The document provides information on the Remediation Plus (R+) training program for interventionists and reading teachers. It discusses the founder's goal of creating an effective teaching system to remediate academic challenges in reading, writing, and spelling. It also summarizes key points from scientific research that support the R+ approach, including how explicit, systematic phonics instruction can change brain activity in struggling readers. The document outlines the various components of the R+ teaching materials and program.

1. Remediation Plus Systems
Training Program for Interventionists
and Reading Teachers

2. Jo-Anne Gross, Founder
The company’s founder, Jo-Anne
Gross, developed the Remediation
Plus System with a goal of creating
a teaching system that would more
effectively remediate the root of
academic frustration in children
and adults alike who have
challenges with reading, writing
and spelling.

3. WHY R+ IS TAUGHT
Scientific Research Tells Us What Works

4. Modern brain research supports
what scientific reading research
has validated for years.

5. Learning to read and write
is not just about acquiring
knowledge—it’s about
establishing
functional connectivity
and automaticity among
regions of the brain
involved in effective
reading and writing.
Spell-Links
#1

6. Evidence-based reading instruction
(validated by scientific research) in
phonemic awareness and phonics
can change brain activity in
struggling readers and assist in the
activation and use of the back
areas of the brain.
Shaywitz et al. 2004; Aylward et al. 2003
#2

7. Extensive research clearly shows
that all students, regardless of
learning difficulties, reach higher
and faster achievement with
systematic and explicit instruction.
Gill and Kozloff 2004
#3

8. #4
Using ineffective teaching methods
and instructional strategies without
enough “research evidence” limits
student mastery of essential skills and
new concepts.
Rosenshine 2012; Moats 2007, Sweet 2004

9. What Qualifies as “Research Evidence?”
What determines the scientific quality
of a research study is the degree to
which the study follows the principles
that underlie science.

10. Scientific Research
• Questions that can be investigated through
systematic, empirical methods that draw on
observation or experiment
• Rigorous data analysis to test hypotheses and
justify conclusions drawn
• Valid and reliable observational and testing
measures
U.S. Department of Education 2006

11. Scientific Research
• Quantitative research: randomized control studies
with well define and large enough subject samples
• Studies are presented with detail and clarity so they
can be replicated or built upon
• Accepted by a peer-reviewed journal or approved by
a panel of independent experts through a
comparably rigorous, objective, and scientific
review.
U.S. Department of Education 2006

12. Qualitative Research
• Open ended
• Flexible study
• Elaborative response
• Semi-structured methods such as in-depth
interviews, focus groups, and participant
observation, self-reports
• Textual data from audiotapes, video tapes, field
notes

13. Quantitative Research
• Closed-ended
• Rigid and structured
• Clear hypothesis before the study begins
• Experimental and control groups
• Rigorous methodology outlined so the study can be
duplicated and generalized
• Analyzed with numbers and statistics
• Objectively reviewed by peers

14. Why We Use Quantitative Research
Qualitative research cannot:
• Determine whether student achievement or
behavior are casually related to an instructional
method, a program, or to class size
• Determine who a specific approach helps or if
another treatment works better for a specific
group of children
• Generalize to other groups of students
Dr. Louisa Moats

15. R+ Quantitative Research
• Randomized Control Study
• Conducted by John Hopkins University with
Marinette School District
• Involved three elementary schools
• Control group used reading interventions currently
used in the district (LLI, Soar)
• Experimental group used Remediation Plus
• Students in grades 1-4 were involved in the
study

16. Teacher Passion and Enthusiasm
• John Hopkins study has revealed high teacher
passion for the Remediation Plus System
• Researchers have never seen this level of
enthusiasm with an intervention
• John Hopkins is still working on the data, but
say it’s “very, very good”
• Stayed tuned for the published results

18. NICHD Research Findings
• Find your “Remediation Plus Training”
p.1-5 (live training; not in kit)
• Discussion of the synthesis of the research
findings
• 35 year longitudinal study; ½ billion dollars
provided by Congress; completed in 1995
• Big research sites: Harvard, Yale, University
of South Florida, Rutgers, Haskins
Laboratories, University of Toronto

19. “We’ve messed up;
twenty years of whole
language.”
Dr. Reid Lyon,
at 50th anniversary of the International Dyslexic
Association in Chicago, 2000

20. “This process is
non-negotiable.”
Dr. Joe Torgeson and Dr. Reid Lyon

21. National Reading Panel Research
• 1997 Congress commissioned the NICHD to work
with U.S. ED to create a national panel to research
best instructional methods for reading
• Meta-Analysis of Science Based Reading Research
(SBRR)
– 115,000 citations in peer reviewed journals focusing on
PK-12 reading development
– About 600 were found to have rigorous quantitative
research appropriate for the meta-analysis and review
• 2000, panel summarized findings in a report

22. National Reading Panel Conclusions
• Systematic, explicit, synthetic phonics
instruction was beneficial for all students in
the early grades and was particularly
important for students at risk
• Understanding these terms is important to
planning and implementing effective phonics
instruction.

23. Systematic Instruction
• Teaching a set of useful sound/spelling
relationships in a clearly defined, carefully
selected, logical instructional sequence
(Armbruster et al. 2001).
• Systematic lessons are organized in a way that
the logic of the alphabetic principle becomes
evident.
• Newly introduced skills are built upon
existing skills; tasks arranged from simple to
complex.

