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Among the programs I employ to assist me in teaching reading, our district recommends programs such as Achieve3000, novel study, Vport as well as word attack strategies when opportunity arises to include these. I see students 45 minutes each day in a resource setting and “push into” English and Language Arts classes another 45 minutes each day. The programs I use definitely emphasize reading comprehension and reading fluency. But according to National Reading Panel, convened by the U.S. government in 1997, and reporting results as early as 1998 , the essential components of an evidence-based, effective reading program should include all of the following components: comprehension including vocabulary and fluency AND alphabetics including phonemic awareness and phonics. The panel concluded that specific instruction in phonemic awareness and phonics improved reading achievement. As I noted previously, Orton-Gillingham is a structured, sequential, multisensory program targeting phonemic awareness and phonics. My training would enable me to strengthen the program I am providing to students struggling with reading by including these essential skills, and targeting them in a systematic way. I would also be able to share these techniques with the teachers of English and Language Arts classes, helping them to strengthen their reading programs as well. There is evidence from studies that shows instruction in these skills as taught by Orton-Gillingham methods (and programs based on Orton-Gillingham principles) result in improved reading achievement even when begun in middle school or even high school. I wish to acquire this knowledge to better serve my students and contribute to their growth.

About my class

Among the programs I employ to assist me in teaching reading, our district recommends programs such as Achieve3000, novel study, Vport as well as word attack strategies when opportunity arises to include these. I see students 45 minutes each day in a resource setting and “push into” English and Language Arts classes another 45 minutes each day. The programs I use definitely emphasize reading comprehension and reading fluency. But according to National Reading Panel, convened by the U.S. government in 1997, and reporting results as early as 1998 , the essential components of an evidence-based, effective reading program should include all of the following components: comprehension including vocabulary and fluency AND alphabetics including phonemic awareness and phonics. The panel concluded that specific instruction in phonemic awareness and phonics improved reading achievement. As I noted previously, Orton-Gillingham is a structured, sequential, multisensory program targeting phonemic awareness and phonics. My training would enable me to strengthen the program I am providing to students struggling with reading by including these essential skills, and targeting them in a systematic way. I would also be able to share these techniques with the teachers of English and Language Arts classes, helping them to strengthen their reading programs as well. There is evidence from studies that shows instruction in these skills as taught by Orton-Gillingham methods (and programs based on Orton-Gillingham principles) result in improved reading achievement even when begun in middle school or even high school. I wish to acquire this knowledge to better serve my students and contribute to their growth.

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