frequently asked questions
What is the cost?
A Different Way In Reading Center uses a sliding scale with minimal cost to parents. We are able to exist largely because of donations, grants, matching funds, and the kindness of two churches which have housed us gratis. However, with depleting funds in these hard economic times, we need to utilize a sliding scale for our fees to keep the Center doors open.
why is there a need for this reading center?
The students who come to the center have not experienced significant progress in traditional literacy programs. Often high school students enter the program reading at a third or fourth grade level despite being above average intellectually and having had intact traditional and/or special education by competent teachers.
if these students are often above average intellectually, why do they have such trouble with reading, writing and spelling?
Students who can benefit from our program have several serious challenges impeding their literacy.
First, they have a weakness in visual memory for print (difficulty remembering words they have been taught for
reading and/or spelling). They can study all week for a spelling test and fail it, or pass it and forget the words two days later. The words don’t “stick.”
Second, they find it difficult to learn and remember the sounds made by letters and letter combinations (e, u, ou, aw, tch, tion, dge etc.), so they can’t figure out the words they encounter while reading.
Third, students have difficulty blending the sounds together to read words and have serious difficulty stretching the sounds apart to spell words correctly.
In addition, these students are most often unable to learn and apply spelling “rules”, are confused by the meaning and use of punctuation, and are stymied by putting their thoughts down on paper in a meaningful and cohesive paragraph. In other words, they can’t figure out how written language “works.”
First, they have a weakness in visual memory for print (difficulty remembering words they have been taught for
reading and/or spelling). They can study all week for a spelling test and fail it, or pass it and forget the words two days later. The words don’t “stick.”
Second, they find it difficult to learn and remember the sounds made by letters and letter combinations (e, u, ou, aw, tch, tion, dge etc.), so they can’t figure out the words they encounter while reading.
Third, students have difficulty blending the sounds together to read words and have serious difficulty stretching the sounds apart to spell words correctly.
In addition, these students are most often unable to learn and apply spelling “rules”, are confused by the meaning and use of punctuation, and are stymied by putting their thoughts down on paper in a meaningful and cohesive paragraph. In other words, they can’t figure out how written language “works.”
why does the alphabetic phonics program used at the center succeed with these students?
The program works well because it teaches literacy through the consistent sounds and patterns of our language, which is actually 88% reliable for reading and spelling. Instruction is approached through reason rather than rote memory. Since logic is a strength for these students, they learn how the language “works.” Learning is accomplished through a multi-sensory guided student discovery of: each of the 97 regularly occurring letters and combinations of letters for reading, the 44 regularly occurring sounds for spelling, every reliable rule for spelling, formulas for construction of compound and complex sentences, strategies for comprehending what is read, and a definite structure for paragraph and composition writing. Experiences are memorable, practice and review extensive.
How are the words that do not follow the rules taught?
We teach irregular words through multi-sensory experiences as well, often with humorous memory anchors. For instance, when teaching the word {what}, our teacher may wear a paper hat on her head and ask, “What is on my head?” The student replies, “A hat.” The teacher shows that the word {what} has the word {hat} in it. The word is then put on a card, as well as in the student’s language notebook and reviewed throughout training. Memory is experiential, not rote.
what is the process for entering the program?
Potential students are referred through individuals and agencies. We have had referrals from parents, public school teachers and psychologists, private practice psychologists and students themselves. Students at the center presently come from seven school districts. Contact the Center if you would like to find out more about attending A Different Way in Reading Center.
how do you decide if a student is appropriate for the program?
After a student has been referred, the student is given an initial screening that assesses how well he/she can apply appropriate sounds to nonsense words for reading and spelling. The prospective student also does a writing sample and a comprehension screening based on grade level selections. If the student exhibits the challenges formerly described, he/she is placed on a Waiting List until an opening occurs. At that time, the student is given subtests of the Woodcock Reading Mastery Test-Revised and Kaufman Test of Educational Achievement as a baseline, school records are reviewed, parent input is given and, if it is felt that the student can benefit, instruction begins.
have students shown progress?
In June, 2011, we held our first graduation of ten students. For these ten students, our data shows an average increase in Percentile Rank (44%) in word attack or decoding. In reading comprehension, Percentile Rank increased 37%. Grade equivalents rose from an average of 1.9 at pretesting to 7.5 at post-testing, an increase of over 5.5 grade levels. (In school programs over an academic year, a student with dyslexia doesn't usually gain even a year in reading skills.)
In addition, we are encouraged by reports we receive from parents and teachers - reports that show a positive change in self-confidence and class participation in school.
In addition, we are encouraged by reports we receive from parents and teachers - reports that show a positive change in self-confidence and class participation in school.
are teachers certified?
Both of the teachers have New York State Teacher Permanent Certification, Masters Degrees in Special Education, Certification in Alphabetic Phonics, a Multi-sensory Structured Language Education program through Teachers College, Columbia University. They are also Certified Academic Language Therapists through the Academic Language Therapy Association. The two assistants at the reading center are highly trained in the two-year Alphabetic
Phonics curriculum and have been supervised by teachers certified in Alphabetic Phonics.
Phonics curriculum and have been supervised by teachers certified in Alphabetic Phonics.
does the state education department recognize the center?
A Different Way In Reading Center has been approved by New York State under the No Child Left Behind Act to be a Supplemental Education Service Provider. Please click here for a complete report by the New York State Department of Education.