Reading programmes that enable readers to progress from one reading phase to the next

1. Bridging ReadPlus Programmes that enable readers to progress from one reading phase to the next.

 

  • Grade R: Bridging from emergent literacy to the initial reading phase (reading readiness)
  • Grade 3: Bridging from initial reading to the developing reading phase (reading to comprehend)
  • Grades 4 – 7: Bridging from developing reading to the competent reading phase (reading to learn)
  • Grades 8 – 12: Bridging from competent reading to the functional reading phase (reading to learn and interpret, also critical reading)
  • Tertiary: Bridging from functional reading to advanced functional reading (reading to study independently, inclusive of higher order thinking, especially critical analysis)

GRADE R – Reading readiness

Bridging from emergent literacy to the initial reading phase.

Why is it necessary?

Those who have a good start continue to do well, while those who come to school without a strong background in important skills consistently have a hard time getting what they need to easily become good readers and writers (Wren, 2003).

What do we do?

A fun reading readiness ReadPlus Programme offered informally to equip emergent young readers with the skills necessary to begin the initial reading phase in grade 1.

  • A reading preparedness programme, offered in an informal way to the emergent reader, equips these learners with the necessary skills to start formal reading training in grade 1.
  • The ReadPlus programme addresses core components for reading at this stage, namely: sensory, perceptual and phonemic skills.
  • Reading readiness assessments and suited intervention programmes are offered as necessary.
  • School readiness testing and suited intervention programmes are offered as necessary.

GRADE 3 – Reading to understand

Bridging from initial reading to the developing reading phase (reading to understand)

Why is it necessary?

During the foundational phase children are taught to read. After grade 3, however, children should be able to read to study.

Grade 3 presents the child with the bridging phase from learning to read to read to learn. During grade 4 it is taken for granted that the learner has the necessary reading skills to master greater volumes of work, to understand, interpret, be able to summarise, research and learn content. These skills, however, are not achieved randomly. Learners need reading skills to master work successfully in grade 4. The ReadPlus programme ensures that learners have the reading skills and comprehension intact in the intermediate phase.

Readers presenting with reading difficulties and deficits beyond grade 3 has great difficulties catching up or closing the reading gap.

What do we do in Grade 3?

Good reading skills are a prerequisite for academic progress. Learners, who by grade 3 read well, have a huge advantage throughout their school careers.

All aspects of reading are taught, including:

  • Fluency: Increased reading speed enables learners to cover greater volumes with better comprehension.
  • Comprehension: Good readers read text with comprehension and have insight before, during and after reading.
  • Reading strategies: Peeping, skimming and scanning; vocabulary, visualization, monitoring of comprehension, summarizing, interpretation and accurate reproduction of content/information.
  • Informal reading assessments: These are done to determine readers’ reading levels and to plan suitable interventions to specific needs. Earlier identification of reading difficulties is paramount to future progress.

GRADE 4-7 – Read to enable learning

Bridging from developing reading to proficient reading – (reading to learn)

Why is it necessary?

  • Grade 4 probably presents learners with the most academic challenges of their entire school career. Learners are expected to study independently for the first time for tests and exams.
  • After grade 4 workloads increase and learners continue to study independently from grades 5 through 7.
  • Learners often struggle to study as their reading skills are weak and too inadequate to facilitate and support their learning.
  • Parents, however keen to help their children study, often do not know how to help.
  • Parents often think that their children should study the way they did. Children, however, each has a unique learning style.
  • The result of the above is that many children never learn to study correctly. Unnecessary stress, frustration, conflict and failure is lived through by both parents and children.
  • Teachers of content subjects unfortunately often also do not have the time to teach children specific study skills as their curriculum requirements are so many.

What do we do?

  • Learners’ study styles, multiple intelligences and brain dominance are determined. This indicates HOW a learner should study.
  • Parents, teachers and learners receive a detailed report on a learners study preferences.
    Learners are taught the unique ReadPlus study method, SQOR2, and adjustments are made suited to their unique study preferences.
  • Learners learn to make summaries suited to their study preferences.
  • Parents are informed to support learners at home by attending a number of sessions with their child(ren).
  • Unique to our study course, work is done over weeks with ample time to apply to subjects and to practice.
  • Learners are taught how to tackle each school subject differently, as each school subject has its unique traits, dictating how such a subject should be studied best.

