Content Outline Back on Track Reading Lessons effective reading remediation program

Back on the Right Track Reading Lessons is a highly effective reading remediation program specifically designed to help older students or adults who struggle with reading acquire skills and advance their reading skills. This easy to use direct systematic phonics program directly develops proficient phonologic processing pathways. It provides you with the tools to help your child or student overcome difficulties achieve reading success. Preview Table of Contents

INTRODUCTION, OVERVIEW, BACKGROUND AND ESSENTIAL INFORMATION (pages 5-44)

This introduction portion of the book empowers the parent or teacher with the information they need to help their child or student develop proficient reading. It includes complete directions for all activities within the reading lessons.

Introduction/Overview of Reading: (page 5-9) This section written for the parent, teacher or tutor provides an overview of teaching students to read. It includes background on the English language, the biologic process of proficient reading and reading difficulty (dyslexia), and an explanation of how effective reading intervention can develop proficient reader phonologic processing. This section helps you learn how reading works. Preview these pages.
Skills Necessary for Proficient Reading: (Page 10-16) This section describes the skills necessary for proficient reading. It explains the fundamental skills necessary for phonologic processing (phonemic awareness, tracking, blending, knowledge of the written code and attention to detail), the development of correct efficient phonologic processing and an overview of the higher level skills (building fluency, handling multi-syllable words, developing comprehension and expanding vocabulary). Preview these pages.
Elements of an Effective Reading Remediation Program: (page 17-23) This section lists and discusses the specific elements of an effective reading remediation program.
Steps to Get Students on Track To Reading Success: (page 24-26) This reviews the specific steps to help a struggling reader develop necessary skills and learn to read proficiently. It reviews and explains the steps of evaluating the student, setting a remediation plan targeted to the students needs and explaining the program to the student. The specific evaluation tools for you to evaluate your student are included in the appendix.
Explanation and Specific Instructions for the Reading Lessons: (page 27-44) This section written for the parent or teacher lists the materials needed and gives the general instructions for all the lessons as well as detailed directions for all the specific activities. These easy to follow instructions clearly explain how to conduct all activities to help a student develop necessary skills. Illustrations for conducting word building with the sound tiles are included. Corrections for common mistakes and tips to build skills are also covered.

READING LESSONS: (page 45-253)

The reading program is arranged into carefully designed lessons structured for individual instruction. These reading lessons provide you with the easy-to-use plan of action, you can implement to directly help your child or student develop necessary skills and achieve reading success. The lessons use a variety of targeted multi-sensory activities to directly teach all skills necessary for proficient reading. The reading lessons are organized into 10 different sections starting with foundational skills and then systematically advancing through higher level skills. These easy-to-use reading lessons give you the tools to teach your student necessary reading skills and directly help them achieve success. A brief description of the various sections follows.

Sections 1 through 5 (Reading Lessons 1-71) directly develop the strong foundation of phonologic processing. These lessons directly teach the complete phonemic code, phonemic awareness, smooth blending, directional tracking and attention to detail. The lessons directly teach the student to integrate and apply these fundamental skills to the process of proficient print-to-sound phonologic processing. A combination of highly effective multisensory activities intentionally develop the print to sound phonologic processing pathways. These include sound writing, work making activities with the sound tiles, word changing activities with the sound tiles, word writing/spelling activities. The extensive reading of decodable word lists provides the practice that is essential for building and strengthening the phonologic processing pathways.

The reading lessons begin with the basic sounds and foundational skills and then rapidly advance through vowel combinations, r-controlled vowel combinations and the remainder of the complete phonemic code. The lessons are cumulative, allowing practice of previous skills and knowledge as well as building new skills and knowledge systematically. Review lessons are scattered throughout the program to insure sufficient practice and reinforcement of necessary skills.

