Because the core of Reading Horizons framework only requires students to remember seven rules that can be applied to read the majority of the words in the English language, it is easy for students to remember. This, paired with the multi-sensory nature of the program, is the reason students with learning disabilities and special needs, as well as ESL students, can grasp the program more readily than alternative interventions. The number of decoding rules is significantly lower than even the closest competitive product - making it the most accessible to at-risk students.
By using the same methodology in intervention settings and mainstream classrooms, struggling students are not overwhelmed or confused by conflicting strategies. Using the same method also allows teachers to collaborate and to use intervention time to pre-teach material to struggling students so it is easier for them to stay on pace with the rest of the class during whole-group instruction.
Software-based assessments allow teachers to see the specific skills students are struggling with so that they can effectively match small-group and one-on-one instruction to the needs of their special needs and ESL students.
Software and teacher-led instruction can easily be combined to provide struggling students with the pacing and reinforcement they need to gain effective reading skills. Teachers are either observing student performance during small-group or one-on-one instruction, or the software is notifying the teacher when a student is struggling with a specific skill or lesson. This immediate, corrective feedback prevents students from repeating mistakes and developing poor reading habits.
Upon completing Reading Horizons program, intervention students frequently return to their mainstream classrooms ahead of their peers in reading.