The Discover Reading Program is the literacy program that is being used at Almadina through the Reading Foundation.
A significant challenge facing educators is the task of understanding how children learn to read. While the variables that contribute to reading success are many and diverse, what are the essential components of reading instruction that deserve our attention?
Scientific research shows that there are five essential components of reading instruction that children must be taught in order to successfully learn to read (National Institute of Child Health and Human Development [NICHD], 2000). Of these findings, there is substantial research evidence on preferred ways of teaching each of the essential reading skills, concepts, and strategies necessary for success in learning to read and write. As outlined by the report of the National Reading Panel (NICHD, 2000), which is based on the most extensive review of reading research ever undertaken, there are five aspects to the process of reading: phonics, phonemic awareness, vocabulary, reading comprehension and fluency.
These five aspects work together to create the reading experience. As children learn to read they must develop skills in all five of these areas in order to become successful readers. In response to this, the Reading Foundation (Truch, 2003) created The Discover Reading © Program (DR) that contains all of the known essential instructional ingredients required for effective remedial reading and a number of other features that make the program very teacher and student friendly as well as extremely comprehensive.
The piloted ALCA DR literacy project began with the training of four elementary teachers in September of 2012. The program has since grown to include the training and delivery of DR in ECS through Grade 7 classrooms. The effectiveness of this reading intervention program became apparent through pre and post-testing analysis. The ALCA DR 2012-2013 Performance Findings attachment provides a compressed representation of the summary reports from that school year. In most instances, the focus classrooms outperformed those classrooms where DR was not delivered in the main areas of emphasis: phonemic awareness/blending & segmenting, code knowledge, and fluency/automaticity with code.
The purpose of The Discover Reading © (DR) literacy project at ALCA is to advance student achievement by focusing intently on the basics of reading and ensuring that lower-achieving students and struggling students develop the abilities necessary for making good progress at school.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. Retrieved from http://www.nichd.nih.gov/research/supported/Pages/nrp.aspx/Publications/publications .html
Truch, S. (2003). Comparing remedial outcomes using LIPS and Phono-Graphix: An in-depth look from a clinical perspective. Retrieved from http://www.readingfoundation.com/uploads/documents/comparingRemedialOutcomes.pdf