{"id":21950,"date":"2017-03-27T09:00:56","date_gmt":"2017-03-27T14:00:56","guid":{"rendered":"https:\/\/blog.allaboutlearningpress.com\/?p=21950"},"modified":"2023-02-22T10:12:52","modified_gmt":"2023-02-22T16:12:52","slug":"teachers","status":"publish","type":"post","link":"https:\/\/blog.allaboutlearningpress.com\/teachers\/","title":{"rendered":"12 Reasons Teachers Love All About Reading<\/cite> and All About Spelling<\/cite>"},"content":{"rendered":"\"Teachers

Did you know that All About Reading<\/cite><\/a> and All About Spelling<\/cite><\/a> are great options for schools when students are taught one-on-one or in small groups?<\/p>\r\n\r\n

Both programs are used in a variety of educational settings in public and private schools. Many schools use the programs in their RTI (Response to Intervention) programs, including Tier 2 and Tier 3 interventions.<\/p>\r\n\r\n

This post explains why teachers love to use the All About\u00ae<\/cite> programs and provides some tips for using the curriculum and tracking student progress.<\/p>\r\n\r\n

So why are so many teachers excited about All About Reading<\/cite> and All About Spelling<\/cite>? Let\u2019s take a look.<\/p>\r\n\r\n

12 Things Teachers Love about AAR<\/cite> and AAS<\/cite><\/h2>\r\n\r\n

Educators appreciate that the curriculum provides all students, including at-risk students, with the tools they need to break down literacy and spelling barriers. To do this, All About Reading<\/cite> and All About Spelling<\/cite> use very specific teaching methods.<\/p>\r\n\r\n

\r\n\"Our<\/a>

Our programs are based on the Orton-Gillingham approach.<\/h3>\r\n\t\r\n

This highly-structured multisensory approach uses multiple pathways to the brain<\/a> to make reading and spelling accessible. Feel free to download our free e-book called The Power of the Orton-Gillingham Approach<\/a> to learn about\u00a0the hallmarks of the OG approach and how these proven methods are incorporated in All About Reading<\/cite> and All About Spelling<\/cite>.<\/p><\/div>\r\n\r\n

\r\n\"AAR<\/a>

AAR<\/cite> and AAS<\/cite> incorporate the research findings of the National Reading Panel.<\/h3>\r\n\r\n

All About Reading<\/cite> and All About Spelling<\/cite> thoroughly address the five essential components of reading identified by the National Reading Panel<\/a>: Phonological\/phonemic awareness<\/a>, Phonics, Fluency<\/a>, Vocabulary<\/a>, and Comprehension<\/a>.<\/p><\/div>\r\n\r\n

\r\n\"Our<\/a>

Our programs use explicit, direct instruction.<\/h3>\r\n\r\n

Direct instruction is a proven method in which students are taught exactly what they need to learn. With direct instruction, the information is presented very clearly through well-tested materials that rule out the possibility of misinterpretation and confusion. Language rules and patterns are taught explicitly, so students don\u2019t have to guess<\/a> or struggle. Download sample lessons here<\/a>.<\/p><\/div>\r\n\r\n

\r\n\"Our<\/a>

Lessons are incremental.<\/h3>\r\n\r\n

Incremental means that lessons start with the most basic skills and build gradually to more advanced skills. Each lesson builds upon previously mastered material and gradually increases in difficulty. This provides a \u201cno-gaps approach<\/a>\u201d that allows students to learn one new piece of knowledge at a time in a well-developed, logical sequence.<\/p><\/div>\r\n\r\n

\r\n\"Our<\/a>

Our programs are multisensory.<\/h3>\r\n\r\n

Multisensory learning<\/a> happens when sight, sound, and touch are used to learn new information. Children learn best when they can use all their senses. When students can see<\/span> a concept as it is explained, hear<\/span> about it, and then do<\/span> it with hands-on activities, it is easier for them to learn and retain the new information.<\/p><\/div>\r\n\r\n

