Read Quick 3-Step System is unlike any other reading program in American education, using new strategies for teaching reading skills.

Read Quick is the fastest and easiest method available for learning to read because it is based on pure speech clusters called Combinations rather than syllables. When a word is marked using the 3-Step System, sounds are ready to be blended for proper pronunciation.

Teach you child to read using this simple to follow method.

To use the Read Quick method, users need to learn 3 skills; mastered by applying them to unknown words and saying their sounds.

STEP 1 - Teaches forty-seven 2-5 letter Combinations by seeing them, hearing them, and saying them on a day to day basis. In order to learn their proper pronunciation and spelling, Combinations are practiced using wall charts, student bookmarkers, audio CD/MP3, and in personal computer application lessons.

STEP 2 - Teaches the rules for C, G, and Y in daily practice. These letters are called "Borrowers".  The C and G have one of 2 sounds, based on 2 simple rules; the Y can have 3 possible sounds, depending on where it is located in a word.

STEP 3 - Teaches how to mark remaining vowels by applying rules to prove whether the vowel is to be pronounced long or short.

Once these 3 simple rules are understood, users are able to unlock (decode) unknown words for proper pronunciation using the 3-Step System.

Combinations, Borrower rules and vowel rules do not need to be memorized to begin using the 3-Step System. References as described are always available for as long as they are needed. Some students will learn them in 3 weeks, some 3 months, but all before the end of the school year.

Decoding skills will be mastered by using the Read Quick system on difficult words.

Learners can decode multi-syllable words with 92% accuracy.

Combinations consist of 32 letter clusters with one sound; 15 letter clusters with 2 or more consistent sounds. Learner's reading brain will select the correct sound when unknown words are read as marked and a single sound will be changed mentally to correctly pronounce the word.

Combinations are introduced, practiced, and taught orally, much like teaching the alphabet, and underlined for visual memory during the initial learning stages. This reading strategy provides students a mental image for short and long term memory.

Reliable spelling and sounds in Read Quick eliminate the frustration and confusion associated with syllable.

With modest practice, when an unknown word is marked and decoded, that process is embedded in memory and visual vocabulary is enhanced.

Decoding words in a sentence while reading is an efficient way to learn the decoding method being used.

Reading Strategies

The following activities are good strategies besides underlining Combinations. They should be considered while teaching reading to have a more effective reading program.

• DIALOGING - Dialoging goes to the heart of remedial, ESL, ELL, special needs, dyslexics and regular students. It provides a model for listening, speaking, thinking and social discourse, which is a cumulative learning experience.

Dialoging and structured discussion provide teacher-to-teacher and student-to-student social interaction with a purpose. Schools, districts and teachers who sincerely desire to raise reading scores, implementing dialoging and asking critical questions regarding text content and reading skills, will see an immediate benefit on the next academic test. See "Direct Teaching and Dialoging" in PDF  pages in this site for help, if needed.

• VISUALIZING AND IMAGERY - Using visualizing strategies is critical for improving comprehension skills for all learners. Visualizing lessons help all readers but is especially important for struggling readers, regardless of the reason(s) for their difficulties in learning to read and write.

Visualizing and imagery techniques for teaching reading skills include: visualizing any nouns, having reader elaborate on what he/she sees in the noun, pictures that come to mind from reading or spelling; describing what is 'seen' in a sentence; describing what is seen in a paragraph. This strategy for teaching literacy is part of the mental processing students need for developing comprehension.

Mapping Inner Space, by Nancy Margulies, is an excellent source for learning how to rapidly use stick drawing for graphically representing text read, for prewriting, notes on lectures or movies, as a book report, etc. Many remedial readers are more graphically literate than semantic, while many semantic learners are not visual or graphic learners.

UNDERSTANDING THE BRAIN CONNECTION

Right brain and left brain students process language differently.  All mental processes for learning and mastery are accessed and reinforced daily on as-need basis for both right and left brain students, by-passing the methodical process using phonics and syllables that are usually mastered by left brain, right eye students, not so for right brain learners.

