READCARE

What is It?

The Guided Literacy Intervention (GLI) known as READCARE  is a multisensory, alphabetic and graphophonemic literacy intervention. It is specifically designed to be used by parents and adults in a home situation. It consists of both direct and explicit literacy instruction as well as separate but specific visual and phonological processing training.

Efficacy

The READCARE program is considered to be a type three program relative to efficacy.

What is Meant by "In Home?"

The term "In Home", particularly is used to describe the fact that the program is implemented in the home environment by a parent or responsible adult rather than in a professional setting by a special educator. The program is physically delivered in the student's home but regular and frequent communication is maintained between the parent and the professional practitioner. This communication usually takes the form of weekly phone and/or internet tutorials as well as monthly face to face consultations.

READCARE as an Intervention - The Rules of Engagement

READCARE is a designed and prescriptive reading system. It is based on seven principles that are scientifically proven. Whilst it has not been studied as a system in itself the author submits that READCARE is nevertheless evidence based in both its componentry and in the way it is delivered. However, the physical resources alone are insufficient to recover reading. The system is so designed that it can be implemented either prescriptively or eclectically. This means that the implementation of READCARE must be preceded by a comprehensive assessment in which both diagnostic and prognostic outcomes are achieved. In addition to this the system must operate on a test-retest basis so that both initial testing and subsequent ongoing tests will continue to inform instruction. In order for the program to show the necessary flex and response to student progress it must be accompanied by frequent professional input. Therefore READCARE is not meant to be a stand-alone set and forget system. It is not intended to be delivered without discrimination merely on the basis that the proposed recipient has difficulty with reading. Thus READCARE can only be considered complete and entire when it is implemented under the initial and ongoing supervision of a qualified and trained professional. Intentional or unintentional use of the program that is not consistent with the rules of engagement as stated here will unlikely achieve the desired outcomes and is not supported by the author.

Does it Matter that it is a Parent and Not a Trained Practitioner Implementing the Program?

No. Parents very often make the best tutors. Their level of interest and care means that they tend to be very dedicated. The technical aspect of the resource is not complicated. The elements of the program are delivered in very small parts and the instruction is very simple and explicit. This makes the whole process quite parent friendly. Parents actually feel empowered by the level of knowledge and skill that they gain from using the program. Naturally a decision about the parent's literacy skills and level of commitment needs to be made before deciding that the "In Home" program is the best option for the student.

Does READCARE Achieve the Same Result as Regular Professional Instruction?

All literacy interventions should be goal driven. Therefore the results achieved by the READCARE program should be the same as what is determined can be achieved prior to the implementation of the program. In the main, the same results are achieved by the READCARE intervention as are achieved by regular professional instruction provided the rules of engagement are adhered to.

Who Is it For?

It is for all students who have difficulty with literacy skills, particularly decoding and encoding and for who regular travel to a place of instruction is not possible. It is restricted to people who live over an hour away (travel time) from the Child Development Network.  

How Does it Work?

The READCARE intervention is designed to be implemented by a parent in the home. It is always administered one on one on a daily basis for about 55 minutes for 5 days a week. The course is divided into two distinct yet related phases. The first phase aims at developing orthographic and visual processing skills and auditory and phonological processing skills that underpin the acquisition of literacy skills. The second phase aims at developing graphophonemic and whole word skills. Each phases consists of a number of 'Threads' that in turn are made up of a number of individual teaching points.

Guide Literacy Intervention – Three Phase Intervention

Phase One: Start Up Consultation and First 6 Weeks

It includes:

• Three Hour in Office Start Up Consultation
• Weekly Email Tutorials for 6 weeks
• Weekly Phone Tutorials for 6 weeks
• Access to Web Based Tutorials
• One Follow Up Visit at the end of 6 weeks

Phase Two: Second 6 Weeks

It includes:

• Weekly Email Tutorials for 6 weeks
• Fortnightly Phone Tutorials for 6 weeks
• Ongoing Access to Web Based Tutorials
• One Follow Up Visit at the end of 6 weeks

Phase Three: Ongoing “Steady State” Instruction (Next 6 Months)

It includes:

• Fortnightly Email Tutorials for 6 Months
• Monthly Phone Tutorials for 6 Months
• On going Access to Web Based Tutorials
  
• Two Follow Up Visits.  One at the end of each 3 month period

What Principles is the Program Based On?

The program is based on the following Researched Principles of Program Implementation:

• Multisensory
• Alphabetic and Graphophonemic
• Direct, Explicit Repetitive Instruction
• One on One
• High Intensity, High Frequency, Moderate Duration
• Systematic and Cumulative
• Goal Driven

The program also works on a test retest basis to ensure that student performance continues to inform future instruction.

What Resources are in the READCARE Kit?

The program is a complete package of resources and represents everything that the professional practitioner would make use if the student was seeing that practitioner for full time instruction. The material below is grouped and package for easy transport. The program consists of the following items:

Instructional Resources

• Initial Instruction Session - 3 Hours
• Clinical Sessions- One Hour Each Consultation
• Phone Tutorials - 30 Minutes Each Consultation 
• Email Tutorials
• Internet Tutorials
• DVD - 5 strategies for the Dyslexic Child - 30 minutes

Booklet Resources

• Student Booklet 1: Orthographic/Visual, Phonological/Auditory, Tactile and Kinaesthetic Instruction
• Student Booklet 2: Graphophonemic, Alphabetic and Whole Word Instruction
• A Parent Instruction Manual
• A Supplementary Booklet containing Worksheets, and Additional Activities and Exercises

Flashcard and Word Card Resources

• Visual Memory Cards
• The Top 300 Sight Words
• The Top150 Words
• Vowel Cluster Flashcards including "R" and "W" Controlled Vowels
• CVC Flashcards
• CCVCC Flashcards
• Wh/Th Word Cards
• OUGH Word Cards
• Contraction Word Cards
• Many Miscellaneous Whole Word Categories on Flashcards

• Large Wooden Alphabet Letter Tiles
• Plastic Alphabet Tiles for Word Building
• Manipulation Blocks for Phonological Processing

• A Metronome for Beat and Rhythm Training
• A Stopwatch

• 24 Word Scheme Readers for Repeated Reading Drills
• Pencil, Eraser, Writing pad

How Do We Get Started?

After the child has been assessed and it has been decided that the GLI (READCARE) is the best option then at the earliest possible time a three hour appointment should be arranged between at least one parent and the practitioner. The child is not needed at this meeting.

During the three hours the following should be achieved:

• A familiarization with all resources
• Teaching of Essential Strategies for Program Implementation
• The first lesson and week of follow up lessons taught
• Email Tutorial taught
• A time arranged for a weekly telephone tutorial
• The next face-to-face appointment with the child for retesting and general review is arranged. This should be about 6 weeks after the parent starts work at home.