Educator Comments
"
Dear Dr. Glavach,
Thanks for all your hard work and diligence
creating these reading programs.
It is truly people like you that give
teachers a great name and students a
better, brighter tomorrow.
Thanks again.
Sincerely, Lynette Spitznogle"
| |
|
 Diane Toscano,
Reading Consultant
CORE, Consortium on Reading
Excellence
Ruth
Martin, Project Manager,State & Federal Programs
Heather
Garcia-Rossi, High School English and Reading Teacher
Jessie Kroeck, High
School English and Reading Teacher
Linsey Hubley, High
School English and Reading Teacher
Jodi
Hottel, High School Reading Specialist
Jan
Freifeld, Continuation High School English Instructor
Geri Gmahling, Title I
Middle School English Support Teacher
Donna Dietrich, Resource Specialist
Program Instructional Assistant
Dianne
Borsi, Middle School ESL Teacher
Ginny
Struble, Sandra Moore, Christine Smith, 7th Grade Language Teachers
Christine
Field reviews Latin and Greek Roots for The Old School
House Magazine
Christine
Field reviews Reading the News for
The
Old School House Magazine
Ms.
L.Z., 3rd Grade
Dear Dr.
Glavach:
I noticed your
advertisement in the International Reading
Association's newspaper. As a reading consultant,
I continually search for innovative programs and
best practice reading instruction. I believe I
have found just that in your free programs. I
printed a copy of How to Short-Circuit
Reading Intervention and am very excited
about implementing the program with our school's
struggling middle schoolers. I completely agree
with the features and benefits outlined in your
book; I especially love the program's consistency
and ease of use, an ease built upon cutting edge
research on learning.
By far, I most appreciate the free offer, since
teachers never have enough funds for all they need
in their classrooms. In addition, your prices for
other programs are wonderfully low and so are
accessible to almost all. Thank you so much for
this opportunity to enhance my reading program -
it's truly a wonderful, philanthropic service for
our youths and their futures.
Sincerely,
Diane Toscano
Reading Consultant |
|
|
|
CORE Adopts Reading the News
CORE (Consortium on Reading Excellence), a leader
in providing professional development in
California and the Pacific Northwest, uses "Reading
the News" as a key component of its training
for high school educators. Bill Honig,
President of CORE and former Superintendent of
Public Instruction in California founded CORE in
1995 with Linda Diamond, a former Director of
Curriculum. Ms. Diamond and Mr. Honig
selected "Reading the News" as a
fundamental part of CORE's high school training
program because "This program helps struggling
readers develop fluency and have fun doing it!" |
|
| |
The structure of
Core Reading supports struggling readers,
as the consistency removes fear of reading. Yet
what I appreciate most about the program is that
it also has room for creativity. Lessons can be
individualized to accommodate both teacher and
students. Using the timed readings, for example,
teachers can instruct their students in
identifying key information, summarizing,
predicting, and responding to text. Students are set up to succeed. Organizing
the lessons according to how words are spelled
alleviates the difficulty of reading, writing and
even pronouncing the words. An entire key syllable
is instantly mastered! I love this program.
Heather Garcia–Rossi
High School English and Reading Teacher |
|
| |
The Core Reading program produces results.
I have witnessed students' vocabulary acquisition,
word recognition, and reading fluency expand with
this program. The program is effective, and easy
to use. What I believe is most valuable about the
Core Reading program, however, is how it
links students with the core curriculum, preparing
them to achieve in all of their classes. The Core
Reading program is truly structured for student
success.
Linsey Hubley
High School English
Reading Teacher |
|
| |
Core Reading is explicit teaching strategies to
improve students’decoding, comprehension, and
fluency skills. It increases their awareness
of spelling rules and offers strategies to further
grasp the English language. More importantly, I
find that as my students’ fluency increases, their
confidence in their reading rises. This, in
turn, accomplishes our ultimate goal – to bring
forth a love of reading.
Jessie Kroeck
High School English and Reading Teacher |
|
| |
|
I have found that the Core Reading program has been
extremely effective in connecting students to the
core curriculum, the major goal of our class.
The
program has two basic components. One critical
component is the weekly spelling and vocabulary lesson.
Not only do students make large gains in spelling skills and
vocabulary acquisition, but they also make gains in word
recognition and reading fluency because the word study is
organized by word patterns and derived from the core
curriculum.
A second
component that produces the result is the weekly timed
reading. The reading is based on the word pattern for
the week and also tied to a subject in the core curriculum.
Each week, students practice both oral and and silent
reading fluency, with the level of reading difficulty
gradually increasing.
Each year we administer a battery of
tests to our students, and we see results averaging two to
four years growth. The biggest gains are usually made in the
areas of spelling and word recognition. In addition,
students have told us that the program has helped them to be
more successful in their core classes.
