Reading Interventions
At HUHS, we are committed to providing high-quality educational support tailored to the unique needs of each student. To this end, we offer three evidence-based reading interventions designed to enhance literacy skills. These interventions are meticulously chosen based on a comprehensive assessment of your child’s specific skill requirements.
It is our goal to foster significant growth in literacy, ensuring that each student receives the targeted support necessary to improve their reading abilities. By implementing these research-driven methods, we aim to empower students to achieve their full potential in reading and comprehension. We believe that by addressing individual needs through these specialized interventions, we can create a positive and effective learning environment that promotes lifelong literacy development.
Sonday System 1 & 2
The Sonday System is designed to supplement core curriculum and fill gaps in phonics instruction. It's appropriate for students from pre-K through 12th grade who are functioning below grade level.
The Sonday System uses Orton-Gillingham methods, which are systematic, direct, and explicit. It includes the elements of the National Reading Panel (NRP), such as phonological awareness, phonics instruction, fluency, vocabulary, and comprehension. It is a multi-sensory reading program with a focus on phonics.
REWARDS
REWARDS focuses on decoding multisyllabic words, identifying and understanding prefixes and suffixes, increasing word and passage reading fluency, building academic vocabulary, and deepening comprehension along with building confidence.
REWARDS is proven to improve students’ abilities to decode long, multisyllabic words and yield significant increase in fluency. Also, it is effective with all struggling readers, whether they are English language learners, students with reading disabilities, or students who have simply fallen behind.
Visualizing and Verbalizing
The Visualizing & Verbalizing program develops concept imagery—the ability to create an imagined gestalt from language—as a basis for comprehension and higher order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.
The goals of V & V are to develop the student's higher order thinking from an imaged gestalt. Furthermore, to develop the student's ability to visualize and verbalize multiple sentences of language and use the images as a base for higher order thinking.