Section 1: Basic Sounds and Critical Subskills (Lesson 1-10) This initial section reviews all basic sounds and insures the student acquires necessary foundational skills in phonemic awareness, automatic knowledge of the phonemic code, proper tracking, smooth blending, careful attention to detail and integrates these skills to establish correct ‘proficient reader’ phonologic processing. To preview a lesson on basic sounds and skills see Lesson 3 and Lesson 10.
Section 2: Additional Sounds (Lessons 11-20) These lessons continue strengthening the fundamental skills and phonologic processing as they systematically include complexities with alternate vowel sounds and increasing the number of 2 syllable words.
Section 3: Vowel Combinations (Lessons 21-48) This section systematically introduces the vowel combinations (ee,oa, ai, ay, vowel-consonant-e, oi, oy, ea, ow, ou… and others) and provides for continued practice and strengthening of phonologic processing. The lessons include ample practice of these vowel combinations in extensive word lists of one, two and three syllable words. To preview lessons on vowel combinations see Lesson 23 and Lesson 37.
Section 4: R-Controlled Vowel Combinations (Lessons 49-61) These lessons systematically introduce the r-controlled vowel combinations (ar, or, ore, oar, er, ur, ir, ear… and others) and continue practice and strengthening of phonologic processing. Lessons incorporate an increasing level of 2 and 3 syllable words. To preview a lesson on r-controlled vowel combinations see Lesson 54.
Section 5:Silent Letters, Infrequent Sounds &Common Endings (Lessons 62-71) This section directly teaches some of the unusual and less frequent elements of our phonemic code (wr, kn, ph, ….and others). It also provides direct practice with some of the common endings (ing, er, ly, plural endings, past tense -ed)

Section 6: Reading Multisyllable Words (Multisyllable Lessons 1-10) These lessons directly teach the student how to master the more complex skill of handling multisyllable words. Lessons include direct guided instruction on strategies for effectively handling multi-syllable words including instruction on breaking words into appropriate syllables, paying attention to detail, picking up all sounds, smoothly blending syllables together and determining pronunciation. Lessons also include practice of the most common prefixes and suffixes. To preview multisyllable lessons see sample from Multisyllable Words Lessons 4 and 5 With Common Prefixes & Suffixes and Multisyllable Words Practice Lesson 10

Section 7: Instructions for Guided Reading: Guided reading has significant beneficial impact on reading skills and is especially important in remediation. Daily guided reading is an important part of this reading program. This section explains guided reading and gives you specific instructions of how to conduct guided oral reading with your student.

Section 8: Building Fluency: This section explains what fluent reading is, how individuals develop fluency and provides information so you can help your student develop fluency.

Section 9: Developing Reading Comprehension Skills: This section provides an overview of reading comprehension and lists specific actions you can use to help students acquire reading comprehension skills and strategies. Directions and examples of techniques and activities you can use to advance comprehension are provided.

Section 10: Expanding Vocabulary Knowledge: This final section of the reading program overview vocabulary development and provides specific actions you can use to help your child or student expand their vocabulary knowledge. This section also includes a list of common Greek and Latin root words.

SPELLING LESSONS: (page 254-271) This portion of the book provides a general overview of spelling and gives tips on how to teach your child to spell. Upon completing the reading program your child should spell phonetically. This spelling section goes beyond the phonetic understanding of our language to specific spelling information. Helpful spelling guidelines and patterns are listed. These are not ‘rules’ to be memorized but rather guidelines and explanations that make spelling much easier. This is not memorizing rules or word lists but rather learning about spelling. The spelling instruction is organized into 31 specific lessons. preview of spelling lessons.

APPENDICES: (page 272-304)

Appendix A - Sound Pronunciation Table: This appendix provides a table of all the phonograms and correct sound pronunciation(s). The table includes the phonogram (letter or letters), the sound or sounds it represents, notes on the pronunciation with an example of the sound within a word, and any notes of caution with pronunciation. This appendix also includes tips for helping a child correctly pronounce specific sounds.
Appendix B - Evaluation Tools: This appendix provides the tools you need to evaluate your child or student for specific reading skills. It includes tools and directions for evaluating phonemic awareness, knowledge of the complete phonemic code, reading performance/accurate decoding skills, spelling and reading comprehension. It provides an explanation of how to combine and interpret the results of your evaluation and focus your reading instruction to meet the student’s individual needs.
Appendix C - Lesson Progress Chart: A simple chart to record your student’s progress through the reading program.
Appendix D - Letter Formation Instructions: This appendix provides general instructions on correct letter formation. It includes directions for writing d, b, p to avoid letter confusion.
Appendix E - Supplemental Oral Sound Blending Exercises
Appendix F - Supplemental Phonemic Awareness Activities
Appendix G- Table summarizing spelling patterns for sounds: This useful resource lists the spelling patterns/alternatives for each sound. Examples are given for each spelling pattern. The spelling patterns are listed in order of frequency. This is an excellent spelling reference resource!

INFORMATION PAGE: Website, contact and ordering Information (p305)

KEY ELEMENTS OF EFFECTIVE READING INSTRUCTION REFERENCE CARD (p307)

Additional information on Back on the Right Track Reading Lessons: An Effective Step-by-Step Reading Remediation Program for Older Students and Adults is located at Preview Program.

The tools to achieve reading success, one student at a time!

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