The purpose of Title III is to help ensure that English language learners (ELLs) attain English language proficiency and meet state academic standards. Title III funds may be used to provide supplemental services that improve the English language proficiency and academic achievement of ELLs.
How Can My District Use Title III Funding?
Districts use Title III funds to provide supplemental services that improve the English language proficiency and academic achievement of ELLs and professional development to increase the knowledge and skills of teachers who serve ELLs.
How Can Reading Horizons Help Ensure That ELLs Attain English Language Proficiency?
- Reading Horizons improves the English language proficiency of ELLs with a step-by-step process that shows ELL students exactly what they need to do to learn to read, write, and communicate, developing high levels of academic achievement in reading English.
- Activities throughout the Reading Horizons curriculum promote pronunciation, vocabulary, grammar, and comprehension development to ensure ELLs have sufficient practice to master the skills they are being taught.
- Reading Horizons logically and sequentially teaches the framework of English phonics and an understandable foundation for reading, writing, and pronunciation.
- While fully comprehensive, the number of decoding rules within Reading Horizons is significantly lower than even the closest competitive product—making it the most accessible for at-risk students and those who are learning English.
- The multisensory nature of the Reading Horizons program is the reason ELLs can grasp the program more readily than alternative interventions and achieve at high levels.
- For more information on how Reading Horizons aligns with Title III objectives, see our ELL Reading Program Page.
“My language arts group is composed of primarily English learners, students with IEPs, and students who are having difficulty learning to read. This year I discovered Reading Horizons and implemented the program with the software. My students' reading fluency scores grew on the average 30+ words per minute, according to the district fluency assessments. In addition, we were able to read three novels, while we were learning remotely. More importantly, my students felt successful reading and actually started to volunteer to read aloud.”