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“Children who used ReadingDoctor® made strong improvements in their letter-sound knowledge. The program had a large positive effect on learning, beyond natural development over time.”
* Evidence-based means there is independently conducted research showing that it actually helps kids learn to read.
ReadingDoctor® uses a unique teaching method that automatically multisensory scaffolding in response to each child’s individual error patterns. It teaches reading and spelling through explicit, systematic synthetic phonics, an approach with very strong scientific support. The program moves students through a carefully structured teaching sequence while responding to each child’s individual strengths and weaknesses. It spends more time and provides additional support for difficult items, while moving on quickly from skills that have been mastered. ReadingDoctor® improves skills including phonemic awareness, letter-sound knowledge, blending, segmentation, decoding and sight word recognition. It provides a strong complement to your existing phonics program, alongside rich oral language, vocabulary, background knowledge, fluency and comprehension instruction.
Key features:
Suitable for K-3 students and older students with reading difficulties
Designed by a leading speech & language pathologist
Backed by scientific evidence
Fully customisable and complements your school’s existing phonics programs!
Includes thousands of words, sentences, images and audio recordings to help students build word knowledge and reading comprehension skills
Explicitly teaches students to
recognise over 100 spellings of the 44 phonemes (speech sounds) of English
blend, decode and understand the meanings of thousands of English words with common spelling patterns
segment, encode and spell thousands of English words with common spelling patterns
recognise and understand the meanings of over 200 of the most common ‘sight words’
+ much more!
Please note: ReadingDoctor® helps children build the word-reading skills they need to decode words accurately and read more automatically. For best results, it should be used alongside rich conversations, vocabulary learning, background knowledge building, reading aloud, fluency practice with decodable readers, comprehension support and regular progress monitoring by a teacher or speech-language pathologist!
“To reduce to near zero the number of children who finish primary school unable to read by providing primary schools with the resources and training to provide effective assessment and intervention.”
