The Read To Succeed Curriculum
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Phonics vs. Whole Language |
Historically, reading instruction in North Carolina schools has relied on whole language - an approach based on unstructured immersion, simple printed texts and reading aloud. With this method, children must make an associative leap from knowing the alphabet to being able to read whole words. This is an effective method for children from high literacy households where reading materials and oral communication are abundant. However, children from low literacy homes are challenged by the unstructured immersion approach, and they are at a literacy disadvantage before they even enter public school.
R2S emphasizes phonics, which creates the foundational structure for children to acquire literacy skills necessary to read and write proficiently. With phonics, children learn the sounds of individual English letters, followed by the sounds of letter combinations, and finally, how to combine sounds to form syllables. Syllables combine to form words, and words into sentences.
Research shows that "when provided systematically, phonics instruction helps [children from poor, low literacy homes] learn to read more effectively than does non-systematic instruction or instruction without phonics" (Ehri, Nunes, Stahl & Willows, 2001).
We are very pleased to report that two years ago the Asheville City Schools adopted the Wilson Fundations program, a phonics-based approach. Our students are experiencing greater success now that classroom instruction and R2S intervention reinforce one another.
R2S emphasizes phonics, which creates the foundational structure for children to acquire literacy skills necessary to read and write proficiently. With phonics, children learn the sounds of individual English letters, followed by the sounds of letter combinations, and finally, how to combine sounds to form syllables. Syllables combine to form words, and words into sentences.
Research shows that "when provided systematically, phonics instruction helps [children from poor, low literacy homes] learn to read more effectively than does non-systematic instruction or instruction without phonics" (Ehri, Nunes, Stahl & Willows, 2001).
We are very pleased to report that two years ago the Asheville City Schools adopted the Wilson Fundations program, a phonics-based approach. Our students are experiencing greater success now that classroom instruction and R2S intervention reinforce one another.
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Multi-sensory Instruction |
The R2S curriculum follows the Orton Gillingham approach, and uses a variety of sensory tools to reinforce phonics-based instruction. Smooth, colorful "jewels" represent the individual sounds of simple words, soft puff balls are exchanged as syllables are identified in more complex words. Glitter glue outlines large letters for tactile tracing and students can be seen traversing school halls waving their arms to "air spell" sight words. Songs and rhymes support spelling rules and games like Tic Tac Toe make sight word spelling fun. In fact, a 45-minute coach/student session can easily move from deep concentration to silly giggles and back again.