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
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
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
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.
The following activities are good strategies besides
underlining Combinations. They should be considered
while teaching reading to have a more effective reading
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
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
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
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
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 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.
"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
"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."
describe the 3-Step System precisely as do other
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
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