24. Cumulative Instruction
• Just because a program has a scope and
sequence doesn’t mean it’s systematic. The
instruction must be cumulative (Blevins, 2006).
• “The goal is one of maximizing the likelihood that
whenever children are asked to learn something
new, they already possess the appropriate
knowledge and understanding to see its value
and to learn it efficiently.”
(Marilyn Adams 2001).

25. Explicit (Direct) Instruction
• Lessons in which concepts are clearly explained
and skills are clearly modeled, without
vagueness or ambiguity.
• “Instruction is explicit when the teacher clearly,
overtly, and thoroughly communicates to the
student how to do something.”
• Less inference and discovery on the part of the
student; learning is clearly explained so
students can grasp
Chall and Popp 1996

26. Synthetic and Analytic Instruction
• Synthetic instruction presents the parts of the
language and then how they work together to
form the whole
• Analytic instruction presents the whole and
teaches how it is broken down into it’s parts
• Teacher works in both directions for all
concepts, encoding and decoding, putting
words together to write a sentence,
pulling them apart for comprehension

27. NRP Recommendations
• Explicit instruction in phonemic
awareness
• Systematic phonics instruction
• Methods to improve fluency (guided oral
reading)
• Ways to enhance comprehension
(teaching vocabulary and
comprehension strategies)

28. Critical Understandings from Research
• Children at risk for reading failure fall
behind early; can be identified in
kindergarten or earlier
• Poor readers do not catch up without
intensive instruction.
• Strong reading programs for prevention
and early-intervention programs
minimize the number of children
who fall behind.

29. Learning to read is not
left to chance, but
occurs because of
carefully planned
and executed
instruction based
on the science of
learning how to read.
Honoring the Science of Reading

30. R+ TEACHING MATERIALS
Program Components

31. Let’s Explore the R+ Kit

32. The Four Binders
Binder One:
Foundation of Language
Lessons
Rules and simplest
phonemes
Lessons 1-25
Also used for First
Grade Core
Program

33. Binders
Two and Three:
Advanced Language
Lessons
Syllables, advanced
rules and phonemes
Lessons 1-60

34. Binder Four:
Early Language
Teacher Curriculum
Curriculum for Students Not
Ready for Binder One
Learning to see, hear and
shape the 26 sounds
Read and spelling two-and
three-letter words
Reading and spelling blends
Training video included, inside
cover
a set of CVC readers

35. Early Language Teacher
Curriculum can also be
ordered as a separate kit
Curriculum for parents and
K-1 Teachers;
Training video included, inside
cover
sample of the workbooks
 2 sets of Slingerland style cards
 a set of CVC readers
a set of consonant blend
readers
Also sold
as a stand alone
curriculum
Idea:
Use the video in
parent workshops
for 3K-5K.

36. Decodable Readers
5 CVC Decodable Texts
 one for each vowel
sound
 For emergent readers
 Use with Binder One or
the Early Language
Curriculum
 Other decodable text
sold separately
Rem + recommends purchasing additional
decodable readers from other publishers

37. Remediation Plus Phoneme Cards
Phoneme Card Pack
 44 speech sounds
 90 grapheme
representations
 Use in daily lesson
routine
 Recommended to
purchase additional
deck for each
intervention student

38. Lesson Visuals on Card Stock
Large Stack of Card Stock
Lesson Visuals
 Short vowel key words
 Phoneme-grapheme key
words
 Phonics rules
 Six types of syllables
 FFSSZZLL Rule
 Slingerland
handwriting, lower
case letters

39. Testing Manual
All Diagnostic Assessments
Used in the Program
 Student Application Form
 Analyze the Alphabet
 IOTA Reading Test
 CREST I Spelling Test
 CREST II Spelling Test
 Stanford Achievement Test
 R+ Phoneme Test
 R+ Reading Observation
Sheet

40. Training Manuel and Videos
Training Support
 Research theories
behind the program
 Science behind the
lesson plan
 Overview of the
lesson plan
 5 hours of modeled
lesson plans
Make sure you take time to watch the videos after this training!

41. Multisensory Grammar Curriculum
The Study of English Syntax
 For use once reading, spelling,
and handwriting have been
learned
 Explicit, systematic instructional
sequence
 Simple sentence structure and
parts of speech, to more
complex sentence and
paragraph structures
of writing

42. Other Necessary Materials NOT Included
• Lined paper, or “Remediation Plus Lesson Plan” template
• Colored tiles (table) or colored magnets and magnetic
white board
• Small post its (yellow, green, pink)
• Small, soft ball
• Hand held mirror
• Rice for rice tray
• More decodable texts
• Binder for each student
• Phoneme deck and file box
for each intervention group*

43. WHAT IS TAUGHT IN R+
Program Content: Day 1 of the Training

44. Language Components of R+
• Phonology: Phonemic
Awareness:
• Phonics:
Phoneme/Grapheme
Correspondence
• Morphology: Syllable
Instruction

45. PHONEMIC AWARENESS
Phonology

46. “Phonological awareness is
the greatest
breakthrough in reading
research of the 21st century.”
Dr. Reid Lyon, Chief of the N.I.C.H.D.

47. Why Focus Instruction on
Phonemic Awareness?
• Brain scans from neuroimaging reveal that
people with reading problems have difficulty
processing speech sounds, or the phonemes
in the language.
• Converging evidence shows that the deficits in
phonemic awareness reflect the core deficit in
reading disabilities: segmenting syllables in
words in constituent sound units called
phonemes.

