- What is Read 180?
- How does READ 180 differ from other reading intervention programs?
- What skills are developed using READ 180?
- When is writing addressed during Read 180?
- What is Voyager Pasport?
- Should Voyager Passport be used instead of the core reading program or in addition to it?
- Is the Voyager Passport Curriculum appropriate for Dyslexic students?
- What is the Wilson Reading System?
- How is the Wilson Reading System different from other reading programs?
What is Read 180?
READ 180 is a comprehensive reading intervention program designed
to meet the needs of students in elementary through high school
whose reading achievement is below the proficient level. These
struggling readers have deficits in their understanding of the
reading process and gaps in their foundational skills. READ 180
is built to address these gaps by directly addressing individual
needs through instructional software, high-interest literature,
and direct instruction in reading skills.
How does READ 180 differ from other reading intervention programs?
READ 180 differs from other reading programs because it is a
complete program, offering skill development through balanced
literacy. The program:
Delivers individualized, adjusted reading instruction to move
students to grade level at their own pace.
Provides instant and continuous assessment.
Delivers comprehensive instruction in areas of phonemic and
phonological awareness, fluency, vocabulary, comprehension,
spelling, and writing.
Provides background knowledge for building a mental model,
leading to improved reading comprehension.
Supports and motivates students to become lifelong readers and
learners by providing high-interest, leveled Paperbacks and on-
level Audiobooks.
Includes comprehensive instructional materials and professional
development to support teachers and train them in best teaching
practices.
What skills are developed using READ 180?
READ 180 targets skill development in the following areas:
Phonemic Awareness: Phonemic awareness is developed both in the
context of decoding (word identification) and encoding
(spelling).
Phonics: Instruction is provided through decoding tips with
modeled practice in segmentation, blending, structural analysis,
and correct pronunciation.
Fluency: READ 180 develops fluency through repeated reading in
the Software, modeled reading in the Audiobooks, structured
engagement techniques conducted by the teacher, and independent
reading.
Text Comprehension:The Software and the rBook instruction uses
motivating videos to help students build mental models that
promote text comprehension.
Vocabulary: Vocabulary development is supported through explicit
instruction in the rBooks as well as the systematic introduction
of content-relevant vocabulary in the Software.
Spelling: Software presents spelling instruction and practice
that is assessment-based and individualized for each student.
Spelling errors are addressed with immediate, corrective
feedback.
Writing: The rBook presents carefully scaffolded instruction on
the key types of writing: narrative, descriptive, expository, and
persuasive. Functional (technical) writing is also covered.
When is writing addressed during Read 180?
Writing instruction is explicitly covered in the two teacher-led
rotations of the Instructional Model: Whole-Group and Small-Group
Instruction. The rBook scaffolds instruction for struggling
writers through research-based techniques, including the use of
graphic organizers, sentence starters, and writing frames.
Through consistent use of these scaffolds, students are guided to
internalize common organizational structures and conventions of
writing.
What is Voyager Pasport?
Voyager Passport is a comprehensive reading intervention that
meets the needs of all struggling readers. It targets the
priority skills and strategies that basals only mention. Research-
based daily lessons, frequent progress monitoring, and Ticket To
Read® technology practice make Voyager Passport the number one
reading intervention in America.
Should Voyager Passport be used instead of the core reading program or in addition to it?
Voyager Passport reading intervention is intended to supplement,
not supplant, the core-reading program.
Is the Voyager Passport Curriculum appropriate for Dyslexic students?
Voyager Passport instruction is consistent with research
described in Overcoming Dyslexia by Sally Shaywitz. The explicit,
systematic approach will work well for students with dyslexia. It
may not be sufficient instruction for all dyslexic students;
therefore, you should address all modalities of dyslexic
learners, and decide if additional instruction is needed.
What is the Wilson Reading System?
The Wilson Reading System is a research-based reading and writing
program. It is a complete curriculum for teaching decoding and
encoding (spelling) beginning with phoneme segmentation. WRS
directly teaches the structure of words in the English language
so that students master the coding system for reading and
spelling. Unlike other programs that overwhelm the student with
rules, the language system of English is presented in a
systematic and cumulative manner so that it is manageable. It
provides an organized, sequential system with extensive
controlled text to help teachers implement a multisensory
structured language program.
The basic purpose of the Wilson Reading System is to teach
students fluent decoding and encoding skills to the level of
mastery. From the beginning steps of the program, it also
includes sight word instruction, fluency, vocabulary, oral
expressive language development and comprehension. Throughout the
program, a ten part lesson plan, designed to be very interactive
between teacher and student, is followed. The lessons progress
from easier to more challenging tasks for decoding and then
spelling.
How is the Wilson Reading System different from other reading programs?
One of the characteristics of the Wilson Reading System® is that
it was developed for students beyond grade three. It is used
widely with middle school students, adolescents and adults. It
has facets in common with other structured language programs;
instruction is multisensory, systematic (sequential and
cumulative), direct, and diagnostic. The teaching plan is based
on continuous assessment of the student's needs.