GRADE 8-12 – Read to learn and interpret

Bridging from proficient reading to functional reading – (reading to study and interpret)

Why is it necessary?

  • High school presents with a greater reading load than primary school. Independent study is often expected of learners in order to cover the work load. Excellent reading skills are needed to ease the learning process. Lack of reading skills, however, is to the detriment of progress for learners who struggle academically.
  • Many learners at high school have never worked independently. They experience frustration and failure as they do not know how to study correctly and independently. Parents want to help but often do not know how either. Parents are often under the impression that their child(ren) should study in the manner they did. Each learner, however, will have a unique study profile and curriculums have also changed tremendously over years and parents are not always well informed.

What do we do?

  1. Reading development
  • Excellent reading skills are a prerequisite for good academic progress. The following aspects in reading are taught:
  • Fluency: Increased reading speed enables learners to cover greater volumes with better comprehension.
  • Comprehension: Good readers read text with comprehension and have insight before, during and after reading.
  • Reading strategies: Peeping, skimming and scanning; vocabulary, visualization, monitoring of comprehension, summarizing, interpretation and accurate reproduction of content/information. Reading strategies are used towards facilitating learning, using the ReadPlus unique study method, SQOR2. Meta-cognition is taught in all subjects and all reading. Meta-cognition means to know how one has comprehension and is able to study.
  • Informal reading assessments: These are done to determine readers’ reading levels and to plan suitable interventions to specific needs. Earlier identification of reading difficulties is paramount to future progress at tertiary level.

2. Study methods and assistance

This intervention aims to teach learners how to study correctly according to their unique study preferences.

  • Learners’ study styles, multiple intelligences and brain dominance are determined. This indicates HOW a learner should study.
  • Learners are taught more correct ways to study and better study habits are encouraged.
  • Parents and learners receive a detailed report on a learners study preferences.
  • Parents, who deem it necessary, are invited to attend a number of sessions with their child(ren) in order to be informed to support learners at home. However, parent meetings with regular intervals are held.
  • Learners are helped to summarize school work and to keep up to date.
  • Study help is offered to learners who need additional help. Independency, however, is encouraged as soon as is possible.

TERTIARY – Read, learn, analise, evaluate, interpret and criticise

Bridging from functional reading to advanced functional reading.

Why is it necessary?

Acedemic literacy is paramount to academic literacy and success. The Academic Speed Reading Course (ASrC) aims to improve the academic literacy of students as to meet tertiary academic requirements.

What do we do?

  • Learning effective reading strategies:
  • Strategy – entails specific ways to read different text types with subject specific reading goals;
  • Speed – enables one to deal with greater volumes of reading having improved retension1 and comprehension2.
  • Applying reading strategies and skill on one’s own academic work – i.e. little additional work required.
  • Learning to manage one’s own cognitive processes (reading/studying) with confidence and accuracy – i.e. improved self-study.
  • Using effective reading towards improved study – eventual acquiring of long-term memory towards improved academic outcomes.
  • Time management and routine – enabling one to deal with more work having less stress.
  • Exam technique and stress management during study; semester tests and exams.

2. Training facilitators for schools and individually.

  • Schools: to train the entire staff to incorporate reading as key element in all content areas.
  • Individuals: to train qualified educators to manage private practices as reading specialists.
  • To provide schools with qualified reading facilitators who offer the ReadPlus structured reading ReadPlus Programmes on applicable levels.
Learn to read to read to learn
"Bridging ReadPlus Programmes that enables readers to progress from one reading phase to the next."
Training of teachers
"Training the entire staff to incorporate reading as key element in all content areas."
Educating for private practice
"Training qualified educators to manage private practices as reading specialists."
Providing qualified facilitators to schools
"To provide schools with qualified reading facilitators who offer the ReadPlus structured reading ReadPlus Programmes on applicable levels."

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