www.abcread.com

877-AB9-READ

Phonics-based, successful program for all learners – including dyslexic learners.

by Michael Leppert

The ABC Read reading instruction program is a phonics-based system designed to help learners of all ages develop reading, spelling, and pronunciation skills through a structured yet flexible approach. Originally developed by educator Barbara Knobloch after observing her daughter’s reading struggles, the program reflects decades of experimentation with teaching methods aimed at struggling readers. Its design is particularly notable for its emphasis on self-directed learning, visual supports, and multi-sensory instruction—features that make it especially relevant for individuals with Dyslexia.

Here we explore the structure of the ABC Read program, its instructional philosophy, and its unique value for dyslexic learners.

At its core, ABC Read is a phonics-based program. Phonics instruction focuses on teaching the relationship between letters and sounds, enabling learners to decode words systematically. This approach is widely recognized as essential for early reading development, particularly for students who struggle with word recognition.

ABC Read distinguishes itself by combining phonics with visual and multi-sensory techniques. The program uses hand-drawn pictures to represent phonetic sounds, allowing learners to associate abstract sounds with concrete images. According to program descriptions, this “viewing of sounds” provides an additional learning pathway that can accelerate comprehension and retention.

The program is self-paced and after the initial lesson, parents can monitor their child’s progress, but do not have to be hands-on throughout. Delivered through formats such as DVDs, flashcards, and printed materials, it allows learners to progress at their own pace. Lessons are organized into manageable segments, often color-coded, with built-in repetition and review. This structure supports mastery learning, where students revisit material until they achieve fluency.

Instructional Design and Key Features

Several instructional features define the ABC Read approach:

Visual-Phonetic Association

Each phonetic sound is paired with a memorable illustration. These images act as cognitive anchors, helping learners recall sounds more easily. This is particularly useful for students who struggle with abstract symbol processing.

Multi-Sensory Learning

The program incorporates multiple sensory channels, visual (pictures), auditory (spoken sounds), and kinesthetic (active participation). Research in reading education consistently shows that multi-sensory instruction can improve outcomes for struggling readers.

From ABC Creator and reading instructor, Barbara Knobloch:
“The most amazing reading results started to happen when my husband, Knobby, started drawing his silly pictures for phonetic sounds!!! Those students that were able to be with me several times a week, showed rapid improvements!! In a few weeks, their word recognition skills advanced beyond their grade levels. I knew that Knobby had given those students with reading problems and me what we needed!!  … pictures… to help the kids remember all the different reading sounds!!”

3. Repetition and Reinforcement

ABC Read emphasizes repeated exposure to sounds and words. Learners practice spelling and pronouncing sounds multiple times, reinforcing neural pathways associated with reading.

4. Immediate Feedback

The program includes self-tests and structured exercises that provide instant feedback. This helps learners correct errors early and build confidence.

5. Simplification of Phonics Rules

Complex phonetic rules are consolidated into simpler patterns. This reduces cognitive load and makes the learning process more accessible.

6. Self-Paced Progression – Unlimited Revisits of Lessons

Students can revisit lessons as needed, allowing for individualized learning trajectories. This flexibility is particularly important for learners who require more time to master foundational skills.

Understanding Dyslexia and Reading Challenges

To appreciate the value of ABC Read, it is essential to understand the nature of dyslexia. Dyslexia is a neurobiological learning disorder that primarily affects reading and writing. Individuals with dyslexia often struggle with phonological processing — the ability to identify and manipulate speech sounds — which is critical for decoding words.

Common challenges include:

• Difficulty connecting letters to sounds
• Slow or inaccurate reading
• Problems with spelling and word recognition
• Frustration or avoidance of reading tasks

Importantly, dyslexia does not reflect a lack of intelligence. Many individuals with dyslexia possess strong reasoning, creativity, and problem-solving abilities.

Why ABC Read Works for Dyslexic Learners

ABC Read’s design aligns closely with the needs of dyslexic learners. Several aspects of the program make it particularly effective:

Visual Supports Enhance Memory

Dyslexic learners often benefit from visual learning strategies. The program’s use of pictures provides a concrete reference point for abstract sounds, making it easier to encode and retrieve information.

Multi-Sensory Engagement

By engaging multiple senses simultaneously, ABC Read strengthens neural connections involved in reading. This approach is consistent with evidence-based practices used in structured literacy programs.

