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Explanation
The SOS Reading Approach has been developed based on findings
about core learning components, such as phonemic awareness
and sound-spelling relationships. Decades of research indicate that
a balanced approach integrating a variety of educational methods
removes obstacles for almost any child who is learning to read.
We have compiled some of the findings on which the SOS Reading
Approach is based. If you have any questions about this information,
please contact us.
Treatment intervention research has shown that
appropriate early
direct instruction seems to be the best medicine
for reading
problems. Reading is not developmental or natural,
but is learned.
National
Right to Read Foundation, Research Program
Over the last two years, a great deal of focus
has been placed at the
state and federal level to ensure no child is
left behind. In 2000, only
32% of fourth graders that were tested throughout
the United States
were named as proficient readers. Furthermore,
most of these
students are minority children who live in poverty.
No
Child Left Behind, www.nclb.gov
Georgia's students do not fare well. Unfortunately,
waiting to measure
reading proficiency in third or forth grade without
measuring progress
in preceding years is detrimental to a child's
long-term success. It is
difficult for children to dramatically improve
their reading ability once
they have fallen drastically behind, thus ensuring
difficulties in school
and in life for years to come.
According to former Superintendent Linda Schrenko,
more than 80%
of high school dropouts who were surveyed said
that if they had
learned to read by third grade, they would not
have dropped out of
school. Most high school dropouts are undereducated,
which
diminishes their earning potential and creates a burden
for the state
to provide economic subsidies for them as
they grow older. By
investing in children now to ensure they
become proficient readers,
Georgia will give them the opportunity to realize
their full potential,
which is a cost savings for the citizens
of Georgia. In fact, for every
$1 invested in the life of an underserved
child, society reaps a
return of more than $7 as that child becomes
a contributing
member of society.
The
National Institute of Child Health and Human Development,
www.nrrf.org/synthesis_research.htm
K.L. Dahl and P. Freppon, Reading Research Quarterly,
30, 50-74, 1995
"Early
interventions for children with reading problems:
Study
designs and preliminary findings",
B.
Foorman, D. Francis, T. Beeler, D. Winikates, and J.
Fletcher,
Learning Disabilities: A Multidisciplinary Journal, 1996
Over the last eight years, the SOS Reading Approach
has enabled
children to make great strides toward developing
successful reading
skills. Students, including those eligible for
EIP, ESOL and Title I
have demonstrated reading mastery by passing CRCT,
increasing
testing scores by at least a grade level and demonstrating
ability to
apply skills to real life material.
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