I began implementation of Reading Horizons direct and software instruction programs in 2009 for students K-21 receiving educational services in NJ state-operated facilities. There, I was challenged with providing assistive and education technology to support students with various disabilities, most of whom possessed reading challenges that impacted their academic performance and for some, access to the curriculum. These students’ reading issues were related to organic disability and/or gaps in instruction caused by missed instructional time due to repeated crisis placements that removed them from instructional settings.
For K-3 students, Discover Intensive Phonics replaced their reading curriculum. Students who had been struggling began to thrive given the systematic, multisensory approach. Teachers felt a renewed confidence in teaching phonics given the comprehensive curriculum and support materials. The use of dictation, while integral to student achievement, became a mechanism for daily
A large number of our middle and high school students had long been struggling. Once in the upper grades, reading competency had been assumed. Phonics instruction was no longer provided. I found that if students had missed reading instruction during their early years, they were simply struggling, using assistive technologies to give them access to the curriculum, but they did not have access to supports or instruction that would improve reading competency. I will never forget a
When I left that role and went to
Reading Horizons also provides exceptional customer services and administrative support, which is the icing on the cake of their excellent program. They have done everything in their power to facilitate our successful implementation, as they share our goal…success for all of our students.