The Failure Free Reading Methodology: New Hope for Non-Readers

Discover the keys to reaching your non-readers in Dr. Lockavitch’s passionate and groundbreaking book,The Failure Free Reading Methodology: New Hope for Non-Readers

Dr. Lockavitch chronicles his path from a frustrated special education teacher desperate to help his most in need students to the President of a nationally recognized educational company. He is dedicated to meeting the needs of students caught in the bottom 0-15% reading percentiles across the country.

Through his years of research, Dr. Lockavitch was able to identify the unique needs that these "most in need" students had in common, and was able to develop a method of teaching that anyone can use to dramatically impact these students. This will start them on the path to reading success and dramatic self esteem gains.

"It’s all in the approach. For years we in education have been searching for one magic bullet for all students to successfully learn how to read. Once I realized that all programs work, but not for all students I was able to throw out my prior notions. I was able to focus on the students that we as a nation were leaving behind or “warehousing” in classrooms because we didn’t know how to meet their unique needs. That’s when things really got exciting!"

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Rationale: School Districts across the nation are being asked to reduce the number of inappropriate special education referrals and placements as well to substantially improveme the academic performance of their lowest performing readers.

Non-Readers hold the key to achieving these goals.

No one knows Non-Readers like Dr. Joe Lockavitch, author of The Failure Free Reading Methodology; New hope for Non-Readers. For the past 30 years, Dr. Lockavitch has trained tens of thousands of teachers, parents and administrators across the nation on how to reach the unique needs of this population.

Now Dr. Lockavitch has taken his invaluable experience and put it into a very easy to read book, filled with invaluable information on how to significantly increase the reading comprehension, vocabulary and fluency level almost overnight.

Among the topics covered and taught in Dr. Lockavitch’s book are:

• Three Indisputable Reading Facts
• What 3 Factors Cause the System to Create Non-Readers?
• What is the Main Problem With An Either/Or Approach for Non-Readers?
• The Four Most Common Internal Factors Believed to Cause Reading Failure:
• The Main Problem with Blaming Reading Failure on Motivation
• What Credit Should We Give Failing Students?
• What Should a Parent and/or Teacher Do When Told That Their Child/Student is Suspected of Having a Perceptual Disorder?
• What Really Causes Students to Reverse Numbers and Letters and Words?
• What Do Reversals Really Indicate ?
• What is the Difference Between a Sensory and a Perceptual Impairment?
• Why Should Reading Ability not be Equated with Intelligence?
• What is “Developmental Hyperlexia”
• What is Meant by “Reading Attitude Adjustment”
• What is One of the Most Time-Tested Philosophies in the History of Reading Instruction?
• What is the problem with using the Current Diagnostic/Prescriptive Model for Non-Readers?
• Why does using Current Diagnostic/Prescriptive Model for Middle and High School Non-Readers actually become life-threatening ?
• What Eventually Happens to the Self-Esteem of Non-Readers and Why They No Longer Believe?
• What Can Non-Readers Achieve in School?
• What Are the Three Characteristics of Non-Readers?
• What is the Main Difference Between “Decoding” and “Recoding”?
• At What Age Does “Developmental Hyperlexia” Occur?
• At What Age is “Acquired Hyperlexia” Produced?
• The Plight of the “Phonetically Deaf” Student
• What Percentage of Regular Education Students Fail When Using Phonics Based Interventions?
• What Percentage of Special Education Students Fail When Using Phonics Based Interventions?
• The Two Schools of Thought Pertaining to Intervention
• The Primary Problem Associated With the Remedial Model?
• What is the “20-Hour Phonics Incubation Period”?
• Five Characteristics of Students With Auditory Dyslexia
• The Good News Associated With “Phonetically Deaf Treatment Resisters”
• The Compensatory Treatment Model
• The Alternative Reading Approach Supported by the “Dual-Route” Theory
• What is the “Experiential Divide”
• What Are the Two Levels of Language?
• What is a Strong Predictor of Reading Success in Young Children?
• Three Things Necessary to Succeed in Reading
• What is the Numerical Difference Between the Word Exposure of Low-Income and Upper-Income Preschoolers?
• What Does the Term “Multi-Syllable Phobic” Mean?
• What is a Key Ingredient for Reading Comprehension?
• What is the Good News Pertaining to Non-Readers and Vocabulary Growth?
• What is the “Mathew’s Effect” in Reading Instruction?
• What Does the Term “Reading Neutral” Mean?
• What Does the Term “Reading Neutral” Mean?
• The Key to Successful “Reading Neutral” Instruction
• What Really Prevents Non-Readers From Succeeding
• Three Key Instructional Elements
• The Brain’s Two Word Processing Routes
• How the Brain Recognizes Phonetically Irregular Words
• The 220 Most Powerful Words in English Literacy
• What is “Automaticity”
• The Importance of Repetition
• Why “Drill and Kill” Won’t Work
• ME / MC The Instructional Alternative to “Drill and Kill”
• The Most Overlooked Area in the Teaching of Reading
• The Plight of the “Syntactically Challenged” Student
• Why Traditional Readability Formulas Work for Non-Readers
• The Importance of Matching Story Content with Student Experience
• Literal Learners and the Dangers of Sarcasm
• When Do “High-Interest” Stories Becomes Useless?
• The Three Most Important Words in Teaching Reading Comprehension
• Four Story Components Most Important to Non-Readers
• The Notion of “Comprehensible Reading Materials”
• How to Find “Comprehensible Reading” Materials
• Four Content Elements Necessary for Comprehensibility
• The Seven Components Found in a Comprehensible Story
• Three Words in the Cornerstone to Success
• The “Little Train Philosophy
• Three Reasons for Reading Aloud to Students
• Eleven Essential Student Needs
• The Principle of “Cognitive Chunking”
• The Primary Goal of Reading
• Three Components That Can Prevent Adolescents and/or Adults From Being Able to Relate to a Passage
• Four Components Essential for Student Comprehension
• The Three Story Content Components That Directly Impact on Reading Comprehension
• The Real Culprits for Reading Failure
• The Best Thing a Parent Can Do to Improve Their Child’s Reading at Home
• What Prevents Many Students From Being Successful With Worksheets
• Why Comic Books Are Too Difficult for Non-Readers
• The Difference Between “Visual” and “Non-Visual” Information
• “Educational Triage”
• “Special Education’s “Dirty Little Secret”
• Phonics’ Number One “Minus
• The Three Elements Generally Missing From “Phonetically Regular” Stories
• The Three Elements That Cause Confusion for Students in “Whole Word” Stories
• The Three Instructional Components Non-Readers Must Be Able to Access Simultaneously
• How to Reduce Reading Materials to Their Simplest Form