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My daughter was in Seventh Grade when we
started with Corrective Reading Institute (CRI). When she first began her
prescribed program, she had a total lack of confidence and now she knows she
can read better. When she started, she was reading at a second grade level and
now she's only one grade below her normal now (She just finished eighth
grade). She enjoys reading a little bit now. The learning process was very
efficient after diagnosis. This year has been the first year that she's been
in a regular classroom. Last year was the first year she was in a science
class and she earned a C. We are thrilled! Thank you Corrective Reading
Institute and Nancy Meacham! Lynn R., Washington
Before I started reading lessons with
Mrs. Meacham, I had ADHD, couldn't concentrate, and wasn't doing very well in
school. I was in eleventh grade. After a couple months of instruction, I could
concentrate better, understand more, and did better in school. I am starting
college in the fall of 2005.
Jordan K., Washington
When my daughter, Lynne, began Corrective
Reading Institute, her reading level was third grade first month. She received
tutoring twice a week for seven weeks. During that time she progressed to a
ninth grade third month reading level. She's grown up now and has an excellent
job. Thank you Corrective Reading Institute!
Mrs. McNeill, South Carolina
I found Corrective Reading Institute when
I failed the entrance exams to Medical School. Mrs. Meacham ran me through
some tests, and worked with me for six weekly sessions to remediate the gaps
in my reading. I recall working on prefixes, suffixes and Latin roots. I soon
gained admission to medical school and am a family practice physician today,
thanks to Nancy Meacham.
Carlos D., Georgia
Bethany is a more confident reader now
and is not taking a whole lot of time in reading big words. Before she tried
to sound everything out but couldn't. Now she's just reading and doing much
better. Mrs. Meacham's involvement and interaction with the children is
awesome -they want to learn instead of being forced to learn. She gets all her
homework done at school now instead of taking forever at home. The period of
time from start to finish was a short time from beginning to end and she
improved from fifth grade level to ninth grade level. She's in seventh grade.
Richard M., Washington
I'm a second grade teacher. Seventeen out
of forty-four (I have two half day classes) of my students needed remedial
reading help this year. In the past, I might have one or two students get
better in reading out of that group. However, Mrs.Meacham was hired this year
with a government grant to remediate everyone in our Japanese immersion school
who wasn't reading English at grade level. Within two months, EVERY SINGLE
CHILD WAS READING AT GRADE LEVEL, even the little boy that I thought was
incapable of learning, much less sitting still. Her techniques work!
Jan K., Oregon
My seven year old son, Taylor, totally
lacked confidence in reading until Nancy Meacham agreed upon much pressure to
tutor him.(She normally doesn't work with children until they are eight years
old.) Now, three months later, he reads things he never thought possible with
confidence. Thank you, Nancy!
Amy V., Washington
When we started coming to see Nancy at
Corrective Reading Institute, Reed, age 11, (who has leukodystrophy and severe
attention deficit problems as well as behavior problems) had regressed to not
reading at all for three years. (Before he could read and spell three letter
words), now [sic] that we have been working with Nancy's program, Reed can
read three to six letter words, he knows that most words that end with an 'e',
the vowel is long sounding, he can write more words (copying) in a shorter
space of time, he can count money, he has learned the days of the week, he is
learning more about time, double digit math and carrying over. He has allowed
someone to read out loud to him. (For three years no one could read to him.)
Reed's behavior has improved by leaps and bounds. Without the reading program
that Nancy is introducing us to, Reed would not be doing as well in all of the
above areas. In the three months that we have been coming to see Nancy and
three months of at home and over the phone time (health problems) I look on as
a blessing. We will continue to work with Nancy for as long as she will have
us. I have hopes of increasing our work time with her. (At home Reed has spent
approximately fifteen hours practicing the reading materials. I have made
enlarged flash cards to help with this as Reed's eyesight is impaired). THANK
YOU SO MUCH NANCY.
Phyllis B., Washington
I hired Nancy for a part-time reading
teacher position in October, 2002. I believe her documented successes with her
students accounted for the adults in our building valuing her work. Nancy
participated in PTO and staff meetings upon my request to share her unique,
but effective reading program. We referred students to her who had omissions
in their reading learning experiences and who needed an extra infusion of
focused attention and practice in a small group setting. My daughter, a third
grader at the time, was in Mrs. Meacham's program; therefore I have first hand
knowledge of the impact of her work. As a result of her attendance in that
class, my daughter volunteers to read in her classes and tended to Nancy's
homework before her regular evening homework assignments. My daughter enjoyed
the flash cards Mrs. Meacham directed students to design for practicing
specific phonemic sounds. Sometimes on weekends my daughter would ask my wife
and me to time and note the number of words she was able to sound out
correctly. The results of improved reading-related test scores of her students
were impressive. However our attempts to rehire Nancy for the next year were
thwarted by budget cuts. Mr. N. Bolton, Oregon Yujin Gakuen Japanese Language
Immersion Elementary School
It is with pleasure that I write this
letter of recommendation for Nancy Meacham. Nancy worked as a volunteer
Reading Instructor at Churchill High School during the 2001-02 school year.