48. • The most reliable indicator of a reading
disability is an inability to decode single words
(Lyon, 1995).
• Approximately 40% of children have difficulty
with phonemic awareness, one in five is
dyslexic.
• Treatment intervention for dyslexia helps all
struggling readers.

49. Phonology
• The study of sounds and
how they are influenced by
their environment
• Multisensory instructional
approaches help children
understand how a sound
feels when it is produced.

50. Phonological Awareness
• The ability to hear and
manipulate the sound
structure of language.
• This is an encompassing
term that involves
working with the sounds
of language at the word,
syllable, and phoneme
level.

51. Phonological Awareness Levels
• Early literacy auditory levels
– Rhyming and alliteration
– Sound awareness and rhyming production
• More advanced auditory levels
(Phonemic Awareness)
– Auditory blending
– Syllable segmentation
– Phoneme segmentation
– Phoneme manipulation

52. Phoneme
–phon means “sound”
–eme means “a little piece of something”
• The smallest unit of spoken language into
which a word can be divided
– /c/ /a/ /t/
• Remediation Plus teaches 44 phonemes
(speech sounds).

53. Phonemes in Remediation Plus
Take Out Your
Phoneme Card Pack
 44 speech sounds
 90 grapheme
representations

54. Let’s Practice Learning Our Sounds
• Look at Index Cards #1 and #2
• Turn to p. 4 in the Testing Manual
• Notice that the phoneme cards are arranged
in the order of the lessons
• It is essential for R+ teachers to learn
phonemes used in the system
• Let’s practice our sounds using the
phoneme deck

55. Practice: Auditory Drill

56. SHORT VOWEL SOUNDS
Review of Phonology

57. Short Vowel Discernment
• Students with reading challenges have a difficult
time discerning short vowel sounds
• Use the key word to teach each vowel sound
• Retain the same word/visual for the vowel sounds
to help students discriminate among other vowel
sounds
• To avoid confusion, do not ask students to
brainstorm other key words that represent
the short vowel sounds

58. Teaching the Short Vowel Sounds
• Use all modalities to teach the sounds:
– Put up the sound card with the key word/visual
– Hear it; elongate the sound; clip off the rest of the word
(plug ears with ears and say if necessary)
– See it; discuss how the mouth is formed, use a mirror to
look at the mouth
– Feel it; write the letter on the white board and discuss
the verbal path; then have student write the word in the
rice tray while saying the sound and key word, repeating
three times
– Use actions to prompt students as necessary for
memory

59. Let’s Practice the Short Vowel Sounds
/ă/ for apple /ŏ/ for octopus/ĭ/ for itch
Sounds are indicated by / /
Symbol for short vowels is breve (ă)
With students we say “smile”

60. Let’s Practice the Short Vowel Sounds
/ŭ/ for up /ĕ/ for Eddie

61. CONSONANT SOUNDS
Review of Phonology

62. Problems with Consonants: Reversals
• Students with reading challenges often reverse
letters, such as b/d, p/q and n/u
• Lessons 3-5 in the Foundations binder work
with b, d and p. Follow the specific directions
in these lessons if your students show
confusion.
• Explicit, multisensory articulation prompts, as
well as learning verbal writing paths can
help students discern

63. Problems with Consonants: Co-articulating
• Many children (and teachers) add the
schwa /Ə/ sound after a consonant when
saying isolated sounds
–/b/ buh /t/ tuh
• Make sure you are not, and then teach
children to make isolated sounds without
adding the schwa, or blending might
sound like this: mat /muh—a—tuh/

64. Problems with Consonants-Articulation
• Use multisensory
techniques to help
students learn consonant
sounds
• Use a mirror to show the
mouth formation; talk
about where the tongue
and the teeth are when
saying the sound

65. Problems with Consonants-Articulation
• Make the students aware that the following
sounds are sounds that they whisper
(no voice):
h
p t
f
s
c
k
All of the
other
sounds
are
“voiced”
sounds.

66. EXCEPT FOR: “th”
th 28.
• /th/ this, mother; voiced; only time
you put your tongue between your
teeth and blow
• /th/ thorn, three; unvoiced

67. Problems with Consonants-Articulation
• It is NOT pronounced “er”
• Blending consonants with /r/ is very
difficult for struggling readers.
• Make sure you are pronouncing this phoneme
correctly
r

68. Other Unique Consonants
qu
w
Difficult not to schwa
l
x
/cs/

69. Phonemic Awareness
• Phoneme blending and segmenting are
the most critical phonological skills.
• Always use the letter sound, not the letter
name when doing auditory drills.
• Sounds are indicated by / /.

70. Problems with Consonants-Blending
• Blending two or three consonants that work
together within a syllable, each consonant
retaining its own sound
• fast, splash, play
• It’s important for students to recognize that
sounds within a blend are separated.
• Critical for accurate spelling

71. Teaching Blending in the R+ System
• Ending blends are neurologically much easier for
students to learn than blending at the beginning
of the word
• Unit 3 in the Early Language Curriculum teaches
back blends; front blends are then introduced
and taught slowly with much practice; both are
practice in decodable books
• Lesson 2 in the R+ Foundations binder explicitly
addresses instruction with front blends
and back blends

72. Phonemic Awareness
• Auditory Segmenting: given a whole word,
student separates the word into individual
phonemes and says each sound
– How many sounds are in big?
– Can you say them by sound?
• Auditory Blending: given a word separated into
phonemes, student combines the sounds to
form a whole word
– What word is /b/ /i/ /g/?

