Were you Mis-trained to Teach Reading?

Do you feel that you were well prepared by your college of education? How were you trained to teach children to read, write, and spell? Did you get an opportunity to study the elements of written English? 

How well do you know the 71 most common spelling patterns of English (the phoneme/grapheme combinations necessary for decoding English, now listed in the CCSS)?

Were you trained to teach these spelling patterns to all children, without the need for any technical equipment (other than a chalkboard, chalk, pencil, and paper)? 

Did you learn effective ways to help children (or adults) understand and master a signifcant number of useful rules for decoding and spelling whole words (including “sight words”)?

When you were studying to become a teacher, did you learn how to use time-tested methods for improving fluency and comprehension skills?

Were you taught how to easily create classroom charts to help children organize, reference, and master useful information about the structure of English words and sentences?

Did you learn how to teach penmanship and other written language skills in ways that have been shown to prevent and correct dyslexia and dysgraphia?

Do you know how to analyze a child’s reading performance to diagnose defects and plan remediation?

Did you learn how to get and keep student attention with lessons that are of real use to them?

Did you learn how to teach basic reading and writing skills directly, without student worksheets?

Were you taught why worksheets make publishers wealthy but they may contribute to the creation of reading disorders? Hint: In her Complete Handbook of Reading Disorders, Dr. Mosse explains:

To teach reading through pictures, even moving pictures, may promote illiteracy rather than fluent reading. There is no way that seeing a picture of a house above the word “house” can teach a child to read, spell, and write. It can only confuse a beginner by misinforming him that h o u s e has something in common with the picture of a house when it actually represents the sounds of the word “house.” Reading the word should evoke the memory image of a house. The child must learn that h o u s e has nothing in common with a real house. Films do not improve such an erroneous way of teaching, neither does television [nor do computer programs].

Do you feel comfortable teaching letter formation, spelling, decoding, fluency, reading comprehension, and chart-making skills (study tools) to all children, without worksheets?

Are you tired of not knowing what you wish you knew? If so, let us help you. We know how. According to a National Reading Panel report, appropriate teacher education and professional development tends to result in improved student performance, and the National Advisory Council on Educational Research & Improvements has long ago identified the Riggs Institute’s workshops as being a nonprofit private sector alternative for preventing reading failure, one with "a proven track record of helping teachers to implement recommended changes in reading instruction."

 

In our workshops, you will learn how to implement the highly-effective teaching strategies that are described and recommended by Dr. Hilde Mosse M.D. in her groundbreaking Complete Handbook of Children's Reading Disorders. Dr. Mosse was the head psychiatrist for the New York City Board of Education who did the research which led her to promote our teaching methods--research which led her to conclude that

"The prognosis for the treatment of all reading disorders is excellent. Only a small number of children with the severe organic type cannot be completely cured.”

Why not let the Riggs Institute’s teaching materials help you simplify and streamline your language arts instruction? Why not let our workshops help you master proven teaching techniques as you practice with your peers and learn how to emphasize those multi-sensory practice strategies which are highly recommended by Dr. Hilde Mosse and Dr. Barbara Bateman? (Dr. Bateman wrote the foreward to the one-volume paperback edition of Dr. Mosse's textbook that was published by the Riggs Institute in 1987. She said: "This is the one soure that is essential. One cannot be fully informed about reading disorder without it. A momnumental contribution.")?

As you know, effective teacher education is that which results in improved student performance, and our weeklong summer training sessions will equip you to be highly effective. 

Contact us today to learn about professional development workshops for your staff or to tell us how we can help you make one happen for the teachers, health professionals, and homeschoolers in your community. Let’s work together to help children thrive:

  • Get away from the demands of everyday life.
  • Get uninterrupted time in which to study the elements of English words and sentences.
  • Receive inspiration for your task.
  • Fellowship and practice with other teachers.

Now is the time to get the training you never received.

Riggs Institute

21106 479th Ave.
White, SD  57276
Phone: (605) 693-4454
Fax: (605) 693-5191
Email: riggs@riggsinst.org

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