Take a look at our teacher friendly, evidence based, cost effective reading intervention progams for K-1 and 2-5. We also offer stand alone professional development courses.
Our services can be customized to fit the exact needs of your school population. Email or call for details.
KINGERGARTEN - FIRST GRADE
2.1a Phonological Awareness
Children at this grade level need repetition with the sounds of the letters and the consonant teams and vowel teams in order to develop automaticity. Utilizing brain friendly methods in whole group and small group instruction allows for this daily repetition until mastery is achieved.
2.1b Blending Sounds into Words (Decoding)
Specific brain friendly techniques are utilized for younger learners to help them blend individual phonemes (sounds) into words. These techniques are multi-sensory and based on years of research with children who struggle to read.
2.1c Spelling Road to Reading (Encoding)
Emphasis is placed on segmenting the sounds and writing what they hear. While this looks like spelling, it translates into improved reading ability while also improving spelling and writing. Utilizing randomized lists or high frequency word lists is counter productive at this age to teach spelling because the child needs to experience a group of words with the same pattern (not necessarily words that rhyme which are often called word families) in order to internalize that pattern.
SECOND – FIFTH GRADE
3.1a Phonological Awareness
Frequently older children have gaps that need to be addressed in order for the child to move forward toward grade level reading. While the older struggling reader may read only a grade or two below level, he or she may be spelling much lower. Both issues can be helped when the child is able to learn the phonemes he or she is missing. Typically this part of the program requires simply 4-6 minutes per day in a whole group setting. After several months of daily instruction, most children will have gained automaticity with more than 100 distinct sound/symbol combinations. This is a key pillar of both the decoding and encoding process. Without this, students continue to struggle.
3.1b Reading Instruction
Targeted reading instruction (10 minutes minimum) enables older readers to develop their understanding of word patterns so the brain begins to recognize those patterns in future texts. Reading word lists that have a single distinct phoneme pattern enables students to identify those patterns. Utilizing brain friendly pre-reading techniques give the students opportunities to experience success and grow their confidence.
3.1c Independent Reading
Children must read according to their individual skill level in order to develop their reading skills. Research has shown that 20-30 minutes/day is the minimum amount necessary. Utilizing decodable texts is helpful but not required in the majority of cases.
Daily spelling work (10 minutes minimum) with the current BFR word list being utilized by the classroom is necessary to reinforce the students’ retention of the word pattern. Gross motor and multi-sensory techniques are utilized to move the information from short-term to long-term memory. Evidence-based approaches for teaching spelling have the effect of positively impacting reading growth.
4.1 In-Service Prior to School Beginning
Prior to the start of school, all staff utilizing the BFR approach receive training in the theory and practice through a dynamic, hands-on training program. Each level (K-1 and 2-5) needs a separate training courses. Each course would include the following:
· Direct instruction and practice for proper phoneme pronunciation
· Connecting sounds and symbols in a multi-sensory way for better recall
· Blending techniques useful for single and multi-syllable words
· Overview of the word parts (syllable types) and how the brain uses that knowledge to develop pattern recognition and automaticity in reading
· Strategies for breaking down multi-syllable words to facilitate reading and spelling
· Spelling techniques that requires gross motor skills for sound segmentation
· Variety of classroom games that invite repetition to be played in small groups for reinforcement of skills
4.2 Classroom Observation and Coaching
Periodic classroom observations will be made to provide the teachers with actionable information regarding their implementation of the program. This classroom level support varies according to the school's needs and the individual teacher's needs.
4.3 On-line Videos and E-Coaching
BFR videos as well as group and individual coaching are available to teachers to access continued professional development.
4.4 Additional In-person Trainings
Based on the needs of the classroom and teachers, additional in-person trainings are provided.
4.4 30-hour OG Training available for all School Employees
Every employee in a school using the BFR approach is welcome to attend one of the 30-hour Orton-Gillingham tutor training courses to become a certified BFR Tutor. The goal is to turn community members into highly-skilled reading professionals so that reading help is available to children on every corner. Training costs are limited to the costs of the materials.
BFR trainings provide hands-on instruction for teachers in key areas that support the reading development of all children but are absolutely vital for children with dyslexic characteristics in order for them to succeed.
POST TRAINING SUPPORT OPTIONS
KEY PROGRAM ELEMENTS