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Proceedings of The 2nd International Conference on New Approaches in Education
Year: 2020
DOI:
A Reading Program Based on the Science of Reading: Can a Multisensory, Systematic, Direct Approach Work?
Carol L. Klages, Mary-Margaret Scholtens, Kelly Fowler, Cheri Fierson
ABSTRACT:
The cost of illiteracy and reading difficulties in American society is widely accepted and largely incontrovertible. Being an illiterate adult in the United States can be costly. According to the 2019 National Assessment of Educational Progress (NAEP) or better known as the Nation’s Report Card, 35% of American fourth graders read at a proficient level and 34% of American eighth graders read at a proficient level. Research compiled for the National Conference of State Legislatures (2020) third graders who are not reading on grade level are most likely to eventually drop out of school. Illiteracy has a monetary influence on people as well. American employers spend $125.9 billion dollars to train potential employees in the areas of remedial reading, writing, and mathematic skills (ProLiteracy, 2020). Educators must act on scientific research in order to prevent reading failures. Illiteracy stems from lack of appropriate reading instruction in the early school years. Since reading is not a natural process, literacy must be taught through the lens of the science of reading. Literacy teaching must encompass all the elements and modalities in one comprehensive, research-based program. One such program is from The Apple Group Connections: OG in 3D® (Frierson & Scholtens, 2014{Connections®}) science-based reading. Connections® is an efficacious methodology for addressing reading difficulties with proven reading results.
Keywords: curriculum; educators; learning; literacy; teaching.
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Carol L. Klages
University of Houston-Victoria, United States
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Mary-Margaret Scholtens
The Apple Group, United States
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Kelly Fowler
The Apple Group, United States
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Cheri Fierson
The Apple Group, United States
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