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Reading Instructions

Find a very quiet, well-lighted (try to have the light behind you and focused on the pages) place to sit, either table or couch.


Plan to work for at least an hour, once a week (same time if possible) uninterrupted.


Make sure the student has his or her glasses if necessary. (If you think that your student needs glasses but does not have them, or has never had them, try to find an ophthalmologist who will be receptive to your student’s needs and wishes and provides him or her with glasses that are exactly what your student needs; it would be imperative that your student be able to see adequately to see the print on the page.)


Begin by explaining that the two of you will be reading together, sort of (this is a one-on-one process).


Open the book and read each word while pointing at the words being spoken (if the student wishes to do the pointing, fine).


Expect the student to say each word first. However, after a few seconds, if the student doesn't offer a guess, speak the word being pointed at, and then ask the student to say the word. If the student is able to say the word, go on to the next, and the next.


Pay attention to the guesses. If the student guesses the right word due to context, great. If the student picks a different word that begins with the same letter as the word pointed at, great. If the student indicates through continuous correct guesses that a word or word is 100% memorized correctly, great.


Whenever a mistake is made, wait a brief second for possible self-correction. If no self-correction, offer the right response, with no fan fare. Never criticize. Always praise. Sometimes, do not correct, if the flow of reading is really good and the word in question can be figured out later.


When the session ends (time), note where the student ended and mark with a sticky note, or note with a paperclip where to begin the next time.


If the advancement of reading seems too difficult, review, often. Repeat the stories until confidence and competency are determined.


This is not rocket science. It's more like a toboggan ride downhill. Let gravity take the two of you on a flowing ride.


If the material is too easy, skip ahead. Adapt to your student's needs. If too difficult, back track.


Stay with the large print materials until level 7 is accomplished 


During Emergent Literacy Level 7 materials, if your student is comfortable with the words and stories, attempt the Emergent Literacy Without Pictures Level 2 (Page 503), and see where it takes you.


Once basic sight words are absorbed, also try "Beginning Reader Series" books (levels 1, 2, & 3) (Like Nate the Great) from the library, or simple ESL translations, Large print Illustrated Classics, Large print books, etc.


Never quit. Never give up. There are quick periods and slow periods in the developmental process. You will begin quickly to recognize "light bulbs" going off, plateaus, self-discoveries, points of illumination. These are golden moments.


Make sure to let your student know that he or she is reading, not learning how to read, that your student is actually doing it, and that it really is a lifetime process.

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