73. Let’s Practice Segmenting
Speech Sounds…Get Out Your Magnets
1. How many sounds do you hear in the word “rush?”
/r/ /u/ /sh/….. 3 sounds
2. How many sounds do you hear in the word “shell?”
/sh/ /e/ /ll/….. 3 sounds
3. How many sounds do you hear in the word “plant?”
/p/ /l/ /a/ /n/ /t/
4. More words: /t/ /r/ /ai/ /n/ /s/ /w/ /i/ /sh/
/th/ /r/ /oa/ /t/

74. Let’s Practice Blending Speech
Sounds…Get Out Your Balls
• Let’s watch how we do “blending with the
ball” exercise
• Don’t forget to ask the question, “What’s the
word?” as soon as you have articulated the
last sound
• Partner Practice: Open your Foundational
Binder to any lesson and find the word lists at
the end of the lesson.
• Take turns experiencing the exercise.

75. Cause for Concern
• First graders should be able to blend two to three
phonemes (auditorily and visually) and segment initial or
final sounds in words (medial sounds by the end of the
year)
• Second graders should be able to blend three to four
phonemes (auditorily and visually) and segment three to
phonemes, including words with blends (ex. bl-, st-, -nd,
-mp)
• These skills are NOT developmental; if the student is
struggling, they will not “kick in” without explicit
intervention.

76. The Reason for this Concern
• Casey Foundation Report, 2010
• “75% of children who cannot read by grade 3
will never learn to read.”
• This has caused states to push for improved
reading results by grade three.

77. Where to Begin Intervention in R+
• Students must be able to blend in order to begin
the Remediation Plus curriculum in a small group.
• Students who cannot blend need 7 one on one
R+ lessons before joining the group.
– Lessons 1, 2 ( 2 days), 6, 7, 8, 9
• R+ recommends placing K-1 students in the Early
Language Curriculum, which lays the foundation
for the 85 systematic lessons in the
Foundational and Advanced Binders.

78. PHONEME GRAPHEME
CORRESPONDENCE
Program Content: Phonics

79. Poorly developed knowledge of
sound/symbol correspondences
is the most frequent debilitating
and pervasive cause of reading
difficulty.
Stanovich, 1980

80. Learning to Read and Spell
• Building on their foundation of phonological
awareness, students must understand how the
alphabet principle works.
• Understanding the code system (phonics)
• Remember, the most effective phonics instruction
is explicit and systematic
• First substantiated by Samuel T. Orton, M.D., and
Anna Gillingham, psychologist
• R+ also incorporates the O.G. Language
Triangle, the theory supporting
simultaneous, multisensory instruction

81. Simultaneous, Multisensory Instruction
Visual…see it
Auditory…
hear it
Kinesthetic-Tactile…
write it
Speech…say it
Simultaneous
When the 3 steps are
done together the
information goes in at the
same time and tends to
be learned more quickly.

82. Phonics: Sound/Spellings
• Letters are used to represent sounds
• Grapheme: a written representation of a sound
• Phonics involves teaching the relationship
between phonemes (sounds) and the
graphemes (spellings) used to represent them
• Phoneme/grapheme correspondence=sound/spelling
sat
/s/ /a/ /t/ 3 phonemes
(s, a, t) 3 graphemes

83. • Many phonemes are represented by more
than one grapheme (Ex. long-e sound: e, ea,
ee, y, ie
• Hundreds of different grapheme
representations (spelling alternatives) for the
44 English phonemes
• Graphemes may comprise 1, 2, 3, or 4 letters
• Only the most common sound / letter
relationships need to be taught explicitly.
• Remediation Plus teaches 90 grapheme
representations for 44 phonemes.

84. Understanding the Language
chop
/ch/ /o/ /p/ 3 phonemes
(ch, o, p) 3 graphemes
eight
/eigh/ /t/ 2 phonemes
(eigh, t) 2 graphemes

85. Let’s Practice
chore
Segment the word. How many phonemes?
2 phonemes
Which graphemes represent the 2 phonemes?
ch ore

86. Your Turn
dodge
Segment the word. How many phonemes?
3 phonemes
Which graphemes represent the 3 phonemes?
d o dge

87. Phonics
Reading
Decoding Blending
Grapheme to
Phoneme
Visual to
Auditory
Spelling
Encoding Segmenting
Phoneme to
Grapheme
Auditory to
Visual
Phonics = Sound + Symbols
Darla Brink © 2015

88. Phonics Rules
• The spelling of a phoneme is affected by
– The position of the phoneme (beginning,
middle, end)
– The letter sequences
– The stress patterns in syllables
• Grapheme correspondences are limited by
each of these
• Remediation Plus teaches phonics rules
directly, explicitly, systematically, and
cumulatively.

89. PHONICS RULES AND LESSONS
Program Content

90. Rules for Words with One Vowel
• FFSSZZLL
• ck-k
• ch-tch
• Bossy e
• dge-ge
Each of these rules apply in one
syllable words (short words) with
one vowel. They also apply when
adding a prefix or suffix to the root
word.
The rules DO NOT apply in other
multisyllabic words with more
than one vowel.