Emphasis on Phonological Skills

Because dyslexia frequently involves difficulties with phonological processing, explicit phonics instruction is essential. ABC Read’s focus on sound-letter relationships directly targets this core deficit.

Repetition Builds Automaticity

Frequent repetition allows learners to internalize phonetic patterns. Over time, this leads to automatic word recognition, reducing the cognitive effort required for reading.

Reduced Pressure and Increased Autonomy

The self-taught nature of the program can reduce anxiety. Some dyslexic learners experience stress when being closely monitored during reading tasks. ABC Read allows them to practice independently, fostering confidence and persistence.

Adaptability to Individual Learning Styles

Not all dyslexic learners struggle in the same way. The program’s variety of techniques increases the likelihood that each learner will find a strategy that works for them.

Broader Educational Benefits

While ABC Read is particularly beneficial for dyslexic learners, its design supports a wide range of students, including:

• Early readers building foundational skills
• Older students who have developed ineffective reading habits
• Adult learners seeking to improve literacy

The program’s emphasis on simplicity and clarity helps learners “unlearn” inefficient strategies and replace them with systematic decoding skills. Reports from program developers suggest that some learners experience rapid improvements in word recognition and reading confidence after consistent use.

Limitations and Considerations

Despite its strengths, ABC Read should be considered within the broader context of reading instruction. It is not a comprehensive literacy curriculum on its own. For example:

• Comprehension strategies and vocabulary development may require additional instruction
• Younger children may still need guidance from parents or educators
• Individual results can vary depending on the severity of reading difficulties

Educators and parents should view ABC Read as one component of a balanced literacy approach rather than a complete solution.

The ABC Read reading instruction program offers a distinctive blend of phonics-based teaching, visual supports, and multi-sensory learning. Its self-paced structure and emphasis on simplicity make it accessible to a wide range of learners, particularly those who have struggled with traditional methods.

For individuals with dyslexia, the program’s strengths are especially significant. By addressing phonological challenges, incorporating visual memory aids, and allowing flexible progression, ABC Read aligns with many of the principles known to support dyslexic learners effectively.

Ultimately, the value of ABC Read lies in its adaptability. It recognizes that struggling readers are not all the same and provides multiple pathways to success. In doing so, it not only improves reading skills but also restores confidence — an outcome that is just as important as literacy itself. Ω

​Michelle Waugh, PhD: Delivering Personalized Excellence in Tutor Services
https://michellewaughtutor.crd.co/

By Michael Leppert

In today’s increasingly competitive academic environment, personalized learning has become more important than ever. Students face diverse challenges — ranging from gaps in foundational knowledge to the pressure of standardized testing. To aid their children in these diverse academic areas, many families turn to private tutors for tailored support. Within this landscape, dedicated professionals like Dr. Michelle Waugh provide individualized tutor services designed to meet the unique needs of each learner.

Michelle Waugh holds a doctorate in biology and a California multiple-subject teaching credential. She brings over 20 years of experience as a teacher, instructional assistant, substitute teacher, and tutor in both in-person and online settings, specializing in supporting students with special needs and English as a Second Language needs.

Her 20-plus years of hands-on experience in all instructional settings, has developed her skills, blending patience, empathy, and proven teaching strategies to help children overcome academic and personal challenges.

Michelle works closely with parents, creating individualized plans that not only improve learning outcomes but also build confidence and independence. Her commitment goes beyond academics, as she focuses on nurturing each student’s unique strengths, ensuring they feel understood, supported, and capable of success. Her students’ ages span from preschool to college graduates; her extensive background has enabled her to work enthusiastically with such a broad spectrum of student needs and teaching techniques.

The Role of a Private Tutor

A private tutor is more than a homework helper. Tutors provide one-on-one instruction that is customized to a student’s learning style, pace, and academic goals. Unlike traditional classroom settings, where teachers must divide attention among many students, tutoring allows for one-on-one, focused engagement and targeted improvement.

Tutors often:

• Reinforce classroom material
• Help students understand difficult concepts
• Provide additional practice and feedback
• Prepare students for exams such as the SAT or ACT

Michelle Waugh’s tutoring services reflect these core responsibilities, emphasizing personalized instruction and measurable academic progress, as well as nurturing the non-academic areas of confidence and self-esteem, which contribute to life-long success in mental health and work.

Personalized Learning as a Core Philosophy

One of the defining characteristics of effective tutoring is personalization. Each student learns differently, and successful tutors adapt their teaching strategies accordingly. Michelle Waugh fashions her tutoring service to each student’s learning style, existing strengths, weaknesses, academic needs and personality. Dr. Waugh adjusts her tutoring agenda as the student progresses, to constantly match his/her needs.

