We strive to develop and foster a love of reading in children. Guided and independent reading is a core feature of the program. Reading research emphasizes the importance of children having extensive and broad reading opportunities particularly at their independent reading level. In order to build automaticity, decoding, fluency, and comprehension skills children need access to thousands of books during all the developmental stages of reading from early emergent to fluent. Our goal is to give struggling readers ample opportunities to read at their independent reading level. We believe in daily reading practice, therefore, providing independent reading material and quality literature for our students is essential.

Parental involvement is necessary in the growth of a struggling reader. Encouraging daily reading at home for 20-30 minutes is embedded into our home program. We encourage the struggling reader to read more and deeply believe that exposure and frequent reading of leveled text significantly improves a student’s reading performance.

According to NO CHILD LEFT BEHIND, a national policy, every student in the United States should be reading for 20-30 minutes per day. We strongly believe that daily reading is important, however, finding the right reading material that will motivate your child, boost skills, and build self-confidence takes a skilled reading coach.

Each student is evaluated in order to determine their independent reading level. We establish weekly reading goals to ensure the student is authentically and fully engaged in the reading process every day. The "just right" book is imperative when building skills, such as, word identification, automaticity, reading fluency, vocabulary, and comprehension.

For a child, reading should not feel as if they are pedaling a bike up a hill or coasting down with little effort. Parent observation and feedback is a valued part of building our unique and individualized home program.
"Every year struggling readers fall further behind. They miss multiple chances to learn new words because they read inaccurately and because they don’t read as often as better readers."
-Dr. Joseph Torgesen, Director of Florida Center for Reading Research

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