For many
students, reading and spelling
problems that begin in
elementary school lead to
academic failure
in middle school and high
school. Students who
read far below grade level are
denied access to school
success and are at risk of
failing and dropping out of
school. The present school
drop out rate is over
25 percent.
Middle school
and high school students must
decode, read fluently, and
interpret books with complex
words and technical
information. Traditional
reading intervention methods
have not worked for most
of the students. Even
when students make progress
with traditional
interventions, they are not
connected
to the academic curriculum and
its domain specific
vocabulary.
Matthew
Glavach, Ph.D., has three
easy-to-use intervention
programs that parallel
important English, science,
and social studies vocabulary
while improving content area
reading, spelling, and
writing. He refers to
this
intervention method as
parallel reading intervention,
a method that greatly
increases the possibility for
struggling and all students to
succeed in academic classes.
The three
programs include instruction
in advanced decoding, domain
specific vocabulary (social
studies,
science, and English classroom
vocabulary), spelling, and
reading fluency (with oral and
silent speed
reading). The programs
design integrates with the
system of organization the
brain has already set up.
Students reading at grade
three through high school
levels benefit from the
program.
Each
program in Success in
Academic Content Classes,
has seven lessons (with a
packet for each
lesson). Each of the
seven lessons has the same
structure, making the program
comfortable for students
and easy for teachers to
present.
