This newsletter has been created to inform and educate people about current
findings that can help a struggling reader. We also hope that the content of
the newsletter will inspire those who struggle, that there is hope.
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The Reading Corner
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Questioning as a Comprehension Strategy
One of the most important higher-level reading/thinking processes that needs to happen for
readers to comprehend text is to ask questions before, during, and after they read. We can
ask the types of questions for which the answers can be found in the text, or we can ask
questions that are open-ended and may not have an answer in the text but require us to make
a personal decision or look elsewhere.
Before we begin to read, we can ask questions about the title and what it might indicate as
to the content of the story. We can ask ourselves what we know about the subject we are going
to read about and bring in our prior knowledge, or schema, to help us connect to the story.
We can ask questions during the story about characters, outcomes, or new information. We can
ask questions after we read, about connections to other areas, like other books we have read
or personal experiences and how we can apply what we learned. If we ask questions, we have an
invested interest in the material and a reason to read, to understand, and to hopefully have
some of our questions answered.
Children's writer Madeline L'Engle says, "Readers sometimes grossly underestimate their own
importance." This is particularly true of less-experienced readers. As developing readers
realize their inner conversation and begin to focus on their own thoughts and questions,
reading takes on new importance. When readers interact with the text by thinking about their
questions, writing them down, and pondering answers, they comprehend at a much deeper level.
Classrooms change when readers begin to believe their thinking matters.
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Famous Dyslexic Spotlight
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This section contains names of famous or recognized people who have been reported in the media,
on the Web, and in books as having some form of dyslexia or struggling in school.
Marco Pierre White
Marco Pierre White was the third of four boys born to Italian Maria-Rosa Gallina, who came to
Britain to learn English.
By the age of 33, Marco Pierre White had been awarded three Michelin stars, becoming the
youngest Briton bestowed with this accolade.(He is sometimes erroneously praised as being
the "youngest chef" ever to receive three Michelin stars.)
"Like many people with a handicap, I compensated elsewhere. When I had difficulty with
spelling and reading, I concentrated on mathematics and sports. However, back in class,
I found traditional teaching methods, such as standing up and reading aloud in class, pure
torture. Dyslexia gave me a different way of looking at things. A compulsion to dissect
ideas and concepts from every possible angle has stayed with me."
– Marco Pierre White, chef and restauranteur
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Inspiration
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"I am confident that you will be more than pleased with the results. I have already received more than my money's worth in seeing the success it has brought my daughter."
- Michelle Reeder, Dubuque, Iowa
View more success stories.
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Product Highlight
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As one mother said, "I am convinced that learning to read does not have to be such a
frustrating experience." That is why the Intensive Phonics at Home software (ages 4-9) is full of
fun, interactive phonics games. Pizza Pizza!, Whack a Word, and Tomb Reader are just a few of the
available games. Each game focuses on the words learned in the corresponding lesson. Having the games
available keeps students excited about learning to read! Click on the link to play a demo of some of
the games.
Click here to find out how you can save!