Every 18 months Reading Horizons invites their distributors and trainers from across the country to join together at their headquarters, in Salt Lake City, Utah. During the conference we bond, receive training and share our vision of helping individuals improve their reading skills. The 2010 conference was enjoyed by all who attended.

The Reading Horizons staff provided training on various subjects including, what's new with Reading Horizons v5 curriculum, research supporting Reading Horizons v5, and the future of marketing, just to name a few.  The highlight of the conference was Dr. Neil J. Anderson, who presented, "Five reason why ELLs (English Language Learners) benefit from explicit phonics instruction."  Dr. Anderson is a Professor of Linguistics and English Language at Brigham Young University, Provo, Utah. He also serves as the Coordinator of the English Language Center. He teaches courses in the TESOL Master’s program as well as language classes to second language learners. In his presentation he pointed out that:

1. There are English decoding rules, so why not explicitly teach them?
2. Reading fluency increases as learners have strong decoding skills.
3. Oral reading improves when learners can correctly decode the words.
4. Spelling improves when learners have strong decoding skills.
5. Motivation and confidence increase when learners read well.

Not only were the conference sessions informative, but we, as a Reading Horizons team, were able to connect and bond.  We come from all over the world but we have a common goal: Imagine all the good we can do as we teach reading strategies to improve reading skills.
Special thanks to the Reading Horizons staff, distributors and trainers. 

Watch a video montage of the conference.

Today in my GreatSchools newsletter it discussed that after years of searching for the key to educational success, researchers have concluded that in regards to education in schools, teachers have the greatest influence on student learning. Although it may seem obvious, it is an important finding. It reveals how important it is for teachers to provide quality instruction. Teachers must be well-prepared in effective teaching techniques, such as the techniques found in the Orton Gillingham method.

When I first started working for Reading Horizons it was easy to believe the reading program worked because I was surrounded by reading experts and people who had experienced first-hand the program working for students of all backgrounds. But learning why it worked for students of all backgrounds took more time. However, as I continued to ask why it worked for students of each particular background the answer was always the same: because it’s an Orton Gillingham-based program (multisensory and interactive).

Of course Reading Horizons simply being an Orton Gillingham-based program wouldn’t be effective without the strength of the curriculum. I am envious of students that learn with Reading Horizons curriculum because I know I would understand the English language more completely and have much better pronunciation skills if I had been taught reading with Reading Horizons program.

With a solid curriculum, employing Orton Gillingham methods helps the curriculum make sense to students of all backgrounds: English language learners, dyslexics, special education students, beginning readers, adult learners, and students with learning disabilities.

Orton Gillingham techniques are effective in reaching almost every student because they engage students in multisensory and interactive reading instruction. Usually when a student is struggling to understand a new concept, such as reading, it is often because they are not able to strengthen the information pathways in their brain through the type of instruction they are receiving (auditory, visual, kinesthetic). Thus by connecting concepts to multiple senses through Orton Gillingham instruction, the brain is able to make the connections in their brains needed to understand that material.  

To ensure reading teachers know the best practices for teaching reading, Reading Horizons offers an Online Workshop which helps teachers understand the best practices for applying the decoding strategies and Orton Gillingham methods used in Reading Horizons reading program. With this school year coming to a close, the summer presents a perfect time for teachers to go through the workshop with Reading Horizons 30-day free trial, and return to school with techniques to effectively teach students reading with Orton Gillingham teaching strategies.

Learn more: Online Training for Teaching Decoding Skills & Orton Gillingham Reading Instruction

Lately I’ve noticed the how large the need is for teaching reading improvement through Orton Gillingham training. An interesting statistic that we often reference at Reading Horizons is that 70% of students automatically learn to read regardless of instruction, but 30% of students require explicit and systematic reading instruction to successfully understand and succeed with reading (Jeanne Chall, Harvard Study).

In my opinion, 30% is a high percentage. As of 2008, there were about 20 million children aged 5-9 (the age group which recieves beginning reading instruction) in the United States (according to the US Census Bureau). If you do the math, 30% of 20 million is 6 million. If 6 million students are not receiving the type of reading instruction that allows them to succeed in obtaining what is arguably one of the most essential basic life skills, if not the most essential, there is a huge problem facing reading instruction. Luckily, there are reading interventions for these students who do not naturally acquire reading skills. However, too many of them are not given the proper instruction that allows them to excel with reading.

I’ve been finding a lot about articles in the news the last few weeks about reading scores and low levels of reading proficiency in 4th grade students. Today I came across an article discussing reading levels in New York City. Although the state has shown progress it still has lower than average reading scores compared to other states. Even with its progress, only 29% of 4th graders are reading at or above proficient levels.

On the whole, reading instruction is not accomplishing its goal of effectively teaching students to read. Fortunately, there are proven techniques that can help reading teachers. One of the teaching principles that have been proven to help students learn to read is Orton Gillingham instruction. The Orton Gillingham approach to teaching reading involves multisensory activities and learning. This approach is effective because it helps students create new connections in their brain by engaging them in the learning process through several of their senses. For students that struggle with reading, this interactive approach builds new brain pathways which allow their brain to understand language and improve reading. 