91. Lesson 10
FFSSZZL Rule
Every time we see or hear /f/ /s/ /z/ /l/ at the
end of a short word that has one vowel, we
double that consonant at the end of the
word.
ŏff fŭss jăzz wĕll
stăff păss fĭzz dŏll
Exceptions: if, clef, this, is, thus, yes, bus, plus

92. Lesson 17: ck-k Rule
ck k
When we hear /k/ at
the end of a short
word immediately
after one short
vowel, we spell that
sound /ck/, clock,
back, lick
When we hear a
consonant sound
before the /k/, or see a
vowel pair, we use the
letter “k” by itself to
write the words. milk,
desk, cloak, creek

93. Lesson 18: ch—tch Rule
ch tch
When we hear /ch/
at the beginning of
the word, we
always spell the
sound /ch/ as in
chin, chat, chop.
When we hear the
sound /ch/ at then end
of a short word
immediately after one
short vowel, we spell the
sound /tch/ as in catch,
fetch, pitch.

94. Lesson 18 continued
ch
When we hear /ch/ at end of a word
after a consonant, lunch, ranch, finch,
or after two vowels, speech, reach, couch,
we spell the sound “ch.”

95. Lesson 21: dge—ge Rule
dge ge
When we hear /ge/
at the end of a short
word immediately
after one short
vowel, we spell that
sound “dge.” badge,
hedge, fudge
When we hear /ge/
at the end of a word
after a consonant or
a long vowel, we
spell the sound “ge.”
hinge, page, large

96. Auditory Discrimination
Voiced/Voiceless Sounds
dge ge
Help students see,
hear, say and write
the sounds when
they are having
trouble
discriminating.
ch tch

97. Bossy (Silent) Rule
Lesson 19
If a short word ends in a
vowel-consonant-e, the /e/
is silent, but it has a very
important job. The /e/ is
the boss, and it makes the
vowel say its name.
ă cāke
ĕ Pēte
ĭ bīte
ŏ rōpe
ŭ cūte
This is first day in the R+ teaching sequence that
students will refer to a letter name.
The symbol for long vowel sound is – (macron).

98. More Bossy e
hop hōpe
cut cūte
hat hāte
• Add the e at the end, and the vowel says its name.
• The symbol for long vowel sound is – (macron).
• Don’t forget to watch the support video on Bossy e;
it’s exceptional.

99. Vowel Pair Rules
• There are many rules and lessons on vowel
pairs in the R+ curriculum.
• Some will be for one syllable (short ) words
and others for multisyllabic words.
• We will cover just a couple during the live
training.
• Be sure to watch the training support
videos included in your kit.

100. Lesson 12: ai–ay Rule
ai ay
When we hear
/ā/ in the middle
of a word, as in
sail, pail, tail,
we spell the
sound “ai.”
When we hear
/ā/ at the end of
a word, as in
jay, day, pay
we spell the
sound “ay.”

101. Lesson 14: oa—ow Rule
oa ow
When we hear /ō/
in the middle of a
word, as in boat,
coat, goat, we spell
the sound “oa.”
Sometimes it starts
a word: oat, oak
When we hear
/ō/ at the end of
a word, as in
crow, snow, row
we spell the
sound “ow.”

102. Lesson 24: au—aw Rule
aw
When we hear /ŏ/ at the end of a word, it is
always spelled “aw” as in saw, draw, law.
It is also sometimes seen in the middle of a
word that ends in the sounds /n/ /l/ or /k/ as
in lawn, crawl or hawk.
It can also be found at the beginning of a
word as in awe, awesome, awkward

103. Lesson 24: au—aw Rule
au
Another way to spell /ŏ/ is “au”, as in
vault, fault, taunt. The spelling is not
very common.
It often comes at the beginning of
words as in auditorium, author, autism.

104. R CONTROLLED SOUNDS

105. Lesson 13: ee—eer
ee eer
When we hear
/ē/ in the middle
of a word, as in
feet, sheep, seed,
we spell the
sound “ee.”
When we see “ee”
is followed by “r”
we get a whole
new sound /eer/,
deer, sheer, cheer.
We finger spell this
as one sound.

106. Lesson 16: or and ore Lessons
or
When we hear
/or/ in a word,
we use the letters
“or” as in corn,
form, sport
ore
There are some
words that have the
/or/ sound at the
end a word spelled
“ore”.
core, store, more

107. Lesson 16: or and ore Lessons
our
There are a
few words
with the /or/
sound that are
spelled “our.”
Pour your four
drinks.
oor
There are a few
words that
have the /or/
sound that are
spelled “oar”.
The boar needs
an oar to soar.
oar
There are a
few words that
have the /or/
sound that are
spelled “oor”.
The poor door
fell to the floor.

108. HOW TO USE THE R+ SYSTEM
Program Overview

109. Diagnostic Teaching
• Teachers will test students, not for program
placement, but in order to gain a complete
understanding of the student’s strengths and gaps
– lack of phonemic awareness
– ability to shape letters
– knowledge of spelling rules and syllables
– ability to process language in dictation
• Teachers base teaching plan on careful and
continuous assessment of the student’s
needs

110. Overview: Step One
1. First, test the
student.
2. Next, analyze
the errors.
3. Finally, deliver
the system.

111. Which Tests?
Find Your Testing Manual
Page 8 Overview
 Student Application Form
 Analyze the Alphabet
 IOTA Reading Test
 CREST I Spelling Test
 CREST II Spelling Test
 Stanford Achievement Test
 R+ Phoneme Test
 R+ Reading Observation
Sheet

