Unlock the Full Potential of Your Structured Literacy Program

Unlock the Full Potential of Your Structured Literacy Program.
If you're using an OG structured literacy program that follows the science of reading, why are students still struggling with reading?
It's crucial to understand that many structured literacy programs may need to be equipped to identify and address each student's needs. For instance, a student might be struggling with a particular phoneme or phonemic pattern, but this issue could go undiagnosed without proper reading assessments. More than a mere screening will be required for struggling students. Only when we identify and address each student's reading gaps can we pave the way for a struggling reader's success.
Many struggling readers suffer from reading anxiety to the point of shutting down. Once a child starts to struggle in reading, their anxiety goes up. As a result, when many of these struggling readers are asked to read, their brains change into panic mode, and they can no longer function or succeed at reading.
Many struggling readers have attention issues, preventing them from focusing. When this is the case, it doesn't matter what structured literacy program they follow. They're simply looking at letters, words, and sentences and not processing anything.
Many struggling readers have poor attendance for a variety of reasons. If the student needs better attendance, it doesn't matter what structured literacy program they use. They're not in school to learn from it.
It's a common misconception that most struggling readers don't practice because they don't want to. The truth is, reading is challenging and often unpleasant for them. However, it's important to remember that practice is the only way they can achieve reading success. It's a difficult journey, but struggling readers can break free from the vicious circle of reading difficulties with consistent practice.
Using Field-tested Tips and Strategies, Strong Learning Reading and Writing Resources are affordable, high-impact intervention resources for struggling readers because they:
• Follow the Orton-Gillingham approach
• Are game-based
• Address each student’s needs
• Reduce anxiety
• Increase focus
• Encourage attendance because they empower the student
• Provide unlimited purposeful, playful, practice!
Heather Ballantine, Literacy Coach, The Compass School, RI
“Strong Learning Game-Based Learning Resources has been a game-changer for The Compass school. The students love playing the games, and they’re actually practicing their reading skills without even realizing it. The resources integrate with any curriculum aligned with the Science of Reading and we highly recommend them to any school that is looking to improve their students’ decoding skills.”
Danielle Milanovic - Teacher/Site Director After School Tutoring Program
“I have the privilege of operating an after school program for students ranging from K - 5 grade and the Super Decks have been an absolute game-changer for everyone. My students really enjoy playing and I continue to be amazed by how quickly they are retaining the skills necessary for reading. I have had several of my struggling readers make great improvements since we started incorporating this into our daily rotation. . . .I could not be more impressed with how well this program works!”
Marcelle Fumusa, Reading Specialist, Briarcliff Manor, NY
“As a remedial reading teacher for K-5 I’m always looking for a program that will help my students improve in reading. I finally found the program, the Strong Learning Reading Intervention Program. My students absolutely love Tiger, his family, his pet dog and frog, and every lesson. That’s because the program is based on playing games and being in plays. It’s no surprise that their reading is improving! This program combines the highest educational standards with fun. When students are having fun, they stay engaged. Without realizing it, they’re practicing and practicing through play.”
L. Plitnick, Special Education Teacher, NYC
“As a special education teacher I was extremely frustrated when my son, who has dyslexia and ADHD, still could not read when he finished 2nd grade. He had been through every reading program the school gave him, from Fundations, a program by the Wilson Reading Program to Great Leaps and others. When I tried to sit with him at home to teach him, I could not keep his attention and each session ended in tears. When I he started the Tiger Tuesday Reading Program with Dr. Linda Silbert, the summer before third grade, he started to read. He LOVED the games in the program. He played them every day with either me, his dad or his older brother. His favorite game was Go Fish and next Crazy 8’s. Because he played them over and over again, he started to read.”
For more information, visit StrongLearning...