Teaching Read Quick

Read Quick software lessons have age appropriate tutorials for learning each skill.  Lessons are not demeaning to older students and adults while providing basic decoding skills required for reading comprehension.

To not know a word should be a challenge to students, not a defeat !

Daily Warm-up:  Start after user views each tutorial -  (Centers B, C, and D)

• Students should orally pronounce each Combination while viewing the Combination Chart.

• Orally repeat rules to control C, G, & Y.

• Say both long and short vowels in isolation.

This complete exercise varies between 10-15 minutes; excellent for learning as the entire range of reading sounds are orally reviewed.  Blends may be added to daily warm-up if appropriate.  Reducing number of times per week used depends on class make-up; age, ability level, etc.

Read Quick software lessons may always be revisited by students needing  more practice.  Use pencil and paper to mark words as a follow-up.

Most efficient use of the system for reinforcement and memory occurs during reading when unknown words are met and decoded immediately,  marking the unknown word with pencil and paper or on chalkboard.

Following introductory lessons, students should practice a variety of words using the 3-Steps.  Initial lessons should be guided by the teacher- parent- tutor by asking the following 3 questions:  

• Any Combination?

• Any Borrowers?

• Any vowels not part of a Combination? 

There are 7 pages of practice words in Teacher’s Guide and hundreds of words in software that could be used with pencil and paper, as well as in software lessons.   

On-going marking practice should include: 

• Key words marked before reading any material.

• During oral reading, when unknown word is met by student, stop reading and mark unknown words with class participation.  Reader says word, ask questions and continue.  This has proven to be the best teaching method, resulting in many benefits for students.  See PDF Downloads.

• Ask questions about word meaning; how it is used in a sentence; the paragraph; another word the author could have used?  Is there a prefix?  What does it mean in this word?  Suffix?  What does it mean in this word?  Does it mean _____?  This has proven to be the best teaching method, resulting in many benefits for student.

• Spelling words for visual memory and then count sounds for auditory memory.

• Select and practice challenging words students have not met to develop skills and confidence.

• Practice unknown words during silent reading on separate paper.

• Use 2-4 Combinations per lesson; have students generate words for each Combination.

• Use Flashcards with choral response from group or individual when tutoring.

• Practice marking words contained in Mixed Practice of Learning Center masters.

• Oral reading should occur with all students regardless of age and ability, 3 to 5 times a week.  (See "Direct Teaching" in PDF Download"). 

• Author used this method successfully with kindergarten, elementary, adolescent and adult students, including prisoners in a federal prison. This method practiced for 30 years.

The flexibility of Read Quick allows educators to inexpensively provide a dual reading program, taught in 2 separate sessions to achieve maximum results.

Reading Session 1 -   Fifty percent of allotted reading time should be conducted using oral reading and direct teaching with quality novels and short stories at a reading level 2-4 years above student's reading ability.  This provides the optimum teaching opportunity to teach decoding in context of reading at time of need without delaying the reader's focus on text.  Also, provides more challenging vocabulary and concepts for expanding reader's language abilities.  Direct teaching should emphasize discussing and applying the 3-Step decoding system, reading skills, language skills and critical thinking skills, leading to Socratic dialog; best way to teach the 3 steps and reading comprehension.

Take advantage of subject matter texts, read orally and silently with same type of questioning strategies as used in skills and critical thinking.

Reading Session 2 - Should include the school's adopted reading program with silent reading.  Using appropriate materials at the ability level of the students, responding to comprehension (test type) questions, writing lessons and reading novels based on student interest and teacher's objectives. 

Include subject matter texts as above.

Each program would have specific goals with some overlapping skills ( i.e., vocabulary and decoding).  Students will experience accelerated reading and thinking skills by this method.  Each session will emphasize the wide range of abilities needed to challenge and develop each individual.  This dual reading strategy will provide the most efficient method in a comprehensive and intense approach for ultimate reading achievement and successful intervention.  Dual method used successfully for school's testing in top 92-98% of state.

Above grade level books for oral reading are usually available in older textbooks; or novels used for large group or class assignments; or paperbacks purchased in lots of 15-25, same title, for oral reading, a good investment.  Use school funds and conduct a parent fund raising project for paper-backs.  Challenging reading material are the nucleus of a quality literacy program. What seems to be missing from many current reading programs is group reading to discuss the quality features of a classical novel or short stories for developing critical thinking skills.