112. Let’s Explore Each Test
 Student Application Form p. 9-10
– Try to have students complete independently;
teacher may have to read some questions
– Informal observations into the students reading,
spelling and perceptual struggles
 Analyze the Alphabet p. 11-12
– K-1 Students; boxes may need to be larger for
some students
– Can skip capitals and do lower case only

113. IOTA Reading Test p. 13-20
– All students; grades 1-6
– Does not assess automaticity and fluency
– Administered one on one
– Other students may need to be on headphones, so they
can’t hear (if in the same room while testing)
– Suggestion: put the student word lists in plastic sleeves
– Count the number of words students read
correctly, analyze errors (p. 18-19) and use
conversion chart (p.20) to calculate a grade level

114. See p. 19 for scoring

116. Daniel, 4 Months Later

118. Growth After 4 Months of Instruction
17 correct to 33 correct; 1.3 to 2.5 grade level

119. Let’s Practice Scoring the IOTA

120. Whole Group Share Out
• Share your “detective
work” on Kadeem.
• What do his responses
tell us about his
struggle?
• Where in the program
will he begin
intervention?

121. CREST I Spelling Test p. 21-25
–Administered in grades 1.5-4
–Can be administered whole group
–Dictate the words down all columns
–Count the number of words students spell
correctly, analyze errors (p. 24) and use
conversion chart (p.25) to calculate a grade
level

122. See p. 24 for scoring

123. Growth After 4 Months of Instruction
15% correct to 33% correct; Prespeller to 3.3 grade level

124. Daniel’s Growth in the R+ System
End of First
Grade;
Pretest and
retest after
24 lessons

125. Let’s Practice Scoring the CREST I

126. Whole Group Share Out
• Share your “detective
work” on Kadeem.
• What do his responses
tell us about his
struggles?
• Where in the lesson
sequence do we begin
intervention?

127. Use the form on
p. 36 to identify all
areas of weakness
from Kadeem’s
assessments.

128. CREST II p. 25-28
–If students do well on CREST I, administer
CREST II
–Administered in grades 5-10
–Can be administered whole group
–Dictate the words down all columns
–Count the number of words students spell
correctly, analyze errors (p. 28) and use
conversion chart (p.25) to calculate
a grade level

129. Scoring Practice

130. R+ Phoneme Test p. 29-30
– All students
– Use the phoneme card deck and score sheet p. 30.
– Correct answer, leave line blank
– Note if student “schwas” the sound
– Stop the test if student misses five consecutive
sounds.
– Compare data from this test with IOTA analysis to
discern whether student is “visual reading”
(memorizing) or decoding.

131. Use the
phoneme card
deck and score
sheet p. 30

132. Stanford Achievement Test p. 31-33
– Grades 3 and up only; retest ONLY after 48 lessons
– Dictation test
– Best administered one on one but can be given whole group,
if necessary
– Stop when two successive sentences with all underlined
words are misspelled
– If Stanford score is lower than CREST, it is indicative
of LD/dyslexia; indication of difficulty processing
language verses retrieving words from visual
memory

133. Jo Anne will email file on Alex H.
Include before and after of his Stanford tests.

134. R+ Reading Observation Sheet
– Can listen to student read three passages:
one way below grade level, a little more
challenging, and one at grade level
– Use the Observation Sheet on p. 35 to
record informal observations about
students’ reading behaviors
– Look for evidence of student guessing
instead of decoding

136. When to Assess p. 37-39
• Before delivering the
Remediation Plus System
(Pre-assessment)
• After 24 lessons are
completed
• After 48 lessons are
completed
• At the end of the program
(Post-Assessment)

137. Overview: Step Two
1. First, test the
student.
2. Next, analyze
the errors.
3. Finally, deliver
the system.

138. Case Study Analysis Activity
• With your case study group, analyze the
student’s assessments.
• Discuss the how your findings might impact
the instructional focus for the student.
• Discuss where to begin the intervention.

139. Case Studies Group Processing
• How old was the student when entering the
system?
• How long was the student involved in the
intervention?
• How many lessons did the student complete?
• Describe the growth during the time period.
• Use the scoring guides to share grade level
improvements.

140. Use the form on
p. 36 to identify all
areas of weakness
as determined
through the entire
assessment process.

141. Whole Group Share Out
• How old was the student when entering the
system?
• How long was the student involved in the
intervention?
• How many lessons did the student complete?
• Describe the growth during the time period.
• Use the scoring guides to share grade
level improvements.

142. WHAT IS TAUGHT IN R+
Program Content: Day 2 of the Training

143. Let’s Finish the Phonemes
• Visual drill with the phoneme deck
• Auditory Drill
• This time use a blank piece of paper.

144. Decodable Text
• R+ has a Sight Word list.
• It is found in Foundations Binder right before
the lessons begin; it’s also found in the live
Training Manual.
• In the decodable text stories, the underlined
words are sight words; teach them.
• When reading the stories, the TEACHER
reads the bold faced words.