Personalization may include:

• Diagnostic assessments to identify strengths and weaknesses
• Tailored lesson plans
• Flexible pacing
• Continuous feedback and adjustment

This individualized approach is particularly beneficial for students who struggle in traditional classroom environments or who need enrichment beyond standard curricula.

Subjects and Areas of Expertise

Tutors like Michelle Waugh often provide support across a wide range of subjects. Common areas include:

• Mathematics — from basic arithmetic to algebra
• English and writing
• Science — biology
• Test preparation (SAT, ACT, and other standardized exams)

Many tutoring services also extend beyond academics to include study skills, time management, and confidence building. This holistic approach helps students develop not only subject knowledge but also lifelong learning habits.

Large tutoring networks demonstrate the breadth of available subjects, offering instruction in everything from core academics to specialized skills and extracurricular interests . A tutor like Michelle Waugh may similarly adapt her offerings based on student demand and expertise.

Flexible Delivery: In-Person and Online

The advancements in technology allow Michelle to offer instruction both in-person (10-mile radius from Mission Viejo, CA) and online, giving students greater flexibility.

This flexibility allows Dr. Waugh to reach a wider range of students and accommodate busy schedules. Whether meeting face-to-face or virtually, the goal remains the same: Providing effective, personalized instruction.

Benefits of Dr. Waugh’s Tutor Services

The impact of high-quality tutoring is significant. Students who receive individualized support experience:

1. Improved Academic Performance

Targeted instruction helps students master difficult concepts and improve grades.

2. Increased Confidence

As students gain understanding, their confidence grows, lasting a lifetime and leading to greater participation and motivation in many areas of life.

3. Better Study Habits

Tutors often teach organizational and study skills that benefit students across all subjects.

4. Test Preparation Success
Focused practice and strategies significantly improve standardized test scores.

Michelle’s tutoring services are particularly valuable for students who:

• Are falling behind in class
• Need enrichment or advanced challenges
• Are preparing for major exams
• Learn better in one-on-one settings

Michelle offers the following extensive array of tutoring services:

Homework Help – Elementary through middle school
Reading & Writing – Phonics, comprehension, grammar, and essay writing
Math & Science – From general math to algebra and biology
Special Needs Support – ASD, ADHD, OCD, dyslexia, ELD, and GATE programs
Study Skills – Strategies for academic independence and success

The Importance of Tutor-Student Relationships

A key factor in successful tutoring is the relationship between tutor and student. Trust, communication, and mutual respect are essential for effective learning.

Michelle Waugh prioritizes:

• Building rapport with students
• Creating a supportive and encouraging environment
• Adapting and revising teaching approaches to individual personalities and growth

When students feel comfortable asking questions and making mistakes, they are more likely to engage deeply with the material and achieve lasting improvement.

Professional Standards and Quality Assurance

Dr. Waugh’s own academic background and her application of that knowledge to classroom teaching and tutoring for over 20 years, give her exemplary qualifications to tutor your child and any other, needing one-on-one attention and guidance. Visit her website and contact her for your child’s future: https://michellewaughtutor.crd.co/ Ω

 

[Howard Gardner is an American developmental psychologist and a professor at Harvard University. He has held various research positions there since the late 1970s.

Gardner is best known for his theory of multiple intelligences, originally presented in his 1983 book Frames of Mind: The Theory of Multiple Intelligences.

Gardner retired from teaching in 2019.  He continues his research and writing, including many blogs.]

While a parent’s main focus on this topic might be for the benefit of the children, adults gain life skills from knowledge of the multiple intelligences. You can gain career guidance from knowing the main intelligences that you possess. You understand yourself and your spouse more clearly as you analyze your personality and inner self through this prism.

Main Intelligence vs. Main Learning Style
According to Gardner, the difference between the main Intelligence and your main Learning style is that the Intelligence is an intellectual ability and a Learning Style is the way in which an individual approaches a range of tasks.

