Stride Ahead: An Aid to Comprehension

Product Information

This is an opportunity to demonstrate to a student that the timing targets do not require a rushed approach.

A. Stride Ahead is more suitable for older students, usually secondary school students or adults. However, some primary schools also use it in years 5 and 6 (age 10 or 11 years old). A. As is the case with Toe by Toe, reinforcement and over-learning of skills previously covered are essential features of the scheme. Q. In 'Section C' of the exercises, do students have to achieve 13 seconds when reading each word in the list 3 times?In effect, they are on a ‘reading plateau’ from which they are unable to ‘climb higher’ or further improve their reading ability.

Far more important, indeed the most important thing is to make students feel that they are finally succeeding with what is - to them - a mysteriously difficult skill. A. It is difficult to be specific. So much depends on the severity of the student’s spelling problems together with the frequency of lessons. Basis on four 20-minute lessons per week, most students will complete the manual within six months. A. We recommend 20-30 minutes for a Toe By Toe session. However, as anyone who has worked with severely dyslexic students will know, even 20 minutes may be much too long. The key element for optimum results is frequency. Even 10-minute sessions done on a daily basis will yield tremendous results. Stride Ahead is the perfect tool to help these particular students. Studying Stride Ahead helps students to increasingly blank out the white noise of written text (that is, the minor details of a text). It is the worrying over the ‘minor detail’ of a text that distracts a student from achieving the main object of reading a text: understanding it and extracting meaning from it.

Wordle Helper

A. We believe that the proportion of students who cannot learn to read using Toe By Toe is minuscule. As long as a coach follows the instructions to the letter, Toe By Toe can successfully help almost any child to read. Where the scheme ‘fails’ it is often for traced to two causes: They should be able to appreciate that reading is not a chore, but something to do for entertainment as well as enlightenment. Keda spent almost all her teaching career at one school – Sandal Road Primary School in Baildon, UK. After observing that some students’ reading difficulties persisted despite careful instruction, she began teaching students in her home after school each day. Though a relatively unknown term at the time, dyslexia fascinated Keda and she began to conduct her own research, which became the basis of Toe by Toe. Over the ensuing decades, Toe by Toe became the fully functioning system it is today.

We refute this charge. Our counter is how do most words enter a person’s vocabulary? Surely, ‘Barking at Print’ is how we all start to read in the first place? In 2006, Anne began Hands On Horses, a program that allowed children with disabilities, at-risk youth, and elderly clients to connect with these evolutionary partners of ours. Keda always had a keen and inquisitive mind and this question of why some children had difficulties in learning to read nagged at her. She thought that she had somehow failed these students, so she made an offer to their parents. She asked their permission to teach their children at her home - without charge - at the end of the school day. She divided the children into two groups. A control group where conventional methods were used, and her ‘guinea pigs’, where Keda tried anything and everything to see what would work. Inspired to dig deeper into this kind of therapy, Anne undertook a two-year self-education program with the leading practitioners of equine-assisted therapies across the United States. She earned her certification as a therapeutic riding instructor from PATH International, and as an Equine Specialist from EAGALA (Equine-Assisted Growth and Learning Association). In 2008, Anne gathered a team of other certified equine specialists, PATH instructors, and volunteers to begin providing therapy programs at Little Creek Horse Farm. In 2009, Stride Ahead, Inc. was formed and recognized as a 501c3 nonprofit.

Many students reach a ‘reading plateau’. They have good reading skills, but still face problems in understanding text content and extracting meaningful information from it. This has consequences for a student across all subjects in test and examination situations. For maturer students, it can also impact on their ability to do their job competently and effectively. BUSY MINDS The important thing is that they are getting intensive practice in accurate decoding. We are trying to make decoding as ‘automatic’ as possible.