In Memoriam: Reading Rescue Benefactor and Board Member, Benedict Silverman
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The Program

Program Overview

Program Coordinators

All schools must assign one school staff person to take on the role of the Program Coordinator.  Program Coordinators take the lead on coordinating the program logistics for their school and liaise to Reading Rescue staff members.

Tutors

A number of different individuals within a school can be trained to provide Reading Rescue tutoring during the school year.  Examples include, but not limited to, Teachers, Instructional Coaches, School Aides, Paraprofessionals, Reading Specialists, Assistant Teachers, Parents, other community volunteers and Community Based School partner staff.

Program Goals

Goals for student participants:

  • Assuring the acquisition of concepts essential for literacy development.
  • Gaining effective, lasting strategies for analyzing words and for comprehending text.
  • Accelerating acquisition of reading skills through the reading at least as many words, if not more, each week as average-performing classmates.

Goals for school staff participants:

  • Equipping school staff members with additional knowledge and skills that can be used to support all students within the school become self sufficient readers.

Key Program Components

Program Structure

Daily tutoring sessions are are:

Intensive: Daily, fast-paced one-on-one sessions last 30 minutes and have five lesson components mapped to each student’s demonstrated needs.

Comprehensive: Training stresses phonological awareness, phonics, fluency, comprehension and vocabulary development.

Diagnostic and sequential: Assessment data informs instruction within a sequential framework.

Multisensory: incorporating visual, auditory, kinesthetic and tactile teaching methods first described by Orton-Gillingham (1930’s) and since widely recognized by clinicians as effective with the most severely dyslexic students.