During the year Nancy spent at Churchill we were beginning an intervention
based reading program for 9th graders. I can say without hesitation, that
without Nancy the program would have failed. Nancy stepped in and volunteered
her time when we needed staffing and support. Due to Nancy's extensive
teaching background she was able to quickly connect with students and create a
curriculum that proved to be highly effective for her students. Nancy's
volunteer duties and contributions far exceeded our initial hopes and
expectations. In addition to volunteering her time to teach the Reading class,
Nancy used her curriculum expertise to help us develop our curriculum, and
developed, administered and scored reading assessments for 9th graders. Nancy
attended and participated in meetings for our reading intervention program as
well, and she became an important part of our student intervention team. Sloan
J. Presidio, Assistant Principal, Churchill High School, Eugene, Oregon
After working with Mrs. Meacham, I am
doing much better at my studies, have much more confidence, and am accepted at
college for the fall term.
Jacob K., Washington
I worked last year with Nancy at
Churchill High School. She was one of my steadfast volunteers in the tutoring
lab. This lab was designed to help mainly freshman students who struggled in
classes due to reading and comprehension challenges. Nancy has an incredible
way of engaging students. She is innovative and very organized. It is good to
know that Nancy is also very dependable. She gave much of her time and was
devoted to the students in her program. I was also impressed with her program
itself. The design of this program is to target the reading level of the
student, then progression is followed in such a way as to motivate that
student. We experienced great successes with several students, including a
group of boys whose behavior was indeed a challenge as well.(All students
improved at least one year in six months of tutoring. One boy improved more
than five years worth of reading skills in those six months. Nancy would come
in one day a week and leave instructions for the other volunteers to
accomplish with these students as the volunteers were available.)
Debra Stoll, Oregon
I am a fourth grade teacher at a language
immersion school. Students are in my class half the curricular day and spend
the other half in our target language, Japanese. Basically, I teach two half
days. While many of our students are fast, capable learners, students that are
below grade-level in reading are a priority and top concern, especially in
light of our time constraints. Nancy provided an outstanding service to the
fourth grade students she taught this year. Students usually view pull-out
programs negatively but Nancy's abilities soon became evident after the first
few sessions. My low readers were excited and proud to be part of Nancy's
Nifty Readers. Nancy has developed and honed a highly effective and systematic
reading program that develops each individual student's potential. The results
of Nancy's tutoring are objective. The pre and post test data show many of my
students making leaps in their reading ability. The result of Nancy's
influence is also anecdotal. One fourth grade boy, upon learning he was
graduating from the Nifty Readers, decided to keep attending Nancy's group
because he enjoyed it so much. In another instance, the parents of a student
receiving tutoring requested he be graduated, thinking it would boost his
self-esteem. In an attempt to go along with the parents, I told their son that
he was finished with Nancy's group and had completed the program. To my
surprise, he opted to finish out the month - he informed me there was more he
had to accomplish! Nancy is more than just a Reading Teacher. She is an
outstanding veteran teacher with excellent classroom management skills. She
possesses high energy, savvy, and the necessary people skills to find her
niche and succeed in any school. I have enjoyed working with her and am sad
she is leaving.
Brian G., Oregon
Before we came to Corrective Reading
Institute, Maura was memorizing words, not learning it. Nancy Meacham realized
what Maura's problem was, and made her learn the fundamentals of phonics. She
then made her sound out words. Her reading ability grew substantially. Nancy
pointed out areas that, for quite some time, she was doing incorrectly. We had
seen a couple of different specialists before Nancy but learning wasn't so
rapid as with Nancy. The others worked with her much longer but she improved
much less. Now words will come up and she'll ask, "What does that mean?" The
thing I'm most thrilled about is that Maura's comprehension is there, whereas
before she started with Mrs. Meacham, she didn't have any idea what she just
read. I totally recommend Corrective Reading Institute's program.
Lynn R., Felida, Washington
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