I think Ella finds the ReadingOURway program engaging because of the features that are used in the program – like we have a dog called Rosie so when she sees the dog picture she doesn’t say dog, she says Rosie, which is much harder to say than dog, so she assimilates and knows that and there is a cat that lives next door, so she knows the cat and then there’s the mummy and the daddy, the red car and ball – they are all things that she knows and sees, Daddy has a red car.
We don’t spend big chunks of time I find that if you do 10 – 15 minutes at a time that works much better with her. So it might be just let her come home from school, have a break and then ‘let’s sit down and make it fun’ . I recently realised that she was very comfortable with a lot of the words herself – For example, I pulled out one of the books from the second stage and had no idea she could read the whole thing and I was like ‘so ok something is really working here’.
Since we’ve been using the ReadingOURway program, we’ve seen great progress. It’s opened our eyes to the fact that some children learn better by sight reading, rather than phonetics. ReadingOURway has provided a systematic framework, which allows the students to experience success daily in reading. It has been beneficial for students who struggle to learn reading with a phonetic approach. We’ve been using the program for more than 12 months to help a Year three student learn to read.
I was more interested in Tessa learning to speak in complete sentences, like she knew a lot of words but she didn’t have that rhythm of speech and I could see the importance of learning to read or being able to read a lot more then she would pick up that rhythm of speech. What’s so good about it is you can make your own cards and you can just use it to sync in with what you need.