In order to learn methods for applying Orton Gillingham concepts to reading instruction, Reading Horizons offers an online Orton Gillingham Training. To make the availability of this resource reach more teachers, Reading Horizons offers a 30-day free trial of this online workshop.

Learn more: Reading Horizons Orton Gillingham Training for Teaching Reading

When someone uses the term “reading” it is likely that an image of a book comes to mind. However, with the technological advances over the past few years, reading skills are now needed to participate in an ever increasing amount of mediums outside that of books. Technology has undoubtedly changed what people read, how they read, and when they read. The internet provides a gateway to almost every type of information at anytime and with immediate access.

With such a large impact on reading, it is interesting to consider the influence technology plays in the reading development of students learning to read or working to improve reading. Children use technology from a young age, frequently before they even enter school, and this can have both a positive and negative impact on reading development.

Today I read an article from the Washington Post which said that 2/3’s of students do not read proficiently by the end of 3rd grade. If that statistic is accurate it is obvious that reading instruction is lacking and is in need of improvement. One way to improve instruction is by applying relevant technologies.

One must be careful when incorporating technology into the classroom because many technologies excuse and almost embrace poor spelling and grammar, such as: text messaging, social media, and video games. However, there are also several technologies that work to enhance learning. There have been several products released recently that work to specifically help students enhance reading abilities. These technologies offer unique benefits and can easily find a fitting place in the classroom.

One of the benefits I have seen students have with the software component of Reading Horizons is that of independence. Independence is a motivating emotion that provides students with self esteem and self worth. By learning from a software program rather than by an instructor, students feel they have learned something on their own and without help. This is especially beneficial to older students and adult learners that may feel instruction from others is condescending.

Software instruction can also be beneficial because of its ability to cater to each individual student. By tracking progress Reading Horizons reading program can instantly adjust to student ability.

Another technology that can be used to enhance classroom instruction is the Intel Reader®, used to assist those with visual and learning disabilities on reading tasks. With the use of earphones the student can listen to printed instructions and test questions being read to them. However, it does not help students overcome reading difficulties. I think it’s a perfect resource for students which are blind and cannot read the material on their own but I don't agree with its use by dyslexic students.

Dyslexic students can overcome reading difficulties so I think it is important for them to receive proper instruction and overcome that difficulty rather than rely on a gadget to assist them and never gain reading skills for themselves.

Amazon.com recently released the Kindle reading device. The Kindle allows users to have texts read to them, read books and texts, and take digital notes on reading materials. I read an article of a teacher who incorporated the Kindle into her reading instruction for struggling readers and she liked the note taking capabilities because it helped her know if students truly understood what they were reading and helped her get a glimpse into their thinking processes.

It will also be interesting to see if the iPad increases reading rates with its larger screen, ease of use, and access to reading material.

There is clearly room for technology in the classroom but teachers need to carefully decide on options that will enhance reading instruction, not distract from it.

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Teaching reading to students with autism can be difficult because of their unique needs. It is difficult for teachers to find the right balance between general classroom instruction and specialized instruction. It’s also difficult to determine how to include autistic students in general classrooms.

Today I read an article from Reading Rockets discussing ways to include autistic students in reading lessons in general classroom instruction. The tips included:

1. Use visuals during instruction
2. Deliver instruction verbally and write them down on the board
3. Integrate reading instruction throughout the day
4. Offer a range of topics and genres for reading materials

It was interesting to read the tips from this article because they easily integrate with Reading Horizons reading program and emphasize why this program works for teaching autistic students how to read.

There are two key reasons Reading Horizons is effective as a reading intervention for Special Education students:

1. Reading Horizons is based on the Orton Gillingham approach to teaching reading.
2. Reading Horizons teaches all of the unique phonic sounds in the English language and provides methods for breaking down each word so students have the tools to decode every word they encounter.

The tips from the Reading Rockets article all centered around the Orton Gillingham approach to teaching reading. Reading Horizons incorporates this method by providing students with an interactive way of breaking down and sounding out words. By using a unique marking system, students are able to attach kinesthetic (touch) learning to reading. Also, the program involves students on an auditory level as well as engaging them visually. This ensures that all of their senses are engaged.

This process of teaching reading creates positive results because it allows students to connect with reading through several different pathways in their brain. Students that struggle with reading usually struggle because they are not being taught in a way that fits the wiring of their brain. By using multiple pathways by engaging multiple senses during instruction, the pathways are able to be rewired and make new connections so students can effectively learn to read.

Another way Reading Horizons program correlated with the tips from Reading Rockets article was through the advide to offer a range of topics and genres for reading materials. Reading Horizons recently added a Reading Library to its program to motivate students to read by providing them a broad range of passages to select from. This allows students to choose passages that appeal to their individual interests. The article explained that teachers often assume that autistic students prefer more technical, reality based passages, but there are also many autistic students that enjoy fiction. Thus it is important to provide them with a broad range of reading topics so they can read the materials they enjoy.

By incorporating the Orton Gillingham approach of teaching reading into the instruction of students with autism and other learning disabilities, struggling readers can effectively learn to read.

To learn more about Reading Horizons Discover Intensive Phonics reading program as instruction for teaching reading to students with Autism visit: http://www.ReadingHorizons.com/research/autism_dip.aspx