Reading with TLC

Remedial Intervention
Reading with TLC has proven to be an effective tool for remedial use with students of all ages. Some may benefit from small group instruction several times per week, while others need more intensive therapy. It is recommended that the weaker students receive therapy either individually, or in very small groups. For the more severely impaired students, therapy should be delivered intensively, with four or five (one hour) sessions per week initially.

When seen intensively, most remedial students progress through the Lively Letters program within forty sessions. Sight Words You Can See can typically be completed within another fifteen sessions. The pace of progress, however, is determined by the individual strengths and weaknesses of each student.

Preventive / Classroom Instruction
For primary grades, current research strongly advocates regular classroom instruction in phonemic awareness, combined with structured and explicit teaching of letter sounds, and extensive decoding practice. It is recommended that Reading with TLC be used not only remedially, for at-risk and reading impaired individuals of all ages, but also preventively in grades K – 2 within regular education classrooms, as part of a balanced reading curriculum.

The use of Reading with TLC in daily, or weekly, class lessons has been shown to improve the development of phonemic awareness, decoding (reading), and encoding (spelling) skill levels of regularly achieving students. It is a structured teaching method that provides a strong phonics foundation that can unify the primary grades of a school system. By implementing the Reading with TLC program in whole class lessons, and in flexible groups within the classroom, teachers can tailor the program to the students’ ability levels. Using this program in the classroom also helps teachers target those students at risk for reading disabilities, who may need more intensive, remedial instruction.

Program Intensity
Research clearly indicates that if an intensive thrust of therapy is provided early in the school career, many at-risk students can be dismissed from intensive reading therapy, and successfully mainstreamed with long-term reading success. For older, more impaired, students who have not received remediation until a later age, their intensive therapy may be followed by a less intensive period of therapy, using a higher leveled reading program.

Remedial students have typically achieved more substantial gains when the techniques from the TLC program have also been carried out by the classroom teacher, by way of classroom lessons, flexible grouping, and the use of TLC strategies throughout the school day.

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