Funnix is Research-Based
Unlike other reading programs, Funnix is research-based and scientifically proven to work. The National Institute of Child Health and Human Development in consultation with the Secretary of Education, established the National Reading Panel to study the effectiveness of different approaches used to teach children to read.
For over two years, the NRP reviewed research studies on reading instruction conducted from 1964 to present and in April 2000 concluded its work and submitted “The Report of the National Reading Panel:
“Teaching Children to Read”, at a hearing before the U.S. Senate Appropriations Committee’s Subcommittee on Labor, Health and Human Services, and Education.
Reading curriculums that are not based on the National Reading Panel research are NOT considered credible curriculums by teachers and schools.
Credible Curriculums must be researched-based and include some of the following requirements:
1. Phonics: Before children begin reading, they must learn the sounds that letters make. There is more than one common sound for the vowels and for some of the other letters. For initial reading, children learn one sound for each letter or letter combination. All the words they read at first are made up of letters that make the sounds children have learned.
All the words children read at first should be made up of letters that make the sounds children have learned.
2. Blending Skills: Before children begin reading, children must learn about verbal manipulations called blending skills. The teacher says a word like SAIL slowly, a sound at a time. Then the teacher tells the child to say it fast.
Another important pre-reading skill is rhyming (not nursery rhymes, but saying words that rhyme with other words). These skills and several others make learning to sound out written words easier. They help teach children that two words that have parts that sound the same often have the same arrangement of letters.
Blending skills. . Make learning to sound out words easier.
3. Decodable Text: The “text” or the stories children read should be “decodable” by the child, which means that the child knows how to identify every word in the story or knows how to figure it out. The child has this skill because every word in the story has been taught in earlier word lists.
“text”. . . should be decodable.
4. Cumulative Review: The program should have a cumulative review of what has been taught. Programs that teach a skill for one or more lessons and then do not further develop or refer to the skill in the following lessons have no cumulative review. For obvious reasons they do not work well. Programs that have a cumulative review of everything that has been taught are greatly superior.
Programs that have a cumulative review are greatly superior.
5. Observation and Monitoring: Although there is great variation in the amount of practice different children need to become good readers, all children benefit greatly from practice in reading aloud in the presence of someone who gives them feedback-telling them words they don’t know and encouraging them.
Good readers are not created overnight. When children practice oral reading and it is observed and monitored on a regular basis, the children’s ability to read more words, and to read them accurately, increases.
Children’s ability to read. . Increases when children are observed and monitored while they read out loud.
Funnix Meets All of These Requirements
And More!
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Funnix Is The Best Reading Program
