EVERYONE READS
Summary of Key Principles
Reading proficiency is foundational to academic and life success. It can be very enjoyable and satisfying. It can open doors to countless learning experiences. However, if a person cannot read proficiently, it can be frustrating and can limit life and career options. Therefore, we hope to be able to encourage and empower most everyone to become a proficient reader.
Most everyone can become a proficient reader if given sufficient exposure to their language in connection with print and is provided adequate instruction when old enough. Reading should become as natural as riding a bike, something you do automatically without having to think about how to do it.
There are four different stages when learning how to read can take place with different instructional requirements: 1) womb to classroom, 2) grades K-2, 3) grades 3-12, and 4) adult. An English Language Learner can begin to learn how to read English at any of these stages but may need slightly different instruction depending upon how strong their native language skills are.
Womb to Classroom
The best process for learning how to read is for children to receive enough exposure to language and print concepts from womb to classroom. This is a critical period for the development of language skills. If parents read to their children 15-20 minutes a day during this period and engage their children in a lot of supportive conversations that stimulate the development of confidence, a growth mindset, perseverance, and creative thinking, most children will enter kindergarten either already reading or will read within the first semester of instruction. The few exceptions to this are when a child has a medical condition that impacts their ability to learn.
Many parents may feel that teaching reading is the job of schools. In principle it is, however, parents need to understand that the period of womb to classroom is when children need to be exposed to sufficient language and print concepts to help them to develop the foundational skills that empower reading success.
Grades K-2
If a student had sufficient learning experiences from womb to classroom and does not have a medical condition that impairs learning, they should learn how to read with most any viable reading instruction. However, if a student did not receive enough learning experiences from womb to classroom, traditional reading instruction will likely be confusing and frustrating and it will take longer for them to learn how to read. If the student is too far behind, they will likely not catch up with traditional reading instruction.
For students who are behind, they need additional, intensive and individual instruction to catch up on the foundational skills that empower reading success. This model is often called flooding or immersion. How much individual instruction is required depends upon how far behind they are. Schools break up the classes based upon need and provide additional staff and volunteers to help work with students in smaller groups or individually, giving students the extra attention and instruction they need to catch up. Parents can also help by reading and talking with the student more at home. There are many good online programs that can supplement instruction to help catch up students.
With sufficient immersion, most students can catch up and become proficient in reading. Because being labeled as slow or behind and struggling in school has emotional consequences, students will also need training in developing a growth mindset, perseverance and social emotional skills. If a student has a challenging home life, extra steps may need to be taken to mitigate this circumstance.
Grades 3-12
If a student is not reading proficiently by 3rd grade, they will require remedial instruction. The labeling will become even more significant and the emotional impacts will be more severe. It will become more important to ensure there is not a hidden medical issue or home life situation that needs to be addressed. It is recommended that a student be evaluated for any weak cognitive processing skills that may be impacting their ability to learn, such as attention or working memory.
Assuming there is not a medical, emotional or home life issue, a student at this stage who struggles with reading likely has not had adequate instruction and exposure to language and print concepts, has a cognitive skill processing issue or needs additional individual instruction. The older the student, the more likely mindset, character and confidence will come into play.
Adult
This category is very similar in concepts to the previous section on remediation for grades 3-12. If an adult has gone through K-12 education process and still struggles with reading, there has to be a reasonable explanation. The underlying cause must be understood in order to help determine the best course of action.
Various sections on this website will provide guidance on how to assess the potential causes and provide suggestions and resources to help become a proficient reader.
English Language Learner
The same principles noted in the previous sections apply to English Language Learners. The younger a person is immersed in hearing and seeing English the better. However, older students can learn given sufficient exposure to English and instruction.
If an English Language Learner has weak oral and reading skills in their native language, it will be harder to become proficient in English. If an ELL student also has a medical, emotional, mindset, home life, or cognitive processing skill challenge, these issues will also need to be addressed.
Most communities offer ELL classes and there are many good online programs that can help.
