ReAD.IT is offered as a research-based alternative to in-school reading remediation intervention for dyslexic students.
ReAD.IT is a 16-week reading fluency intensive program that is provided in the clinic for children who have not responded to alternative reading programs. Children come into the office once weekly for a 3-hour period and learn to read using the structure of the English language and patterns associated with spelling.
ReAD.IT is based on the most recent research-based interventions for dyslexic students, including intensive work in phonology and morphology, repeated reading, and speed drills delivered in a multi-sensory methodology, as well as daily guided oral reading. The comprehensive program includes an initial reading screening and a follow-up screening to determine responsiveness to the program. Students often experience a dramatic improvement following completion.
ReAD.IT is a Structured Literacy program. Structured Literacy instruction is systematic and cumulative. Systematic means that the material follows the logical order of the English language. The sequence begins with reading instruction where the student is fully able to decode text moving up to more complex and multisyllabic text, progressing gradually.
All reading instruction is explicitly taught in this manner.
That said, all instruction is based on ongoing monitoring and assessment, until the student is efficient and automatic with the text. Automaticity is important to help understand the ease and efficiency with which the student is able to process the reading material.
This program is designed for students in elementary through high school. Pre and post testing is conducted, with ongoing monitoring also provided weekly.
In addition, ReAD.IT is offered as a research-based alternative to in-school reading remediation intervention for dyslexic students and has shown to improve the reading fluency of dyslexic or reading disabled learners. It can be considered specially-designed instruction as part of a student's IEP to improve reading fluency and automaticity and can be funded through a school district, including use of COVID Compensatory Funding allocated to districts to help make up for lost growth due to the pandemic.