\r\n\"Our<\/a>

We teach the 72 basic phonograms.<\/h3>\r\n\r\n

Struggling learners often believe that reading and spelling are about memorizing strings of letters. But it\u2019s difficult for most kids to memorize words this way, so they get frustrated and give up. Instead, we teach how each sound in a word can be represented by a phonogram<\/a>, such as OA for the sound of \/\u014d\/. When students learn the phonograms and the sounds they represent, reading or spelling become much easier.<\/p><\/div>\r\n\r\n

\r\n\"Our<\/a>

We teach just one new concept at a time.<\/h3>\r\n\r\n

When too much information is dumped into a child\u2019s mental \u201cfunnel<\/a>,\u201d his or her memory can only attend to a certain amount of the new information, and the rest gets \u201cdumped\u201d from memory. Teaching one concept at a time respects the limitations of a student\u2019s short-term memory and allows concepts and skills to be more easily stored in the long-term memory.<\/p><\/div>\r\n \r\n

\r\n\"We<\/a>

We teach reading and spelling separately.<\/h3>\r\n\r\n

Reading and spelling require different teaching techniques and different pacing. Reading is easier than spelling, and learning these subjects separately<\/a> is much more effective for most kids. Separating reading and spelling allows students to progress as quickly as possible through reading while taking as much time as they need to become good spellers.<\/p><\/div>\r\n\r\n

\r\n\"Spelling<\/a>

We teach reliable spelling rules.<\/h3>\r\n\r\n

Spelling is much easier when children learn a small number of reliable spelling rules. For example, knowing the rules regarding the use of C and K can help children\u00a0spell words like kitchen<\/em>, acceptable<\/em>, and automatic<\/em>. When students learn trustworthy spelling rules\u2014like the Kids\u2019 Club Rule<\/a>\u2014they have guidelines to help them make the right letter choices.<\/p><\/div>\r\n \r\n\r\n

\r\n\"Review<\/a>

We make review a priority.<\/h3>\r\n\r\n

Consistent review is the key to getting spelling facts and spelling words to \u201cstick<\/a>.\u201d Teaching something once or twice does not mean students have mastered it. Mastery takes time and practice, and our lessons provide interesting review activities.<\/p><\/div>\r\n\r\n

\r\n\"We<\/a>

Lessons are short.<\/h3>\r\n\r\n

We recommend just 20 minutes a day for AAR<\/cite><\/a>\u00a0and 20 minutes a day for AAS<\/cite><\/a>. Short lessons five times a week are more effective than longer, less-frequent lessons because you avoid overwhelming your students with new information and you can keep their attention more easily.<\/p><\/div>\r\n\r\n

\r\n\"Teachers

No special training is required to teach our programs.<\/h3>\r\n\r\n

You don\u2019t have to go through a seminar or watch training videos to learn how to teach our programs. Everything you need is right there in the teacher\u2019s manual as you go through the lessons, so it\u2019s very open-and-go, which cuts down on your prep time. And if you ever need a substitute teacher or paraprofessional to fill in for you, he or she can follow the scripted lesson plans.<\/p><\/div>\r\n\r\n

Using All About Reading<\/cite> and All About Spelling<\/cite> in a school is not only possible<\/em>, <\/span>we\u2019ve also done everything we can to make our programs easy<\/span><\/em>\u00a0for you to implement.<\/p>\r\n\r\n \"Reasons<\/a>\r\n\r\n

Tips for Using AAR<\/cite> and AAS<\/cite> in a School<\/h2>\r\n\r\n

Tip 1: Determine the Correct Level for Your Students<\/h3>\r\n\r\n

As you know, every student is more than just her \u201cgrade\u201d or numerical age. A child\u2019s unique experiences and aptitude play an important role in where she should be placed in the programs.<\/p>\r\n

\r\n\"AAR

All About Reading<\/cite> and All About Spelling<\/cite> are \u201cbuilding block\u201d programs. This means that each level builds upon the previous level. For example, the rules and concepts learned in Level 1 are applied in Level 2, and then those from Level 2 are applied in Level 3, and so on.<\/p>\r\n\r\n

This also means that the level numbers you see on the book covers don\u2019t refer to grade levels. This is good news for teachers because you can place your students in the levels they need, regardless of grade level.<\/p><\/div>\r\n\r\n

All About Reading<\/cite> and All About Spelling<\/cite> are mastery-based programs<\/a> that <\/p>\r\n\r\n