- It is perfect for students who missed the basics. This could be students who were not in school or had marginal reading instruction, those who were not treated for ADHD during the crucial time block for learning reading basics, anxiety disorders, those with phonemic awareness difficulties who have not reached automaticity levels, and ELL students who may lack basic vocabulary. You can count on remarkable, multiple years of progress for these students.
- If you are going to combine it with other language arts components (literature circles, writing, etc.) it will likely take a full school year. I did have several students who finished at the semester, but they were highly motivated and worked outside of class quite a bit to manage this.
- We do NOT reap significant gains for those whose primary difficulty is untreated ADHD. It would appear that remediation in these circumstances is almost fruitless.
- Most students with significant, diagnosed reading impairment or and/or cognitive impairment make very slow but positive gains. In all cases but two, these students made 1-2 years of gains. While small and grueling, it is still some gain for these students. (In one of these two no gain cases, there was also untreated ADHD involved.) A couple students in this group will continue toward completion of the program in the fall.
- Students gained confidence in not only their reading skills, but reportedly their spelling and punctuation skills.
- By and large, students found the program pleasant and did not complain about completing it. Likewise, they are very pleased with the outcome.
All in all, it was well worth the investment of funds and time, and we will continue the program. This year we plan to have 6-8 students targeted. One highly motivated student is completing the program independently over the summer.