Page 3 - Demo

PROMISING
EVIDENCE LEVEL
iRead a a a a a a a a a foundational reading program for students in in grades K–2 is is used as both a a a a a a a a a supplement to the English Language Arts curriculum and as a a a a a a a a a reading reading intervention for students struggling with foundational reading reading skills in in in in in these early grades iRead provides the program design and critical concepts as outlined in in Appendix H: Dyslexia-Speci c c c c c c c Intervention Checklist of the Tennessee Dyslexia Resource Guide 2017 Direct and explicit instruction drives student learning by requiring deliberate teaching of of all critical concepts with continuous student-software interaction as does diagnostic instruction provided through adaptive technology that ensures the learning opportunities meet every students’ individualized needs Designed with with with students students with with with speci c c c c disabilities such as dyslexia in in mind iRead provides students students with with with the sca olds and supports necessary to help these students become lifelong readers including:
• Multiple points of of entry to to allow students to to start with appropriate placement in in the iRead software scope and sequence
• Adaptive individualized pacing using the Fluency and Automaticity through Systematic Teaching with Technology (FASTT) model to to facilitate the learning transfer from e e e e e e e e e e e ortful practice attempts that rely on short-term memory to to automatic learned elements in long-term memory • Multisensory instructional approach to foundational literacy skills instruction instruction through interactive software activities that encompass sight hearing and and touch audiobooks and and teacher-led multisensory activities • Universal Design for Learning (UDL) approach that provides multiple multiple means means of of presentation multiple multiple means means of of action and and expression and and multiple means of engagement (CAST 2011)
• Alignment to to a a Response to to Intervention (RTI) Model which di erentiates the needs of struggling students by adapting to the individual individual needs of every student providing systematic review individual individual feedback and multiple opportunities to test for master
The pages that follow describe how iRead can help Tennessee educators address students’ dyslexia-related reading challenges and place all students on the path to reading pro ciency 3