“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
“I can honestly say that as a principal of 17 years and as a former reading specialist, I have never before seen such positive results with so many children who have had severe reading problems. I participate in the program by having the children read their books to me when a book is completed. It is an absolute joy to listen to them read with fluency and understanding. One of the most important aspects of the program is the tremendous growth in self -esteem that these children exhibit. They suddenly feel competent, motivated and excited about reading… Next year, we plan to expand the program to focus on the specific needs of the bilingual students. I cannot say enough good things about this program.”
M.B., School Principal
“The teachers in our building who have used theProgrammed 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
“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
“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
“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 fits 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
“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
“The schools, teachers, and my husband and I had explored many avenues trying to help him learn to read – two years of a special reading program, being retained, rewards, hours of reading to him, private consulting, and counseling. But still his progress was minimal…. He tried very hard…but just could not grasp reading…. During the middle of 4th grade we consented to try a different approach…. At that point in time we felt we had nothing to lose as his progress had been minimal and we felt his self-esteem was becoming an issue…. Not only has he made tremendous gains reading, but his self-confidence has also developed greatly. We cannot recommend this program highly enough!”
D.F.
Parent
“Before we knew what Jerry’s problem was, he used to hate going to school…. His grades were way below average…. He wouldn’t get along with anyone…. He felt negative about everything, even about himself. Then we found out he had a reading problem. Once he started in your program, we could see his reading skills picking up, his self-confidence, and grades improved. He plays with other children now. This program does a lot more than just helping children learn to read.”
Mrs.Y. Parent
“The last product I looked at was Latin & Greek Word Roots. This one got completely “Field Tested” as I used it to teach 7th and 8th grade students in a co-op that we were involved with. The program was easy to use and the students enjoyed it. Each week, words are introduced in ABC order. Students make study cards, do worksheets, talk about the derivatives and use the words in their writing. A quiz is provided to test each week’s understanding. Every three weeks, one week is devoted to review, with interesting word searches and other activities provided for study. This program is completely laid out for ease of use and my students really enjoyed it —– and learned a lot of new words!”
Christine Field,
The Old Schoolhouse Magazine
“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
“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.”
Diane Toscano
Readonmg Consultant
“The schools, teachers, and my husband and I had explored many avenues trying to help him learn to read – two years of a special reading program, being retained, rewards, hours of reading to him, private consulting, and counseling. But still his progress was minimal…. He tried very hard…but just could not grasp reading…. During the middle of 4th grade we consented to try a different approach…. At that point in time we felt we had nothing to lose as his progress had been minimal and we felt his self-esteem was becoming an issue…. Not only has he made tremendous gains reading, but his self-confidence has also developed greatly. We cannot recommend this program highly enough!”
B.K. Parent