Starting anything new—school, a sport, saxophone—can feel equally exciting and intimidating. A first day is typically part introductory, part investigative, and our often natural response is to proceed with curiosity and caution.
Before SpellRead students begin, some steps are already complete: an initial assessment, a report of results, chatting with parents or guardians, and setting up a schedule. But it's the ins and outs of sessions and how the program works that best illustrate a learner's potential growth.
Halifax Learning instructors place emphasis on effort, not perfection. We want each individual to try, even if that means spelling words incorrectly, requiring several prompts during reading, or asking questions to recall story details. Errors allow learners to develop, recognize personal strengths, and focus on what needs work.
For more than 20 years, SpellRead teachers have helped students navigate the highly-structured, heavily-researched program. As classes unfold, the snowball effect of understanding, applying, and approaching literacy with greater ease and enthusiasm is common. When learners feels capable in their printing, pace, and practice, confidence comes. Below are just four examples of past and present success in action.
Nearly six years ago, a then seven-year-old boy began the program struggling to recognize the letters and sounds in his own name, but his dedication to trying gave small victories real impact. After nearly a year of attendance, he came across a long word during class and proceeded to analyze without so much as a pause: /str/ + /aw/ + /b/ + /_e_/ + /r/ + /r/ + /___y/. He then looked up and said: "STRAWBERRY." The progress was measurable, but his personal pride? Invaluable. He recognized the word—as a beloved flavour of ice cream, or what one might pick during the summer—but never before knew its "pieces." Now, however, he had the tools to tackle a myriad of foreign or confusing words.
Ava also had an "aha!" moment. Earlier this month, her mother shared inspired comments:
She has been reading "The One and Only Ivan" (by K. A. Applegate) A LOT lately. She said it’s her favourite book. I don’t even have to ask her to read because she takes it everywhere... and reads whenever she has time. She has never been that child to carry a book around and read for pleasure.
Ava began SpellRead in Grade 1 and finished the program's first hurdle, Phase A. This year, she returned as a Grade 5 student in Halifax ready to complete Phase B and C. Her mom couldn't be happier:
I definitely feel like things are clicking for Ava [and] I am thrilled!
Two Dartmouth students recently finished 120 hours together with impressive speed-read times, strengthened vowel and consonant recognition, and grade levels above where they started in September, 2018.
One of the duo began frequently overwhelmed with hefty paragraphs and 20-word spelling activities; his reluctance sprang from frustration and confusion. Nearer to his "graduation," he requested longer word lists. He anticipated the writing portion of class. He didn't blink at bigger paragraphs, knowing the instructor could help prompt, correct, or take over if necessary. But he didn't need much of a nudge: with the skills learned—and having just turned eight—he could approach vocabulary words like "between," "sprain," and "twinkly" with precision and minor guidance.
His classmate, another Grade 3 student, completed her registration reading challenging chapter books. From the start, she loved being creative through art and poetry. Her initial homework, however, was a bit challenging to understand; like many students, she often omitted vowels. She has now learned 18 primary and 12 secondary vowel sounds, allowing her writing to be clearer, more legible, and expressive. She's currently share-reading "The Bad Beginning" (the first in Lemony Snicket's "A Series of Unfortunate Events") with her mom, taking turns tackling pages and already anticipates the second installment.
Stories (and even small moments) of success help reinforce why educators do what they do. They teach to see learners thrive, to boost self-esteem, to achieve an academic feat. And to help highlight the notion so poetically articulated by the historical orator, Frederick Douglass:
"Once you learn to read, you will be forever free."