ABOUT ...
THE PROBLEM:
Does your student have academic difficulty with…
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pronouncing names of people, places or parts of words
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word retrieval
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spoken vocabulary
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notetaking
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written production
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remembering sequences
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completing the reading demands of multiple course requirements and writing assignments
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Poor study habits
Source: Carreker, S. (2008, September), IDA
Does your student have behavior such as…
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does not want to do homework
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gets in fights
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frequently ends up in in-school suspension or alternative school
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clowns around in class
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argues in class
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won’t get up in the morning for school
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leaves class for frequent bathroom breaks or nurse visits
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likes to cruise the hallways
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chronic illnesses/health issues – headaches, stomachaches, stress, anxiety, depression
Your Child Shouldn’t Have to…
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Struggle to learn
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Feel ashamed of being behind
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Feel judged by family, friends, and peers
We understand how overwhelming it can be to figure out how to help your child learn well. We empower and equip your child with all the right tools so they can gain the confidence, skills, and independence needed to not just survive, but thrive in school and life!
THE SOLUTION:
Read. Apply. Perform.(R.A.P.)™
CURRICULUM
Organized Curriculum & Lessons
Easy to Understand
The curriculum is organized, and pre-planned to make learning and using the curriculum as easy as possible
Student Access
Open to Students
Access for students who are not identified with learning disabilities but struggle with the traditional reading methods and effective for students with dyslexia
Teacher Access
Access for the Teacher
Access to effective curriculum for the teacher in one easy to reference place; the curriculum includes it all
High Value
Cost Effective
We provide a lot of value, knowledge and experience yet remain competitively priced to bring you the greatest value on the market
Promote Student Success
Multisensory
Explicit, Direct, Systematic, Sequential
Cumulative & Comprehensive
Scripted & Easy to follow
What makes us special?
Specifically designed for middle and high school students struggling with reading proficiency.
The material uses grade level academic vocabulary.
The material is respectful of the grade level student as it is aesthetically pleasing and gives dignity and respect to their age.
The material reflects many core content components that students have missed throughout their years of struggling academically.
In the state of Texas alone, researchers state that, “Approximately 80% of prison inmates are reported to be functionally illiterate. We hypothesized that poor single word decoding (the chief feature of dyslexia) accounts for a significant percentage of that rate.” (Moody KC, Holzer CE 3rd, Roman MJ, Paulsen KA, Freeman DH, Haynes M, James TN. Prevalence of dyslexia among Texas prison inmates. Tex Med. 2000 Jun;96(6):69-75. PMID: 10876375.
The mean income of 60% of high school dropouts, earn on average annual income of $8,358.
(CPS Supplement, March 2008)
THE BENEFITS
Benefits for the Student: redirects a student’s life trajectory making them ready for career, military or college
Benefits for the Teacher: follows the state requirements, scripted, no special training, no guess work, no planning, everything is done
Benefits for the Administrator: follows the state requirements, improves reading test scores, reduces poor behavior and dropout rate, increases academic achievement
Benefits for Society: creates a productive, contributing, and happy citizen
THE CURRICULUM'S AUTHOR:
Dear Educators and Administrators,
From Dairy Queen to Dreams. No drive through East Texas is complete without a visit to Dairy Queen. It was our turn to order. The young man behind the counter was friendly as one would expect. My guess is that he was older than the typical teen doing a summer job. I reflected on how happy he was, but soon realized that working for a minimum hourly wage at Dairy Queen is not going to provide for a home and a family, in the future. A person with low reading ability, low reading comprehension, and a limited vocabulary will have limited wage-earning options. Reading is foundational to opening up opportunities and possibilities, to dreaming and reaching those dreams.
According to recent statistics from the National Assessment of Educational Progress, 65% of the secondary student population are not on reading grade level. (NAEP, 2019) This does not need to be the case. The ReadDiscover curriculum, is designed specifically for the middle and high school student not on grade level reading ability, for them to 're-discover' the logic and structure of the English language. The ReadDiscover training material uses grade level references and core content vocabulary. The instructional curriculum is scripted, making it classroom ready day one… results should be recognized within months. Let's work together in making more dreams come true.
With great regards,
Anne
Anne N. Ruff, M.Ed., L.D.T., C.A.L.T.
Anne Ruff, M.Ed., C.A.L.T., L.D.T., author of ReadDiscover®’s Read. Apply. Perform. (R.A.P.)™, reading curriculum for secondary students who struggle with reading proficiency, resides in Texas. She is a Certified Academic Language Therapist (C.AL.T.) and Licensed Dyslexia Therapist (L.D.T), with a master’s degree in education. Although most of her 16 years of public education was working with students with dyslexia, her experience includes teaching elementary, middle, and high school and encompasses English Learners, Special Education, and General Education students. She has mastered the method of multisensory, explicit, systematic, cumulative instruction in the delivery of structured literacy. Her passion is to provide teachers with a comprehensive and effective program with grade level academic vocabulary and core content references, specially designed to instruct secondary-aged students who struggle with academics due to their reading.
Anne N. Ruff, M.Ed., a Licensed Dyslexia Therapist (L.D.T.), a Certified Academic Language Therapist (C.A.L.T.) is formally trained in the structure of the English Language, referred to as Multisensory Language Education (MSLE). She graduated from the University of Texas at Austin in Austin, Texas with an undergraduate degree in Child Development and with a Master of Education degree from Southern Methodist University in Dallas, Texas. She completed her Principalship Certification program at Texas A & M - Commerce in Commerce, Texas. She is now in private practice and is a curriculum writer, trainer of teachers, and a conference speaker.