Original 7 Intelligences
In 1983, the Harvard Developmental Psychologist, Howard Gardner, put forth his theory of 7 multiple intelligences in his book “Frames of Mind”. Here is the list of those 7:

Logical-mathematical intelligence
People with this intelligence as their primary,

• Demonstrate mathematical aptitude
• Like problem-solving and understanding what makes things tick
• Enjoy puzzles and manipulatives
• Gravitate toward computer technology

Linguistic intelligence (aka Word Smart)

• Creative writing
• Debates & Public Speaking
• Enjoys words and word games
• Likes reading & Spelling

Spatial Intelligence

• Ability to envision objects in the mind’s eye & move them or examine them
• City Planners and architects need this intelligence to perform their work
• Dancers have this intelligence well-developed
• Da Vinci and other painters also possess a high degree of spatial intelligence

Musical Intelligence

• Might have perfect pitch or perfect relative pitch
• Sees rhythmic patterns
• Enjoy the SOUND of language, such as poetry
• Good singing voice. Sensitive to mood and nuance of music

Bodily-kinesthetic Intelligence

• Excels at sports, has good fine-motor skills
• Likes to move; dance, wiggle
• Using a bouncy ball for a chair; hand grippers aid learning
• Has excellent control over his body
• Learns best through movement

Intrapersonal Intelligence (Self Smart)

• Likes to spend time along, thinking
• Prefers working alone
• Good at understanding self
• Learns best through self-exploration, reflection, journaling

Interpersonal Intelligence (People Smart)

• Good communicator
• Diplomatic Empathetic
• Likes group projects
• Good negotiator. Has lots of friends

Later, Gardner added 2 more to the original 7:
Naturalistic Intelligence

• Ability to deal with elements of the environment in detail
• Deep concern for the environment
• Like to be in nature as much as possible
• Excel at identifying plants – natural leaders & authors of foraging books, etc.

Existential Intelligence

• Deep sensitivity & curiosity about the meaning of existence
• One of the most complex Intelligences in Gardner’s research
• Are comfortable discussing serious questions and strive to find answers
• Includes desire to explore & answer what happens after death

 

Over forty-five years ago Soar was founded by Jonathan Jones, an adult with a learning disability who believed that focusing on an individual’s strengths, rather than deficits, was critical in ensuring success.

Jonathan and his wife purposely wanted SOAR to be a non-profit organization to have the capacity to reach out to families in need. Over the years SOAR’s programs have adapted for the specific needs of the LD and ADHD youth we serve.

Our understanding of this population is in everything we do at SOAR—it’s in the way we approach challenges and adventures, in the way we structure each day, in the way we handle conflicts, and in the way we celebrate each participant’s abilities.

SOAR is the world’s premier ADHD and Learning Difference adventure program offering  accredited ADHD Summer Camp Courses.  SOAR is also home to The Academy at SOAR, our private boarding school and GAP Year at SOAR. Our outdoor adventure based programs provide academic instruction, experiential education, and life skills development for youth and young adults ages 8-25.

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By John Willson, M.S. LRT/CTRS, visit soarnc.org

Understanding Experiential and Kinesthetic Learning Preferences

For many students, traditional education—centered around lectures, textbooks, and rote memorization—does not effectively foster engagement or long-term comprehension. This is particularly true for students with ADHD and learning differences, who often thrive in environments that emphasize experiential and kinesthetic learning.

Experiential learning is a process in which students gain knowledge and skills through direct experience and reflection. This hands-on approach allows learners to connect concepts with real-world applications, making the information more meaningful and easier to retain. John Dewey, the father of our educational systems, understood the power of experiential education and the importance of learning through experience, utilizing a hands on approach.

Kinesthetic learning, a subset of experiential learning, involves learning through movement and physical activity. Kinesthetic learners benefit from interactive experiences such as hands-on projects, role-playing, outdoor exploration, and team-building exercises. This approach is particularly effective for individuals with ADHD, as it leverages their natural inclination toward movement and engagement, turning potential distractions into assets for learning.

SOAR: Pioneering Experiential Learning for Students with ADHD and Learning Differences

One of the most outstanding programs that embraces experiential and kinesthetic learning is SOAR (Success Oriented Achievement Realized). Established in 1977, SOAR (soarnc.org) provides unique learning environments tailored for students with ADHD and other learning differences. Through adventure-based education, SOAR empowers students to develop self-confidence, problem-solving skills, social competence, and resilience.

SOAR offers three primary programs, each designed to nurture growth, academic success, and life skills through experiential learning:

1. The Academy at SOAR: A Strength-Based Approach to Learning

The Academy at SOAR is an accredited boarding school for students in grades 7-12 who have ADHD and /or learning challenges. Unlike traditional schools, the Academy employs a strength-based, hands-on curriculum that incorporates outdoor adventures and real-world applications to make learning both engaging and practical.

