Reading Horizons has generously donated over $24,000 in computer software to ensure reading success for students at Lincoln Elementary School in Layton, Utah.
Tyson Smith, president of Reading Horizons, was approached by a teacher at Lincoln who asked if the Reading Horizons program could help her school’s students who had not yet acquired solid literacy skills. In exchange for the teacher accepting the invitation to attend a Reading Horizons workshop at the University of Utah in nearby Salt Lake City, Smith agreed to the donation.
“Not only did that teacher attend the workshop,” Smith explains, “but she brought the rest of the fourth-, fifth-, and sixth-grade teachers with her. The teachers are excited to put into practice the skills that they learned, and we are excited to help them. The school has also agreed to provide data on student progress.”
A total of six teachers at Lincoln have now been trained in Reading Horizons. The school has, additionally, invested in direct-instruction materials for the teachers trained in Reading Horizons. These non-consumable teacher’s kits include posters for use in the classroom to help remind students of the sounds of the English language, Reverse Listening Cards for students to use individually, two volumes of the teacher’s manual, and other student and classroom materials.
“I have seen some really good progress already in the month we have been using the program,” says Principal Christine Whitaker, “and the students are anxious to use it!”
Becca Ferry, one of those teachers who has been trained in Reading Horizons, has, likewise, noted a great deal of improvement since implementing the program in her classroom.
“I’m having success with my students,” Ferry states. “My lower readers and on-grade level readers are finding patterns and sounding out words better. I love the program for all readers, because it teaches them to look at words in new ways. They are picking it up fast!”
“I have a student who struggles all-around with school,” says Katrina Noyes, another teacher who has been trained in Reading Horizons. “He has missed a lot of school, so that hasn't helped. After I taught (one of the phonetic) pattern(s), I would say a word for the students to write and mark on their whiteboards. Then, they would hold them up for me to see.”
“The student I mentioned earlier,” Noyes continues, “was spelling the words correctly; after a few correctly spelled words, he said, ‘This is easy!’ He smiled and continued working with the class. Now his spelling is not terrific all of a sudden, but he can use that pattern. Most importantly, he (has) succeeded in school. He was excited because he could do it. I was glad to see him find enjoyment in learning.”