145. Overview: Step Three
1. First, test the
student.
2. Next, analyze
the errors.
3. Finally, deliver
the system.

146. Let’s Watch a Lesson
• Turn to Lesson 12: ai/ay Rule in the
Foundations Binder.
• Let’s look at teacher materials.
• Let’s watch how a lesson works.
• Training Support Video: Disk Three, Video
One, Example of a Phonemic Lesson

147. Reviewing the Lesson Plan
1. Direct Instruction (Phonological Awareness,
Spelling Rule or Syllable Instruction)
– Scripted language to convey concepts in ways
that are effective, multisensory
– Lesson is modeled
– Includes use of the rice tray, so visual-auditory is
combined with tactile-kinesthetic at all times

148. Lesson Plan
2. Visual Drill (Orton-Gillingham)
– Each day, students are given 12 phonemes from
the card pack (phonemes the student has
learned, plus the “phoneme of the day”)
– Looking at one card at a time, students state the
sound and generate words that contain the
sound (brainstorm)
 “or” corn
 “p” panda
 Rice tray is used when needed

149. Lesson Plan
3. Auditory Drill (Orton-Gillingham)
– Each day, teacher will say at least 10 phonemes
the student knows; student will write graphemes
on lined paper
– No visual clues; instead teacher prompts with key
words “a for apple,” “ch for chop,” and tch for
“catch”
– Students will learn more grapheme
representations for sounds as lessons
progress (see Phoneme Map on p. 6)

151. Lesson Plan
4. Phoneme Segmentation & Sequencing
(Lindamood Theory)
– Students use colored tiles or magnets to think
about how many sounds (phonemes) are in the
words
– Scripted in the lesson plan
– How many sounds do you hear in the word harm,
car, star?

152. Lesson Plan
5. Sound Manipulation Exercises (linguistic
gymnastics)
– Substitution, movement, and deletion of phonemes in
a systematic, cumulative manner
– Use colored post-it notes (vowels are hot pink,
consonants yellow, and “phoneme of the day” is lime
green)
– Student follows teacher’s direction moving phonemes
as requested and reading words constructed
– Segmenting, blending and creating new words

153. Vocabulary Work
• Build vocabulary work into the lesson plan by
discussing meanings of unknown words
throughout the word work of the lesson plan
• Ask students to tell you words mean; if they
don’t know, explain what the word means
• Prompt them again later to see if they can tell
the meaning of the words

154. Lesson Plan
6. Blending with the Ball
– Soft ball used for rolling to and fro on the table
between teacher and student
– Sounds are segmented /c//r//a//b/
– Teacher rolls the ball to students and states /c/;
student repeats the sound and rolls the ball back to
the teacher; continue with each sound; finish by
asking, “What’s the word?”

155. Lesson Plan
6. Blending with the Ball (trouble shooting)
– If students have trouble blending the sounds, use
the rice tray and have them write sounds as they
are saying them, and then say the whole word
– Spend some time working on the word; varying
the initial sound and have the student write words
in the rice (ex. blab)
– Then go back to the rolling ball and have the
student segment and blend without the rice
(ex. slab)

156. Lesson Plan
7. Spelling (Finger spelling/writing words)
– Spelling reinforces segmentation and sequentially
organizes sounds in words for proper spelling
– Teacher dictates a word from the list (fast)
– Student holds pencil in writing hand, says the
word, and finger spells with non-dominant hand,
tapping (segmenting) one sound at a time,
BEFORE WRITING
– Then the student spells the word, on
numbered paper

157. Lesson Plan
Right-handed writer;
finger spells with left hand,
pinky first
Left-handed writer;
finger spells with right
hand, thumb first

158. Lesson Plan
7. Review for Spelling Steps:
1. Say the word
2. Student repeats the word
3. Student finger spells the word
4. Student writes the word

159. Lesson Plan
7. Spelling (trouble shooting)
– Error Management
– If student misspells a word; teacher takes out the
rice tray
– Connect the sound to how it feels in the mouth to
how it is spelled (brain connectivity); auditory
discrimination through feeling and writing the
sound simultaneously
– May need a small mirror to help focus the
student on mouth formation of a sound
– Example, student writes “shop” for “chop”

161. Lesson Plan
8. Dictation of Sentences
– 2-4 sentences in each lesson
– Helps students process language concepts, beyond visual
memory of words
– Strengthen skills overtime
9. Reading of Word Lists
– Reading of pattern lists of taught phonemes, syllables and
rules, solidifying concepts
– Improves automaticity (repeated oral reading)
– Daily word lists are photocopied and put in
students’ binders for homework

163. Lesson Plan
10. Decodable Texts
– Use controlled readers until after Lesson 6 in the
Advanced Binder (after the “ng” Lesson)
– “Authentic” readers encourage guessing because
students have not learned decoding for many words
found in the texts
– Comprehension Practice with Main Idea Retells
11. Games
– Multisensory games helpful for consolidating
the day’s concepts through play

164. Comprehension Work
After reading the stories,
complete the main idea
graphic organizer.
Complete the web as
students retell the main
ideas of the story.

166. Guided Practice
Learning to Use the
Remediation Plus System

167. Partner Practice with Feedback
• Choose a partner; with the lesson you are
assigned, practice delivering the lesson.
• Each group will present the lesson for the large
group and receive feedback.
• One of you will be the student for the first part
of the lesson, and one of you will be the
teacher.
• Half way through the lesson, you will
switch roles (after magnets).

168. SYLLABLE INSTRUCTION
Morphology

169. Morphology
• Morphology is the study of how morphemes
are combined to form words.
• A morpheme is the smallest unit of meaning
in a language
• We teach syllables to help students read and
spell multisyllabic words.
• Remediation Plus introduces syllables
in the Advanced Binders.

