Overview - PCI READING PROGRAM LEVEL 1 PRINT
Turn Nonreaders into Successful Readers!
The PCI Reading Program is a scientifically research-based curriculum created specifically to teach students with developmental disabilities, autism, and significant learning disabilities to read. Level One teaches 140 basic sight words from the Dolch and Fry lists and "real-world" words through a comprehensive system of repetition, "hands-on" practice, controlled-vocabulary reading, and high-interest activities. Students progress from reading individual words to 8-12 word sentences. Level One includes 28 books, ranging in length from 8 to 12 pages. By the end of Level One, nonreaders will have progressed to approximately a 1.0 reading level.
PCI Reading Program Level One is designed as a one-on-one program and takes at least one full school year to complete.
Learn Five Words and Read a Book
The five-step lesson cycle is based on visual discrimination and is designed to teach students to automatically recognize and correctly pronounce one word at a time. As each new word is learned, previous words are continually reviewed, which promotes both short- and long-term retention. Every word is practiced and reviewed over 100 times. For every five words learned, students are invited to read a full-color book about the everyday life of a contemporary adolescent character.
For Nonreaders of All Ages
The program is designed for nonreaders age 5 to adult, the activities and books feature realistic illustrations, and the story lines encompass important life skills and lessons. The program materials use repetition and review along with frequent praise to guarantee successful learning and to increase students' self-confidence. Students do not need to know the alphabet to begin Level One. The only prerequisites for the program are:
• Students must be able to follow simple, one-sentence directions.
• Students must be able to respond to a teacher request either verbally or by pointing.
• Students must be able to visually discriminate between words.
Level 1 Print Components
|• Scripted Lessons
• Word Building Lessons (Books & M/W CD)
• 5 Student Trace and Read Workbooks
• 2 Program Books
• Read-Aloud Pages
• Reproducible Activity Sheets Binder
• Building Reading Skills Binder
• 140 Word Cards
|• 100 Picture Cards
• 2 Game Mats
• 105 Matching Text & Scene Cards
• Plastic Card Tray & Plastic Viewer
• Comprehensive Tests
• 28 Posttests
• Checklists & Progress Charts
Mac OS 9.2/OS 10.1.5 to 10.4
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"This program rocks!"
by High School CI Teacher
Monday, February 08, 2010
Most of my students are non-readers. This program is building their confidence because they are reading entire books independently. The books are written at extremely low levels, but the graphics and content are age-appropriate.
All students have made improvement in word recognition and fluency.
There isn't much of a comprehension piece. Context clues within the sentences are about all you can use.
3 Customer Reviews
"This is exactly what my son needed."
by All Things Are Possible!
Wednesday, February 18, 2009
When I saw this reading program at an autism conference I knew it was exactly what my son needed. What drew me to this program was that it was designed for children on the spectrum who are visual learners. My ASD son, age 9, was not learning to read using other special education reading programs. The other programs only introduce words in one format and the student learns those words while reading a story book. There was no way to tell if my son had learned the words because by the end of the teaching he had memorized the story and not the words. This program teaches the words in different formats to ensure the student can generalize them into different settings. When the student is able to do this, he is given his first book to read. Each book builds using the previously learned words along with the new words. Brilliant!
The success of any program also depends on the educator. The beauty of this program is that anyone can administer it by following the well written guides. Even I, without any formal teaching training, can implement it and track my son’s progress.
Although we are still in the early phases of this program, we are excited with my son’s progress. My son’s major challenges are hyperactivity, impulsivity and inattentiveness.