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The pace of progress depends on each individual learner. Pacing is extremely important because in order to progress in reading, a student must work
with reading material on his or her level. Therefore, using grade-level reading material to instruct in often counter-productive. For some students, my instruction might be so different from anything they've
ever encountered that they start to make gains immediately. Some learners may be able to take what they are directly taught and apply it to other situations. Other readers, however, need to be explicitly
taught the application of skills in other contexts. The key to this program, however, is that it works with controlled text so that the process of decoding can be acquired. At the same time, the child will
be learning decoding concepts that his peers and even most adults don't know. After several months of tutoring, the student may be making significant gains, but it still would not be appropriate to use grade-level
material for teaching decoding. Grade-level material can be incorporated for developing vocabulary and comprehension. Some students have reached fifth grade in their public school education and may still be
reading at a first or second grade reading level. For a learner like this, two years of instruction may bring the learner up to grade level. However, in those two years, that learner will be making up for 4
years of instructional failure (their lag) plus the two years covered while receiving instruction. That's 6 years of progress in two years, compared with the 1 or 2 years' progress in 6 years. Fortunately,
this is not a program making empty promises of instant remediation. Reading disabilities are real and take time to remediate. But most importantly, they require an instructor with the proper knowledge and
training. My instruction is comprehensive, so that with time, a learner is fully equipped with the skills to read. Reading is a life-long skill. With instruction and practice, we build this skill
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