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Total Reading has been successful for the children because it enables all children to participate successfully in a complete language arts program. Due to the comprehensive nature of Total Reading, students learn to speak write, read, and listen for many purposes in their daily lives. Sue Bairstow, Administrator, Kings River-Hardwick Unified School District, Hanford, CA Total Reading has proved itself at Heritage Academy. It gives our students many advantages aside from providing them a greater possibility to read, write, and spell. The first advantage is that the student is acquainted with the library at an earlier age. Second, Total Reading gives responsibility to the parents for the child's education with word packs and homework reading assignments. This unique system helps bond the relationship between child and parent. The third advantage is that comprehension is stressed early on in the program. Students learn to enjoy first listening better and then later looking for details as they read by themselves. Finally, the children benefit from the multisensory decoding method. This word-decoding method gives them a meaningful handle on our very difficult English language. Rita Johnson, Principal, Heritage Academy, Bakersfield, CA It is a whole language approach with a structured phonetic method of decoding and encoding words. Janice McKee, Principal, Monterey Road Elementary School, Atascadero, CA The primary grades in our school have been using this program since the 60's. Teachers have been extremely successful in giving our students a good reading foundation. Teachers, both new and experienced, have been happy with the program. Our parents have also whole heartily expressed their approval! Dorma Baker, Resource Teacher, Rio del Mar Elementary School, Aptos, CA The students show such excitement as they successfully attack new words. The parents are so proud of their children as they start decoding and reading the cereal boxes. Once the students have the basic skills, they can easily write creative stories which is a part of my curriculum. I would also like to comment on Spanish Bilingual program. For three years my bilingual instructional aide has successfully used your program in our first and second grades. I speak no Spanish, however, since I am teaching the same lessons in English, I am able to oversee my aide with her lessons. It's quite simple. Our students have scored well on the SABE test - the Spanish CTBS Test. Miriam Lyons, New Hope Elementary School, Thornton, CA It's the best program I've every used! - 1. They can decode and read much earlier than my classes used to. 2. Teaching the vowel sounds with the letters and phonograms in the sequence they are and the whole program is the best I've ever experienced. 3. Their test scores have risen each year. Thank you. I appreciate your kindness. Sister Geralyn Misura, St. Joseph School, Prescott, WI It helps reading take on a personal meaning! It helps cut the work sheet numbers in half and helps us focus on library resources in our process. Total Reading is our reading foundation for primary grades K and first. Dennis Monroe, Administrator, Kenyon Elementary School, Kenyon, MN The children learn how to connect all the sounds and letters they have learned into words. They learn to sound out words they run across that they are unfamiliar with. The approach seems to be one between the phonics approach and the whole language approach. Creativity is enhanced and learning becomes fun. The best of all, children are able to explore a whole new world of good quality literature. Christine Winterstein, Trinity Ev. Lutheran School, Aberdeen, SD . Decoding skills instruction is taught in an organized and systematic way. The creativity strand encourages students to write sentences in a complete and descriptive manner. Total Reading's writing experiences incorporate all the key story elements. We especially like the library comprehension questions. Louis Braun, Principal, P. S. Berg Elementary School, Dickinson, ND It is a well rounded program that integrates sounds, comprehension, spelling, and writing so children see the connection between them not just the separate parts. We have seen children classified as non-readers have success with Total Reading. We are very happy with Total Reading. Jim Williams, Principal, Harper Elementary School, Harper, KS It has been successful for the children because of the outstanding word attack foundation and the oral language development for our limited language students is fantastic. The listening comprehension training is very important to us, as well. Ann Smith, Lakeview Elementary School, Page, AZ All modalities for learning are addressed. If a student is capable of learning to read, then this is the easiest and most thorough way to do it. Kitty Jalving/Gwena Roberts, Camp Verde Elementary School, Camp Verde, AZ It is a very comprehensive program. Just what our children with reading problems need. It has been very successful with our at-risk students as well as the LEP Transitional students. I recommend it highly. Second and third grades have been using the program for at least four years. Many of our first, second, third grade classes are using Total Reading. Sharm Avitia, Fremont Elementary School, Corcoran, CA Total Reading develops independent readers, because the student knows "what to do" with the words and letters inside the book. My second graders joyfully pick up library books and say "I can read!" Significantly less often they come to me and to say, "What's this word?" Even then they only need a clue or two for them to be able to independently read the word. Sherry Nichol, South Fork Union School District, Walden, CA They are given the skills to unlock words so consequently they feel confidence and success in reading Oral vocabulary and comprehension are increased with the Read Aloud Comprehension aspect of the program. Their writing and spelling skills are systematically developed and they get a good foundation for creative writing. Best of all they are motivated and enthusiastic about reading and writing and they quickly become independent readers. Irene McBride, St. Charles Primary School, Chippewa Falls, WI They are finally excited about decoding words. Our students beg to do the sound pack and mark words! Some of our Chapter students are doing better at decoding words than the students in the classroom. In turn it has risen their self-confidence. Cindy Gruhlke, BOLD, Hector, MN It removes the stigma that is connected with most basals because as a rule the students are asked to reread a book they've already had. I like the structure that it brings to the whole language process. JoAnn Knudons, Stratton Meadows Elementary School, Colorado Springs, CO Utilizing the Total Reading Program in the right way puts fun and enjoyment back into teaching and learning phonics. I only wish someone had invited me to a Total Reading Program Inservice sooner! Thanks! Alan Richardson, Indian Springs Elementary School, Indian Springs, NV Total Reading has been successful for the children because we are multi-lingual. We introduce the word- attack skills quickly and efficiently this way and integrate good literature and actual individual reading skills. We have tremendous results with high expectancies for all children. Diana Carbo, San Pascal Union School District, Ascended, CA
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Total Reading,
Inc. P.O. Box 54465 Los Angeles, CA 90054 Toll Free 1-800-358-READ Ph: 310-374-2684 Fax: 310-374-2693 info@totalreading.com |