INSTRUCTIONS

PARENT READING COACH™  GUIDE

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OVERVIEW

We believe in the power of PARENTS to educate and guide their children in learning how to read.  We do this by giving parents the knowledge and tools that decreases their dependence on formal educational systems.

Parent Reading Coach™ fills the virtual curricula early literacy gap by taking a well defined and structured evidenced informed approach and places it into a cloud-based early literacy program to serve as a tool for parents and anybody that wants to teach students/individuals how to read. The curricula replicates a successful researched informed model to a cloud-based platform that can be disseminated to all students with a specific target of students with dyslexia and/or reading-based learning challenges and their parents, teachers, and tutors globally.

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PARENT INVOLVEMENT

Parent Reading Coach™ offers parents 3 different levels of involvement based upon their interest and time limitations.  They include:

HIGHLY INVOLVED: Use the Schuler Phonics Books to guide you and your child through the reading instruction program.  Watch the training videos.  Use the online reading application as supplemental learning exercises.

INVOLVED: Watch the training videos.  Use the online application as a learning exercises to build the foundations of reading.  Spend a significant amount of time on the printed reading practice exercises/assessments with your child.

LIMITED INVOLVEMENT: Use the online application as learning exercises to build the foundations of reading.  Spend as much time as possible on the printed reading practice exercises/assessments with your child.

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LEARNING PROCESS

Parent Reading Coach™ is organized into a three step learning process. 

The First Step: The student listens as he/she is instructed on the sounds and word formation.  He/she does have to click to move to the next learning activity.

The Second Step:  The student matches sounds of letters/words by selecting letters/words from a variety of choices.  In essence, selecting letters/words from a variety of choices, replicates the reading process in which the student/child has to “sound out” the letter/word.

The Third Step: The student spells letters/words when instructed by dragging letters into predetermined blank spaces.  In essence, this step both reinforces the reading process in which the student/child “sounds out” a word AND spells the word demonstrating mastery of the letter sound and word formation process.

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LEVELS AND TUTORIALS

Parent Reading Coach™ is organized into 8 levels that systematically builds upon a student/child’s mastery of the previous reading skill sets.  Levels 2, 3, 4, 5, and 7 essentially are composed of 2 levels, teaching the same skill set, but categorized as “flows”.  The student/child must complete flow 1 before advancing to flow 2 activities.

AT EACH LEVEL IS A TUTORIAL VIDEO.  This tutorial is targeted for the parent/teacher and is in the format of a short training video.  Essentially it provides the parent with the logic behind the construction of the english reading building blocks.  WE STRONGLY ENCOURAGE PARENTS TO WATCH THE VIDEO WITH THEIR CHILD/STUDENT BEFORE STARTING THE ACTIVITIES.

Altogether, Parent Reading Coach™ takes a student/child through 13 reading building blocks leading to his/her ability to read most English language words.   Upon completion of the activities in each step ParentReadingCoach™ sends the parent an email to assess mastery before the student/child can move onto the next level.  MASTERY ASSESSEMENT GUIDES are in the parent log-in platform in the form of PDF files.  Note:  A parent can bypass this process by simply logging on and assigning the student a new level.

We strongly recommend that the parent print out the MASTERY ASSESSMENT GUIDES and do them WITH the student/child.  Key to success in the reading process is having a student/child practice the skills into a “pencil/paper” environment.

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LEVEL DESCRIPTION

Association of consonants and vowels with sounds.

Joining of beginning consonants with short vowels.

Joining of beginning and end consonants with short vowels. 

Association of blends with sounds. Two levels/flows.  Flow 1 teaches the blend sounds. Flow 2 combines blend sounds with vowels into words

Joining of digraphs with short vowel. Two levels/flows. Flow 1 teaches the digraph sounds. Flow 2 combines digraph sounds with vowels into words

Silent E Rule. Two levels. Flow 1 teaches the silent e rule. Flow 2 has student practice the application of reading silent e words

Vowel Reference Card: Two levels. Flow 1 teaches the remaining vowel sounds. Flow  2 combines vowel sounds into words.  At this level we STRONGLY RECOMMEND WATCHING THE TUTORIAL VIDEO WITH THE CHILD AS KEY TO OUR METHOD IS THE STUDENT/CHILD USING THE VOWEL REFERENCE CARD TO UNDERSTAND THE FORMATION OF WORDS.  THERE IS ALSO A LINK TO THE VOWEL REFERENCE CARD THAT THE STUDENT/CHILD CAN USE AT ANY TIME TO HELP HIM/HER READ A WORD.

Reading Multi-syllable Words.

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ASSSEMENT AND PLACEMENT LEVEL GUIDE

Does the student know the sound of the consonants b, f, h, j, k, m, p, and t?  If not then start him/her on Level 1.

Does the student know the sound of the consonants b, f, h, j, k, m, p, t, g, r, l, n, s, d, w, y, v, and z AND short vowels sounds of apple “a” and igloo “i”? If not then start him/her on Level 2.

Does the student know the sound of all the consonants and short vowels (a, e, i, o, u) and can read three letter words?  If not then start him/her on Level 3.

Does the student know the sounds of the following blends (bl, br, cl, cr, dr, dw, fl, fr, ft, gl, gr, kl, lb, ld, lf, lk, lm, lp, lt, mp, nd, np, nt, pl, pr, qu, sc, scr, sk, sl, sm, sn, sp, spl, spr, squ, st, str, sw, tr, tw, x, and xt)  If not then start him/her on Level 4.

Does the student know the sounds of the following digraphs (ch, sh, th, wh, ng, lch, lth, nch, ngth, nk, nth, sh, shr, thr, and xth)  If not then start him/her on Level 5.

Does the student know the Silent e Rule which is basically that if an e is at the end of a word it changes the vowel from a short vowel to a long vowel.  For example, instead of apple “a” (short vowel) it becomes the sound of the letter a (long vowel). If not then start him/her on Level 6.

All students should do Level 7 even if the child already knows how to read most words. At this level we STRONGLY RECOMMEND WATCHING THE TUTORIAL VIDEO WITH THE CHILD AS KEY TO OUR METHOD IS THE STUDENT/CHILD USING THE VOWEL REFERENCE CARD TO UNDERSTAND THE FORMATION OF WORDS.

Does the student struggle with reading multi-syllable Words. If yes then start him/her on Level 8.

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RECOMMENDED DAILY ACTIVITIES

15-20 Minutes/Day until program is complete

Repeat Activities at all Levels/Flows as a child/student needs repetition in order to ensure mastery of building blocks.  The two most important levels that represent key learning blocks are level 3 and level 7.

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MANAGING THE PARENT READING COACH SITE AND DATA

 

CHANGING THE STUDENT LEVEL

Log into the parent portal.

Go to student management and select the student.

Click on the icon that looks like an eyeball.

Select the desired level and flow.  Once a level is selected the student/child has to go through all activities before advancing within a level.   Parents are encouraged to have child repeat levels various times as mastery does not come through one time.  Reading mastery is built slowly and over time.

DETERMING GAPS IN LEARNING

Log into the parent portal. 

Go to student management and select the student.

Scroll down and see the list of levels and activities.  The parent can see which activities were answered correctly/incorrectly and where to focus on extra attention with the child/student.

 

ACCESSING/PRINTING MASTERY ASSESSMENTS

Log into the parent portal. 

Go to “MASTERY ASSESSMENTS” and select the level.

View online or print the mastery assessment(s)

WE STRONGLY ENCOURAGE PARENTS TO PRINT THE MASTERY ASSESSMENTS and practice the activites WITH the student/child in paper/pencil format.