Exemplary Center for Reading Instruction

Parent Resources/Homeschooling Materials

Print/Manuscript Handwriting Workbook

This handwriting workbook is designed to aid homeschooling parents to effectively teach the print (or manuscript) handwriting skills to their child(ren). Suitable for grades K-3.

Cursive Handwriting Workbook

This handwriting workbook is designed to aid homeschooling parents to effectively teach cursive handwriting or penmanship skills to their child(ren). Suitable for grades 3-12.

Start Reading: Set A (5 Storybooks and 5 Workbooks)

Start Reading is a comprehensive system to teach beginning readers. Set A includes the stories Ann, Top Dog, Tip, Up and Up, and Get Set, with an emphasis on short vowel sounds.

Start Reading: Set B (5 Storybooks and 5 Workbooks)

Start Reading is a comprehensive system to teach beginning readers. Set B includes the stories Red Plane, Green Jeep, White Bike, Blue Boat, and Brown Mule, with an emphasis on long vowel sounds.

Start Reading: Set C (5 Storybooks and 5 Workbooks)

Start Reading is a comprehensive system to teach beginning readers. Set C includes the stories The Whale, The Shark, The Chimp, The Queen, and The Thing, with an emphasis on digraphs.

Start Reading Full Series (15 Storybooks and 15 Workbooks)

A comprehensive system to teach beginning readers. The full series includes all stories from Sets A, B, and C with an emphasis on short and long vowel sounds, as well as digraphs.

Start Reading Instructor's Manual

The Start Reading Instructor's Manual includes procedures and directives for teaching letter names, sounds, new words, spelling, and handwriting skills.

Keyboarding, Reading, and Spelling (KRS) Software

Keyboarding, Reading, and Spelling (KRS) is an instructional program that enhances reading achievement and keyboard skills. The program uses a phonetic approach to reading, with the computer being an essential component of the instructional process.

Item Details

Keyboarding, Reading, and Spelling (KRS) Software

Item Description

Keyboarding, Reading, Spelling (KRS) is an instructional program that enhances reading achievement and keyboard skills. The program uses a phonetic approach to reading, with the computer being an essential component of the instructional process. The computer does not replace the parent or teacher in instructing, but rather provides opportunities for children to master skills through reinforced practice. The software runs in any Javascript enabled Web Browser from a local file and may require a CD-ROM or USB thumb drive to install (or could be e-mailed as a zip file upon request). It can also be run from a web server on a Local Area Network according to licensing.

The program works whether on a stand-alone computer for individuals or for an entire class such as in a computer lab in the school. Although the parent or teacher teaches some skills, children are independent as they work at the computer. A full-sized keyboard is expected. KRS will help ensure students’ competency in reading, writing and communicating and proper touch-type keyboarding skills.

The teacher's guide includes all necessary materials for parents or teachers to effectively instruct children before and during computer use.

Prior Evidence of Effectiveness

Students in grade 1, using the typewriter version of the program, demonstrate reading achievement scores, as measured by the CAT, that are higher than scores of students in a true control group, at a statistically significant level (p<.01).

Students in grade 3, using the microcomputer version of the program, demonstrate reading comprehension and speed-and-accuracy scores, as measured by the Gates-MacGinitie Reading Tests, that are higher than scores of students in a non-equivalent control group, at a statistically significant level (p<.01). Typewriting and computer usage skills are also statistically significant for the experimental group when compared to the control group. Visual and auditory memory skills improve significantly.

Students in grades 1 through 6 using the KRS program demonstrate reading vocabulary, comprehension, and language skills scores, as measured by the Metropolitan Achievement Test, significantly higher (p<.01) than scores of control students who also spent an equal amount of time in the computer lab in other computer programs. Computer usage and typing skills are also statistically significant for the experimental group when compared to the control group.