Jodi Hottel
High School Reading Specialist |
|
| |
| |
Yields
Dramatic Results
Dr. Glavach's program, Core
Reading, has broken the myth that you can't teach reading at
the high school level. He has gone beyond traditional
reading programs and developed a highly effective
linguistics program to increase students' reading skills.
Many of our students come to the reading lab with a third or
fourth grade reading level, and after a semester or year in
the program, all students improve their reading and many
advance to grade level or above.
Ruth Martin
Project Manager
State and Federal Projects |
|
| |
The Core Reading program,
a program designed to improve the basic reading
comprehension skills of secondary students, is the best of
its kind.
It has increased the linguistic ability of my high-school
continuation students without being boring or insulting to
their intelligence, and I have not heard one complaint!
My students work on their packets with drive and enthusiasm.
This program has shown me what I have believed all along.
Words can be adventurous, exciting and a great learning
experience.
Jan Freifeld
Continuation High School
English Instructor |
|
Is Enjoyed
by Students
I am very impressed with the Core Reading program.
The students love it. During their independent choice work
time, they ask to work on the packets. After Lesson 7 or 8 I
almost had to hide the upcoming lesson packets because
students were taking them off the shelf before I had a
chance to introduce the lesson -- to work on them on their
own! Each lesson has a similar format, which allows the
student to be self-directed and comfortable with what is
coming next.
One-on-one time with each student is built into each lesson.
This has been a real treat for me as it has been completely
"doable." The 2-3 minutes spent with each student is
invaluable; the other students are so involved with other
Core activities that management problems are almost
non-existent -- these struggling readers are engaged!
Geri Gmahling, Title I
Middle School English Support Teacher |
|
|
Glavach and Associates:
I am an Instructional Assistant working in a Resource
Specialist Program. I work with children in kindergarten
through third grade levels. My students have specific
learning disabilities in visual memory, perception,
organization, and sequential skills. Alpha-Bits is an
excellent resource that I use to enhance my program and
further develop my students learning processes. It’s fun and
easy to teach, and my student’s abilities have greatly
improved.
Donna Dietrich
Resource Specialist Program Instructional Assistant |
|
Thanks for producing materials that are truly helpful.
The teachers in our building who have used the
Programmed Spelling
Review like it very much. Generally, we use the lessons with our
ESL students, although some teachers have also used the tapes with
native English speakers who happen to be struggling with reading and
writing. Teachers like the lessons because they are very self-directed
and students can move at their own pace. Not only do the students take
in the information by reading and writing, they also hear the words
being spoken. Our English language learners find this extremely
helpful. I'll be anxious to peruse your website to see what other
materials you have for our ESL students and struggling readers. Thanks
for producing materials that are truly helpful.
Dianne Borsi
Middle School ESL Teacher |
We were delighted when we found your book
Greek and Latin Roots
As 7th grade Language Arts teachers, we were delighted when we found
your book Greek and Latin Roots. We have been struggling with
"to spell or not to spell" in 7th grade. The traditional word lists
seemed to be working for fewer and fewer students. Because our year
long focus is on vocabulary strategies, not just rule memorization,
this book fit right in. We have
used it all year with our 7th graders and hear positive comments from
them (amazing!) and from other core content teachers who are picking
up these roots in content vocabulary as well. We are considering using
Book 2 with 8th grade next year. Thank you for filling this need so
well.
Ginny Struble
Sandra Moore
Christine Smith |
|
The last product I
looked at was Latin & Greek Word Roots. This one got
completely "Field Tested" as I used it to teach 7th and 8th grade
students in a co-op that we were involved with. The program was easy to
use and the students enjoyed it. Each week, words are introduced in ABC
order. Students make study cards, do worksheets, talk about the
derivatives and use the words in their writing. A quiz is provided to
test each week's understanding. Every three weeks, one week is devoted
to review, with interesting word searches and other activities provided
for study. This program is completely laid out for ease of use and my
students really enjoyed it ----- and learned a lot of new words!
Product Review by: Christine Field, The Old Schoolhouse
Magazine
(Ms.
Field's full review)
|
Reading the
News is
an interesting, fun program. It uses Associated Press newspaper articles
for starting point reading material for students in middle school
through adult. Focusing on newspaper article content rather than boring
vocabulary lists, the students begin by following along as an article is
read on the audio tape. Activities based on each passage encourage the
student to think about questions raised by the piece. Words are
previewed before the selection is presented. Then numerous word and
comprehension activities are offered based on the passage. I have never
seen a program structured like this. It is an engaging, creative way to
draw students into reading, comprehension and spelling.
Product Review by: Christine Field, The Old
Schoolhouse Magazine
(Ms.
Field's full review) |
|
|
"Used the 3rd grade
Quick
Reading Intervention last year with my struggling
students...fantastic results!!
It
will be part of the whole-class curriculum this year!"
~ L.Z. |
Now accepting all major credit cards
No Paypal account required! |
|
|