Kinesthetic learners are right brain, right eye and right ear dominate. Language processing is on the right side, closing down normal channels for learning how to read because of processing deficiencies. Learners have difficulty staying 'on task' as a result of random attention to the lesson. They need both oral and visual input at the same time for learning to read. Their movement, however slight, is not their fault and is in fact a sign they are trying to learn and anchor the information. They must move, even slightly, to process the information. Movement may be rubbing their hands, arms or legs; wiggling, moving their feet, etc. It does not need to be walking or having large body movements, etc.

If you have a kinesthetic learner, encourage them by telling them you know why they must move and you approve of moderate, and then show a more appropriate way to move without disturbing the class. The right side profile is generally nonreaders or struggling readers, with learning and behavior problems. Left side logic brain learners are more natural learners and usually perform in the top half of the students for language and reading.

Read Quick has achieved remarkable success with a wide range of disabilities because it teaches reading skills to the basic processing needs of so many learning profiles. Each profile produces a different learning style with significant information on how they learn to read and how they need to be taught. Students with different dominance profiles have problems for learning to read and learn language. Students with multiple disabilities have demonstrated progress in learning to read using this system.

See PDF pages on Dominance. Read the Dominance Factor by Carla Hannaford, PhD.

Combinations are effectively taught as isolated letter clusters with correct speech sounds and often used by speech teachers with students that qualify for speech therapy. Taught and learned by learners much like teaching the alphabet.

Examine this compelling recommendation from the National Panel on Reading, requested by the federal government. The entire research report is located at the Literacy Information Commission Services website. www.lincs.ed.gov

"Teach each sound-spelling correspondence explicitly. Not all phonic instructional methods are equally effective. Tell the children explicitly what single sound is given letter or letter combination makes is more effective in preventing reading problems than encouraging the child to figure out the sounds for letters by giving clues. Many children have difficulty figuring out the individual sound-spelling correspondence if they hear them only in the context of words and word parts."

"Teach frequent highly regular sound-spelling relationships systematically. Only a few sound-spelling relationships are necessary to read. The most effective instructional programs teach children to read successfully with only 40-50 sound-spelling relationships. Writing can require a few more, about 70 sound-spelling relationships."

Both recommendations describe the 3-Step System precisely as do other "panel" recommendations.

• VISUAL TRACKING - Visual tracking also creates a different learning and memory process for learning to read. When a person's visual tracking is off line, the amount of energy to maintain visual tracking to see the words takes away from the energy needed to process the words in the text to the brain for comprehension and memory of text. The slightest eye glitch can cause serous problems fo the learner. They cannot remember what was read 2 pages back let alone several pages. Reading a few minutes and laying the text aside is another problem to overcome. They also complain of headaches, receive poor grades and start refusing to attend school about the fifth or sixth grade and become school drop outs as early as possible.

Visual Tracking Tests, Visual Training Lessons, and Dominance Testing are all included with orders for Read Quick Interactive Software. www.readkwik.com

• WHY WE THINK READ QUICK HELPS DYSLEXICS LEARN TO READ From the first lessons over a period of time in public schools, teachers in regular and special education noticed student identified by clinics, teachers and families of dyslexics reported improvement in their reading, spelling an a gradual reduction in their negative attitude toward school. We found some of the answers 30 years later from the research by Sally Shaywitz, M.D. as reported in Overcoming Dyslexia. Read Quick is taught and practiced by seeing, hearing and saying the speech perfect sounds, seeing and spelling perfect letter clusters that go with the Combination sounds in isolation; then reading, hearing and saying them all again. We believe this is a remarkable coincidence in what seems to work to retrain the left hemispheres of dyslexics. Other researchers have found the same results but have also found there is no pattern of training the brain as development takes different routes to fill in the nerve pathways.