I first learned about Reading Horizons in October of 1996 during a training in Dietrich, Idaho. I was teaching at Richfield, a K-12 school, just eight miles away from Dietrich. This system of instruction was phenomenal. I was most impressed with how the process could integrate both typical and exceptional learners. For too long the SPED kids always were doing something different to meet their needs and felt isolated from their peers. I used Reading Horizons four days a week in the resource room and on Fridays we would go to the general-education classes. My students had enough practice time to be very competitive with the other students. You should see the faces of kids who have always felt "slow" and "stupid" finally keeping up (with) and even being faster than some (of their peers). I taught in Richfield for five years. I had a high percentage of students with mental disabilities who could be successful with Reading Horizons. One twelve-year-old student with autism learned how to read one and simple two-syllable words. His previous school felt that he wouldn't be unable to comprehend reading and had not even begun reading instruction with him. Another boy with mental disabilities always had difficulty with phonemes but was a master at identifying which rule applied to words and syllables.
From 2001 to 2004 I taught at a small district in Oregon. Middle school and high school students who did not know their phonemes were the rule not the exception. Most kids in grades six through ten had a reading grade-level equivalency of 1.2 to 2.6. The Reading Horizons program made a dramatic difference for many students.
Today I am working in a severe/profound disabilities class in Boise. My group of students, with IQs of 50 or (fewer), is also finding success with Reading Horizons.