• Reading Horizons Distributor Conference 2010: Imagine the possibilities

    Reading Horizons Distributor Conference 2010: Imagine the possibilities

    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: ...

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    Jul 23 2010
  • 3 Ways Teachers Can Help Dyslexic Students: Pt. 1- Understanding Dyslexia

    3 Ways Teachers Can Help Dyslexic Students: Pt. 1- Understanding Dyslexia

    "That was the kind of battle I had. I knew what I had, but my teachers didn't." – Charley Boorman

    Recently actor Charley Boorman discussed his struggle with dyslexia on an interview with BBC News. It was interesting to hear him discuss the problems he had faced because of his dyslexia. Rather than having low self-esteem because of the difficulties he had in school, he had a hard time in school because of the negative way his teachers responded to his difficulties. He knew that he struggled because of his learning difficulty, but his teachers didn’t understand dyslexia.

    Because Boorman would have been saved from a lot of emotional and educational issues if his teachers had properly responded to his dyslexia, our next few posts will discuss 3 ways you as a teacher can better meet the needs of your dyslexic students: ...

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    Jul 22 2010
  • Optimal Silent & Oral Reading Rates By Grade Level

    Optimal Silent & Oral Reading Rates By Grade Level

    Dr. Neil J. Anderson, professor of Linguistics and English Language at Brigham Young University, recently presented at the Reading Horizons distributor seminar in Salt Lake City, Utah. He shared some interesting information about how English Language Learners (ELLs) benefit from systematic phonics instruction. Two of the reasons he cited include the following: ...

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    Jul 19 2010
  • What Skill Do You Unlearn When You Learn to Read?

    What Skill Do You Unlearn When You Learn to Read?

    When you learn a new skill, it often impacts the way you perform other tasks. When you learn to read, the impact the skill has on other abilities is one that is unexpected: the way your brain sees mirror images.

    Researchers have found that young children do not recognize the difference between an object and its mirror image. In the past it was believed that only dyslexic children confused “b” and “d” and “p” and “q.” However, they now believe every child that has not learned to read confuses these mirror image letters. ...

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    Jul 14 2010
  • How Can Teachers Improve the Memory of Children with Reading Disabilities?

    How Can Teachers Improve the Memory of Children with Reading Disabilities?

    Guest post by Howard Margolis, Ed.D.

    The term short-term memory is shorthand for a variety of thought processes that capture, for a few seconds or moments, information. Unless a child with reading disabilities quickly makes an active, focused, and concentrated attempt to remember the information, he will quickly lose most, if not all of it.

    So, how can you, as a teacher (or parent), help a child with reading disabilities remember the fragile, fleeting information in short-term memory? If it’s important, he’ll need to remember it for quite some time. So, how can you help him do this? ...

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    Jul 06 2010
  • How Can Teachers Strengthen the Memories of Children with Reading Disabilities?

    How Can Teachers Strengthen the Memories of Children with Reading Disabilities?

    Guest blog post from, Reading & Other Learning Disabilities: A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis

    Many children with reading disabilities have poor memories. Fortunately, teachers can do a great deal to improve the memory of these children, which, in turn, improves their learning. To do this, teachers must first capture and then keep the children's attention. They must then focus instruction on the acronym REMOS: Repeat It, Elaborate or Explain it, Make it Meaningful, Organize it, and engage in Spaced or Distributed Practice.

    In practical terms, the teacher must get the children to: ...

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    Jun 28 2010
  • 3 Ways Poor Reading Skills Impact 68% of 4th Graders

    3 Ways Poor Reading Skills Impact 68% of 4th Graders

    According to a recent report from the Annie E. Casey foundation, 68% of America’s 4th graders read below grade level last school year. The necessity of literacy skills in today’s society makes this statistic troublesome. Reading skills strongly impact students’ academic success as well as their emotional and social well-being. Poor reading skills impact students in the following ways: ...

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    Jun 22 2010

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