Benefits From Using This Program

Introduction of a word family through focussed word lists.

The phonics and structural analysis content has been repeatedly proven most effective for reading development. (e.g. Carnine & Silbert)

Vocabulary development and comprehension require that understanding at the word level is given a focus and there is also attention given to word meanings within passages.

The passage readings are introduced with scaffolded support. Irregular words plus multisyllabic words are introduced and pinpointed before reading each passage by the instructor using the content of a box above each passage.

Reinforcement and transfer of the skills taught via word lists through the student’s passage reading, then learning of any error words and rereading. A cloze exercise of each new passage is used during the first lesson a new passage is begun.

Spelling Rules. Between 1 and 3 spelling rules are provided for the instructor to introduce to each student after the passage or cloze work. The rules need to be made memorable as well as understandable. Their names and provided explanation with examples of words that follow the rule make this section of each lesson understandable and effective. To ensure this occurs and to ensure the instructor obtains explicit evidence of the student’s understanding of each rule, dictation forms a part of this activity. The student is required to write out from dictation about 10 words that follow the particular spelling rule once it has been explained and demonstrated with ample examples.

This program’s presentation has an adult format. Older students find this more acceptable than the programs that are really intended for young students. The Reading Repairer has been accepted by and used to significantly and effectively develop the reading skills of many older students with learning difficulties or dyslexia. Details regarding how to use this program lesson by lesson are presented in Booklet 1.

E.g. 1. Male high school student with dyslexia began this program with the following reading results from the Gray Oral Reading Test: Reading Rate 8 years, Reading Accuracy 7 years 6 months, Fluency 7 years 9 months, Comprehension 9 years. After almost one year being taught with The Reading Repairer (revised) 1:1 for 1 hour each school week: Reading Rate 8 years, Reading Accuracy 9 years, Fluency 8 years 3 months, Comprehension 11 years 9 months. After another school term this student reached an independent reading accuracy standard.

E.g. 2. A female high school student with dyslexia began her program with the following reading results from the Gray Oral Reading Test: Reading Rate 6 years, Reading Accuracy 6 years 9 months, Fluency 6 years 3 months, Comprehension 7 years. After almost one year being taught with The Reading Repairer (revised) 1:1 for 1 hour each school week: Reading Rate 6 years, Reading Accuracy 8 years, Fluency 7 years, Comprehension 8 years 6 months.