounds in the English language including the vowels that say their sound (short vowels) and the vowels that say their name (long vowels).
5. The first task is to hear a CVC word and lay out the colored squares – one for each sound. The child is learning to separate a word into its sounds. (i.e. decoding the word into its parts). The colored squares represent the idea that the sounds are different from each other. No one color means one sound.
6. Once the child can do this easily, the child learns how to isolate and manipulate sounds in words.
Example: If this says: “cat” show me “cap”
Using the colored felts to touch and say the sounds in the old word and then touch and say the sounds in the new word, the child learns to find the sound that changed and then show the change.
7. The child will learn a specific approach to reading. The most difficult part of reading is knowing what the vowels say. The vowels are taught simply in a manner that is easily learned. Everyone is always taught to sound out a word from left to right. However, we really don’t read that way. This method teaches the child to look at the whole word and identify the vowel in the middle before reading the word. The eyes see the whole word instantly. The ear knows the sequential order of the words. The eyes see what the ear knows. Integration of these is the key to fluent reading. Clear knowledge of the rules provides the system.
8. Spelling of CVC words will be taught as well. Reading and spelling are integrated into the learning of the pre-requisites for reading.
Module 2 Summary
1. This module continues with tracking, reading and spelling but moves on to more complex syllables which include:
Consonant-Consonant-Vowel-Consonant
Consonant-Vowel-Consonant-Consonant
2. Fluent reading requires that a child understands that sounds in words can changed, added or taken away to make new words. Tracking the sounds teaches the child to identify the separate sounds and builds a framework for reading that makes sense.
3. The first consonant blends to be added are at the beginning with “l” and “r”.
4. Children who struggle with reading hear the “l” and “r” blends at the beginning as one sound. This is the first major hurdle. Finding the “l” and “r” after the first sound and being able to separate, remove or add them in to the tracking sequence. Once they can identify the “l” and “r” as separate from the first sound, they learn to omit them or add them or change them, as the new word changes. This is the skill of isolating and manipulating sounds in words.
5. Then next consonant blends that we work with are at the end of the word. We go to: nd, mp, nt, ks, ps, gz, bz,
6. We track these blends at the end with the same tasks of separating, changing, omitting, and adding sounds.
Module 3 Summary and Price
Module 4 Summary and price
Module 5 Summary and price
Are you ready to try the program that really addresses “why” your child struggles.
Solve the problem where it starts. You can begin now.