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Education Administrators Associates
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WHO WE ARE
Education Administrators Associates was initiated by Dr. John Brownridge, an educator and school principal with extensive knowledge and expertise in the field of Education, and experience in both North America and the United Kingdom. EAA's objective is to offer resource, assistance, and consultation to professional educators in the English-speaking world.

A variety of issues of interest and concern to educators will be presented and considered in this blog on a weekly basis. All educators, whether teachers, administrators or consultants, are invited to comment on the Contacts Page.

None of us can be experts in every field. Yet, as teachers we are expected to be knowledgeable on a whole range of topics, especially those that relate directly or indirectly to education. The parents of our students frequently have questions and concerns about curriculum, special programs, and new innovations they have heard about through news media. Our colleagues, friends and acquaintances may seek explanations and definitions. It is in our own interest to have a cursory knowledge of issues outside our areas of expertise, and to be capable of providing some insight into a variety of educational topics.

This weekly blog will explore many educational topics. Please check in on a regular basis, and do feel free to submit your comments and questions on the Contacts Page. As teachers, we have a wealth of experience to share.

John Brownridge

This Week

The Reading Remediation Plus System

Despite many years of research by psychologists, philosophers and educators in western societies, the neurological processes involved in learning how to read are still not well understood. Every generation seems to produce new innovation and more advanced strategies to teach reading, but still a significant number of children continue to experience difficulty in acquiring this basic skill, and this in turn leads to an unacceptable level of functional illiteracy within the adult population. Fortunately, the research continues. One of the most promising solutions to chronic reading problems is currently being assessed and evaluated in North America under the name of Remediation Plus.

This program is the result of high-powered research conducted not only in America, but in Europe and other parts of the world as well. The initial objective was to find successful educational programs that could help dyslexic children learn to read. Initial findings, however, seemed to show that the fundamental theories being applied could also be used to help children with other reading problems. The structured pedagogy advocated by Remediation Plus has been successful in all controlled pilot projects involving children who are known to be dyslexic or reading delayed, as well as those who are learning English as a second language.

Although reference to a wide range of teaching and learning theory has been integral to the development of Remediation Plus, the approach advocated by Samuel Orton and Anna Gillingham forms the backbone of the program. Orton and Gillingham strongly propound the need for multi-sensory structured teaching and a step-by-step approach to ensure phonemic awareness. Dyslexic children, they say, and those with inherent difficulties in learning how to read and write need to be exposed to a pedagogy that aims at decoding the written symbol. Phonics, therefore, is an integral and indispensable element of the program.

The Remediation Plus program is essentially a process of remedial therapy designed for children with language disabilities. It was initiated and developed in North America by Jo-Anne Gross in her Toronto remedial language clinic, and thoroughly tested and evaluated over a four-year period. Results were consistently outstanding. After being exposed to 48 sequenced lessons, children were consistently progressing by two to three grade levels in their reading and writing ability, and as the program became better known, teachers and administrators in the provincial education system became interested.

Recent surveys have shown that up to 20% of Americans are dyslexic and even more have some kind of functional literacy deficiency. Remediation Plus could help them. It is a results-oriented program and a number of successful pilot projects and consistent positive feedback have shown it to be of enormous benefit to both children and adults.

Many school jurisdictions have been convinced of this and are gradually implementing the system. The wide variety of support materials available enable them to do this effectively and efficiently. As well as detailed and comprehensive lesson plans, Remediation Plus provides materials for testing and evaluation, and for teachers who wish to implement the system in special education classes, a complete CD-based program of teacher training is available.. School Boards are also offered live training sessions and many have taken advantage of this.

Dyslexia and delayed reading ability are problems that have faced educators for a long time. The Remediation Plus system is a new initiative that is well worth some serious consideration.



John Brownridge

Next Week

The Function of Extra-Curricular Activity in General Education