170. CLOVER Acronym for Syllable Types
• Closed
• L: Consonant-le
• Open
• Vowel Pair
• E: Bossy e
• R Controlled
Not the suggested order of instruction

171. Lesson Order in Advanced Binders
• Lesson 1: Closed (c)
• Lesson 3: Open (o)
• Lesson 4: Bossy e (e)
• After all or most vowel pairs have been taught
and r controlled phoneme/graphemes, THEN
teach:
• Lesson 24: Vowel Pair (v)
• Lesson 29: R controlled (r)
• Lesson 37: C-le (l)

172. The vowel
is closed in
by one or
more
consonants
keeping it
short.
pĭc/nĭc
răb/bĭt
ĭn/sĕct
CLOSED SYLLABLES

173. The vowel is long when
there are not two
consonants in the
middle of the word.
Because it is not closed
in by a consonant, it
says its name.
hō/tĕl
vē/tō
ō/pĕn
bā/by
OPEN SYLLABLES

174. Let’s Practice
Complete
Exercise B with
a partner.
Live Training Manual

175. A syllable
where the e is
influencing
the sound of
the vowel.
am/use
e/rase
pro/vide
stam/pede
tad/pole
Bossy E Syllables

176. Let’s Practice
Complete
Exercise C with
a partner.
Live Training Manual

177. A syllable with a
vowel
combination,
such as ai, ea,
ee, oi, ou, oa,
oo.
can/teen
com/plain
hea/vy
poi/son
fa/mous
VOWEL PAIR SYLLABLES

178. Let’s Practice
Complete
“Worksheet”
with a partner.
Live Training Manual

179. A syllable
containing the r
controlled
sounds, or, oar,
our, ore, oor, er,
ir, ur, ear, eer, ier,
are, air, etc.
per/fect
pur/chas
e
snor/kel
tar/get
thir/sty
R CONTROLLED SYLLABLES

180. Let’s Practice
Complete
Exercise B
with a
partner.
Live Training Manual

181. A syllable
containing a
consonant le
grouping, ble, cle,
tle, etc.
Note: In a
consonant le
syllable, there is no
discernable vowel
sound
ap/ple
ti/tle
no/ble
poo/dle
ket/tle
CONSONANT-LE SYLLABLES

182. “le” has no discernable
sound. Make students say,
“consonant –le” to help
them remember that it is
NOT spelled “el.”

183. The only time we double
the consonant in the
middle of the word is
when we hear the short
vowel.
Examples: little, babble,
middle

184. Let’s Practice
Complete
Exercise D
with a
partner.
Live Training Manual

185. Let’s Review
• railroad
• employ
• proceed
• partake
• tarnish
• scooter

186. More Review
1. dapple
2. hostel
3. despite
4. program
5. awful
6. barter
1. dap/ple (c, l)
2. hos/tel (c, c)
3. des/pite (c, e)
4. pro/gram (o,c)
5. aw/ful (v, c)
6. bar/ter (r,r)

187. HOW TO USE THE R+ PROGRAM
Other Important Program Content

188. Double Deficit Students
• Some kids can’t get to fluency. They are rare.
• Dr. Maryanne Wolf describes this profile of
student as having both phonological deficit
and a visual deficit.
• “Phonological deficits and the processes
underlying naming speed are separable
sources of reading dysfunction, and their
combined presence leads to profound
reading impairment.”

189. Study of Program Fidelity
Executive Summary of R+ 2003 Evaluation
• Data collected in head office in Toronto
• Sample of 60 students, K-6
Lessons Completed # if Students in Sample % Students Achieving
Grade Level in Reading
24 24 63%
48 30 86%
85 6 100%

190. Drawing Conclusions from the Study
• 24 Lessons (first binder…good)
• 48 Lessons (about first two binders…better)
• 85 Lessons (all three binders…best)
• Daily sessions (school setting) are better
than two-three days (tutoring) a week, but
both get results
• RtI small group instruction is 30
minutes daily

191. Recommendations for RtI
Tier II Fidelity Grade 1: 32 hours, 64 sessions
Grade 2-3: 48 hours, 96 sessions
Number of Students Per Group 3-4
Days per Week 4 days a week, Day 5 consolidate
and read
Length of Sessions 30 minutes
Tier III Fidelity 85 Lessons one hour lessons,
delivered in 30 minute segments

192. Exiting the Intervention Program
• Consider the grade level equivalent scores on the IOTA
and CRST I and II.
• Consider the grade level benchmark assessments that
your district is using (STAR, F &B Benchmarking).
• Marinette had good results dismissing kids when they
scored one year above grade level or scored at or above
benchmark for at least two progress monitoring periods,
showing that progress was stable.
• The process of learning to read is curvilinear. Be careful
not to dismiss students until they are ready or
you will lose precious time and student
motivation if they have to reenter the program.

193. Program Fidelity Measures
• Results will not be achieved without well trained
teachers who are executing the curriculum as
outlined in the R+ Lesson Plan.
• Remember, every step of the Lesson Plan is
researched base. If you alter the lesson plan, you
jeopardize a student’s ability to be successful in
the program.
• Teachers should consider having colleagues
observe and critique each other to ensure
program fidelity. (Growth mindset)
• Professional learning communities

194. Observation/Feedback Tool

195. Organizing the Student Binder
• Word lists for homework; students must be
able to read fluently before they can “retire”
a list (usually 3-5 out loud readings)
• Some students will have a few lists going at
time
• Spelling Tests (Remediation Plus Lesson Plan
sheets)
• Sound cards (parents; add rule to card)
• Stories for fluency practice

196. Training presentation materials created by
Darla Brink, Director of Literacy, at
CESA 8 in Gillett, Wisconsin.