My daughter started with your system as a 3rd grader, first for evaluation purposes and then for intervention purposes. She had a fairly severe reading disability and was far behind her peers at the time. She has used your intervention system throughout her years in school.
Since entering High School, Maeve has been on the honor roll each and every semester. She was invited to become part of the National Honor Society which she is. I continued to fight for her each step of the way which included her starting out with one honors course. For her senior year Maeve continued to push herself. Last year everyone suggested she go easy on herself, she sat in her meeting and told everyone she want to take all honors classes except for English which she enrolled in an AP class and Math which is just college level. In addition, Maeve has played three sports and worked when time allows. She applied to only two colleges, Fairfield University in Connecticut which she is was accepted early admission and Fordham. Her college essay was on how she felt and dealt with dyslexia
I always thank our lucky stars that we met you.
My students really look forward to using it [Skill Builder] because they don’t have to ask me for the pronunciation of a word during the review phase, they can focus on each word during the testing phase and the progress chart is ‘proof’ that they are improving. Most importantly, their focus and motivation to do well is markedly increased.
A 6th grade girl was referred to me because of reading comprehension difficulties. When she first started with Skill Builder (3 times a week), she was on 3rd grade words and she was slow and unsure of herself. Within about two weeks, I noticed an increase in her confidence such that she has moved in one month to 5th grade words. When I asked her how she liked the Skill Builder exercises, she said that it helped her recognize words more quickly when she was reading for her other classes.
The report was extremely useful and I wish I had it long ago. It delivered the results I expected but the detail of the report was a very pleasant surprise. I think this software is excellent. The customer service from Dr. Wise has been timely and friendly. My expectations have been exceeded.
I think the automaticity training is excellent!
In just five sessions with the Skill Builder Module I could hear a difference in the oral reading fluency of my three least confident readers. They’re highly motivated to improve with the Skill Builder Module Software. With the Skill Builder Module it is easy to keep track of each student’s progress to share with parents at conference time. No special expertise is required to work with the Skill Builder Module program. I’ve trained volunteers in fifteen minutes to effectively work with my most reluctant readers. I’m very excited about a new Designer Module that allows me to program the vocabulary I’ll be teaching in novels and other units, so that my students get to preview and practice these words. The Skill Builder Module software is making learning more accessible for my at-risk students every day.
I am continuing to use the intervention software in our home schooling environment. My Grandson, David, gets at least 30 minutes daily, some days an hour. The sight words are improving his reading. His parents and my wife all note the great difference it is making in his reading. It’s a good program and it does impact the areas of his greatest needs.
The book chapter you sent – Fluency training as an alternative intervention for reading-disabled and poor readers – was for me, a missing piece of the puzzle in how to teach reading. I have been teaching reading to struggling readers for about seven years and my curriculum has evolved – and is still evolving – through using information and strategies from reading researchers such as Chall, Torgesen, Stanovich, Stahl, etc. and from different reading programs such as Slingerland, Language!, Wilson Learning, Great Leaps, etc. My curriculum includes activities for phonemic awareness, phonics, syllabication, fluency, vocabulary and comprehension but not all of my students make as much progress as I expect them to.
I just concluded a major NSF-funded reading project and used the Cognitive Aptitude Assessment System to measure the subcomponent efficiencies of third, fifth, and seventh-graders. The system worked extremely well, producing highly reliable and valid data. Moreover, it was extremely easy for research assistants to master and for children to understand. I recommend it highly and plan on using it in the future.
Just a note that we have now been using our Reading Success Lab tools and love the results. It is an excellent program at a fraction of the costs of other programs, yet much more comprehensive.
The Reading Success Lab program is a success for disadvantaged readers. I assessed my at risk readers and was amazed that a few of them were diagnosed as dyslexic. The follow up one-word practice certainly helped.
My fourth grade students are motivated to practice sight words because of the graph that shows their improvements. It is very helpful.
With RTI in the forefront, Reading Success Lab is by far a winner. The diagnostic capabilities of the software and follow up remediation is exactly what School Psychologists and Reading Specialists are looking for. Remediation follows data collection and assessment. In my opinion, it’s by far a winner. Diagnosis is precise and the software is user friendly.