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Copyright ©2003
2004, 2005, 2006,
2007,2008
Glavach & Associates
Last modified:
06/26/08
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Educator Comments
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 Diane Toscano,
Reading Consultant
CORE, Consortium on Reading Excellence
Ruth Martin, Project
Manager,State & Federal Programs
Heather Garcia-Rossi, High
School English and Reading Teacher
Jessie Kroeck, High School
English and Reading Teacher
Linsey Hubley, High School
English and Reading Teacher
Jodi Hottel, High School Reading Specialist
Jan Freifeld, Continuation High School English
Instructor
Geri Gmahling, Title I Middle School English
Support Teacher
Donna
Dietrich, Resource Specialist Program Instructional Assistant
Dianne Borsi,
Middle School ESL Teacher
Ginny
Struble, Sandra Moore, Christine Smith, 7th Grade Language Teachers
Dear Dr.
Glavach:
I noticed your advertisement in the International Reading Association's
newspaper. As a reading consultant, I continually search for innovative
programs and best practice reading instruction. I believe I have found
just
that in your free programs. I printed a copy of How to
Short-Circuit
Reading Intervention and am very excited about implementing the
program with our school's struggling middle schoolers. I completely
agree with the
features and benefits outlined in your book; I especially love the
program's consistency and ease of use, an ease built upon cutting edge
research on learning.
By far, I most appreciate the free offer, since teachers never have
enough funds for all they need in their classrooms. In addition, your
prices for other programs are wonderfully low and so are accessible to
almost all. Thank you so much for this opportunity to enhance my reading
program - it's truly a wonderful, philanthropic service for our youths
and
their futures.
Sincerely,
Diane Toscano
Reading Consultant |
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CORE Adopts
Reading the News
CORE (Consortium on Reading Excellence), a leader in providing
professional development in California and the Pacific Northwest, uses "Reading
the News" as a key component of its training for high school
educators. Bill Honig, President of CORE and former Superintendent
of Public Instruction in California founded CORE in 1995 with Linda
Diamond, a former Director of Curriculum. Ms. Diamond and Mr. Honig selected "Reading the News" as a fundamental part of CORE's
high school training program because "This program helps struggling
readers develop fluency and have fun doing it!" |
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The structure of Core Reading supports
struggling readers, as the consistency removes fear of reading.
Yet what I appreciate most about the program is that it also has room
for creativity. Lessons can be individualized to accommodate both
teacher and students. Using the timed readings, for example, teachers
can instruct their students in identifying key information, summarizing,
predicting, and responding to
text.
Students are set up to succeed. Organizing the lessons according to how
words are spelled alleviates the difficulty of reading, writing and even
pronouncing the words. An entire key syllable is instantly mastered! I
love this program.
Heather Garcia–Rossi
High School English and Reading Teacher |
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The Core Reading program produces results. I
have witnessed students' vocabulary acquisition, word recognition, and
reading fluency expand with this program. The program is effective, and
easy to use. What I believe is most valuable about the Core
Reading program, however, is how it links students with the core
curriculum, preparing them to achieve in all of their classes. The Core
Reading program is truly structured for student success.
Linsey Hubley
High School English
Reading Teacher |
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Core Reading is explicit teaching strategies to
improve students’decoding, comprehension, and fluency skills. It
increases their awareness of spelling rules and offers strategies to
further grasp the English language. More importantly, I find that as my
students’ fluency increases, their confidence in their reading rises.
This, in turn, accomplishes our ultimate goal – to bring forth a love of
reading.
Jessie Kroeck
High School English and Reading Teacher |
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I have found that the Core Reading
program has been extremely effective in connecting students to the core
curriculum, the major goal of our class.
The program
has two basic components. One critical component is the weekly spelling
and vocabulary lesson. Not only do students make large gains in spelling
skills and vocabulary acquisition, but they also make gains in word recognition
and reading fluency because the word study is organized by word patterns and
derived from the core curriculum.
A second
component that produces the result is the weekly timed reading. The
reading is based on the word pattern for the week and also tied to a subject in
the core curriculum. Each week, students practice both oral and and silent
reading fluency, with the level of reading difficulty gradually increasing.
Each year we administer a battery of
tests to our students, and we see results averaging two to four years growth.
The biggest gains are usually made in the areas of spelling and word
recognition. In addition, students have told us that the program has helped them
to be more successful in their core classes.
Jodi Hottel
High School Reading Specialist
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Yields Dramatic Results
Dr. Glavach's program, Core Reading, has broken the myth that you can't
teach reading at the high school level. He has gone beyond traditional
reading programs and developed a highly effective linguistics program to
increase students' reading skills. Many of our students come to the reading
lab with a third or fourth grade reading level, and after a semester or year
in the program, all students improve their reading and many advance to grade
level or above.
Ruth Martin
Project Manager
State and Federal Projects |
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The Core Reading program, a program
designed to improve the basic reading comprehension skills of secondary
students, is the best of its kind.
It has increased the linguistic ability of my high-school continuation
students without being boring or insulting to their intelligence, and I have
not heard one complaint!
My students work on their packets with drive and enthusiasm. This program
has shown me what I have believed all along. Words can be adventurous,
exciting and a great learning experience.
Jan Freifeld
Continuation High School
English Instructor |
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Is Enjoyed by Students
I am very impressed with the Core Reading program. The students love it.
During their independent choice work time, they ask to work on the
packets. After Lesson 7 or 8 I almost had to hide the upcoming lesson
packets because students were taking them off the shelf before I had a
chance to introduce the lesson -- to work on them on their own! Each
lesson has a similar format, which allows the student to be
self-directed and comfortable with what is coming next.
One-on-one time with each student is built into each lesson. This has
been a real treat for me as it has been completely "doable." The 2-3
minutes spent with each student is invaluable; the other students are so
involved with other Core activities that management problems are almost
non-existent -- these struggling readers are engaged!
Geri Gmahling, Title I
Middle School English Support Teacher |
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Glavach and
Associates:
I am an Instructional Assistant working in a Resource Specialist
Program. I work with children in kindergarten through third grade
levels. My students have specific learning disabilities in visual
memory, perception, organization, and sequential skills. Alpha-Bits
is an excellent resource that I use to enhance my program and further
develop my students learning processes. It’s fun and easy to teach, and
my student’s abilities have greatly improved.
Donna Dietrich
Resource Specialist Program Instructional Assistant |
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Thanks for
producing materials that are truly helpful.
The teachers in our building who have used the Programmed Spelling Review
like it very much. Generally, we use the lessons with our ESL students,
although some teachers have also used the tapes with native English speakers
who happen to be struggling with reading and writing. Teachers like the
lessons because they are very self-directed and students can move at their
own pace. Not only do the students take in the information by reading and
writing, they also hear the words being spoken. Our English language
learners find this extremely helpful. I'll be anxious to peruse your website
to see what other materials you have for our ESL students and struggling
readers. Thanks for producing materials that are truly helpful.
Dianne Borsi
Middle School ESL Teacher |
We
were delighted when we found your book Greek and Latin Roots
As 7th grade Language Arts teachers, we were delighted when we found your
book Greek and Latin Roots. We have been struggling with "to spell or
not to spell" in 7th grade. The traditional word lists seemed to be working
for fewer and fewer students. Because our year long focus is on vocabulary
strategies, not just rule memorization, this book fit right in. We have
used it all year with our 7th graders and hear positive comments from them
(amazing!) and from other core content teachers who are picking up these
roots in content vocabulary as well. We are considering using Book 2 with
8th grade next year. Thank you for filling this need so well.
Ginny Struble
Sandra Moore
Christine Smith |
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