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Summary of Key Principles
- Families read aloud (and talk and play) with their children from womb to 2nd grade—more children enter school with the foundational skills that empower success
- All entering 1st grade students complete the Reading Kingdom Program (start in summer)
- Schools implement reading immersion training in grades K-2 to catch up all students
- Students in grades 2+ who struggle with reading and learning catch up and strengthen cognitive processing skills to empower success (at-home and school training options)
- Students receive prestigious certificate of completion and are enrolled in a Pathway to Success Program to help guide them to college and career/vocation success
- Parents learn how to help their children develop positive mindset and character skills
- Community organizations host reading parties weekly in each village neighborhood
- Books are provided to families as needed
- Older students and adults receive reading instruction and cognitive skill training as needed
- Bottom line—Everyone in our community becomes a proficient and avid reader and learner
Reading proficiency is foundational to academic and life success. It can be very enjoyable and satisfying. It can open doors to countless learning experiences. However, if a person cannot read proficiently, it can be frustrating and can limit life and career options. Therefore, we hope to be able to encourage and empower most everyone to become a proficient reader.
Most everyone can become a proficient reader if given sufficient exposure to their language in connection with print and is provided adequate instruction when old enough. Reading should become as natural as riding a bike, something you do automatically without having to think about how to do it.
There are four different stages when learning how to read can take place with different instructional requirements: 1) womb to classroom, 2) grades K-2, 3) grades 3-12, and 4) adult. An English Language Learner can begin to learn how to read English at any of these stages but may need slightly different instruction depending upon how strong their native language skills are.
Womb to Classroom
The best process for learning how to read is for children to receive enough exposure to language and print concepts from womb to classroom. This is a critical period for the development of language skills. If parents read to their children 15-20 minutes a day during this period and engage their children in a lot of supportive conversations that stimulate the development of confidence, a growth mindset, perseverance, and creative thinking, most children will enter kindergarten either already reading or will read within the first semester of instruction. The few exceptions to this are when a child has a medical condition that impacts their ability to learn.
Many parents may feel that teaching reading is the job of schools. In principle it is, however, parents need to understand that the period of womb to classroom is when children need to be exposed to sufficient language and print concepts to help them to develop the foundational skills that empower reading success.
Grades K-2
If a student had sufficient learning experiences from womb to classroom and does not have a medical condition that impairs learning, they should learn how to read with most any viable reading instruction. However, if a student did not receive enough learning experiences from womb to classroom, traditional reading instruction will likely be confusing and frustrating and it will take longer for them to learn how to read. If the student is too far behind, they will likely not catch up with traditional reading instruction.
For students who are behind, they need additional, intensive and individual instruction to catch up on the foundational skills that empower reading success. This model is often called flooding or immersion. How much individual instruction is required depends upon how far behind they are. Schools break up the classes based upon need and provide additional staff and volunteers to help work with students in smaller groups or individually, giving students the extra attention and instruction they need to catch up. Parents can also help by reading and talking with the student more at home. There are many good online programs that can supplement instruction to help catch up students.
With sufficient immersion, most students can catch up and become proficient in reading. Because being labeled as slow or behind and struggling in school has emotional consequences, students will also need training in developing a growth mindset, perseverance and social emotional skills. If a student has a challenging home life, extra steps may need to be taken to mitigate this circumstance.
Grades 3-12
If a student is not reading proficiently by 3rd grade, they will require remedial instruction. The labeling will become even more significant and the emotional impacts will be more severe. It will become more important to ensure there is not a hidden medical issue or home life situation that needs to be addressed. It is recommended that a student be evaluated for any weak cognitive processing skills that may be impacting their ability to learn, such as attention or working memory.
Assuming there is not a medical, emotional or home life issue, a student at this stage who struggles with reading likely has not had adequate instruction and exposure to language and print concepts, has a cognitive skill processing issue or needs additional individual instruction. The older the student, the more likely mindset, character and confidence will come into play.
Adult
This category is very similar in concepts to the previous section on remediation for grades 3-12. If an adult has gone through K-12 education process and still struggles with reading, there has to be a reasonable explanation. The underlying cause must be understood in order to help determine the best course of action.
Various sections on this website will provide guidance on how to assess the potential causes and provide suggestions and resources to help become a proficient reader.
English Language Learner
The same principles noted in the previous sections apply to English Language Learners. The younger a person is immersed in hearing and seeing English the better. However, older students can learn given sufficient exposure to English and instruction.
If an English Language Learner has weak oral and reading skills in their native language, it will be harder to become proficient in English. If an ELL student also has a medical, emotional, mindset, home life, or cognitive processing skill challenge, these issues will also need to be addressed.
Most communities offer ELL classes and there are many good online programs that can help.
Back to About page