Key Features of The Academy at SOAR:

• Adventure-Based Academics: Subjects like science and math are integrated into field studies, outdoor activities, and real-world experiences, making concepts easier to understand.
• Small Class Sizes: With a 1:4 teacher-to-student ratio, students receive individualized attention and customized learning strategies.
• Executive Functioning Development: Students engage in time management, organization, and goal-setting exercises to strengthen executive functioning skills essential for academic and life success.
• Outdoor Expeditions: Students spend two weeks in a regular classroom environment and then embark on 14-day expeditions, including backpacking, canoeing, and rock climbing, to develop teamwork, leadership, and resilience.
• Emphasis on Social Growth: Through structured social interactions and mentorship, students build confidence and develop essential interpersonal skills.

By incorporating movement-based learning and adventure education, the Academy helps students improve focus, build self-esteem, and achieve academic success in ways traditional classrooms often fail to provide.

2. The Gap Year at SOAR: Building Independence and Life Skills

For young adults (ages 18-24) who could use some additional time to transition successfully into college, careers, or independent living, SOAR’s Gap Year Program provides a structured and supportive environment designed to foster growth, self-reliance, and acquire the life skills necessary to find success as they embark on whatever path they choose.

Why Choose SOAR’s Gap Year Program?

• Experiential Learning & Travel: Students participate in service projects, outdoor expeditions, and internships in locations across the United States, Costa Rica, and beyond.
• Executive Functioning Coaching: A core focus is on time management, organization, and independent living skills, ensuring students develop strategies for success in higher education or the workforce.
• Career and College Readiness: Students receive guidance on resume-building, interview preparation, and college applications, along with financial literacy and budgeting lessons.
• Hands-On Problem Solving: The program fosters self-advocacy and decision-making skills through real-world challenges and responsibilities.
• Mentorship and Social Development: Participants engage in team-building exercises, personal coaching, and leadership training, enhancing their social confidence and emotional intelligence.

Through a combination of travel, outdoor adventures, and real-world skill-building, SOAR’s Gap Year Program empowers young adults to develop confidence, independence, and the tools needed to thrive in life beyond high school.

3. Summer Programs at SOAR: Adventure-Based Learning in Action

SOAR’s summer camps provide an immersive, adventure-based experience for youth ages 8-18 with ADHD and learning differences. These programs emphasize personal growth, skill-building, and outdoor exploration.

Highlights of SOAR’s Summer Programs:

• Outdoor Adventures: Activities such as backpacking, whitewater rafting, rock climbing, and horseback riding teach perseverance and resilience.
• Small Group Dynamics: Campers are grouped into small teams of six to eight participants with two instructors, ensuring personalized attention and the development of meaningful friendships.
• Skill Development: Campers gain skills in problem-solving, teamwork, perseverance, communication, and leadership while fostering independence and confidence.
• Personal Growth & Reflection: Each camper participates in goal-setting activities, personal reflections, and focus on their gifts as they recognize their achievements.
• Supportive and Understanding Environment: Camp staff are trained in ADHD-friendly teaching strategies, ensuring a positive, encouraging experience for every participant at a ratio of one instructor for every four campers.

SOAR’s summer camps provide an ideal opportunity for children and teens to engage in experiential learning, embrace challenges, and develop a strong sense of self in a supportive and fun setting.

Why SOAR’s Approach Works for ADHD and Learning Differences

SOAR’s programs are uniquely effective because they align with the strengths and needs of students with ADHD and learning differences:

• Movement and Engagement: By incorporating physical activity and real-world experiences, SOAR ensures that learning is dynamic, engaging, and impactful.
• Hands-On Learning: The experiential model allows students to see, touch, and experience concepts firsthand, making retention and understanding more natural.
• Structured Support & Independence: Programs balance structured guidance with opportunities for self-reliance, teaching participants essential life skills.
• Confidence and Social Skills: By fostering teamwork, self-awareness, and leadership, SOAR helps students develop the confidence and interpersonal skills needed for success.

A Transformative Educational Experience

For students who struggle in conventional educational settings, SOAR provides an alternative that nurtures strengths, builds confidence, and empowers individuals to reach their full potential. Through its Academy, Gap Year, and Summer Programs, SOAR continues to redefine learning by integrating adventure, experiential education, and personal growth into every experience.

If you or a loved one could benefit from an environment that embraces kinesthetic and experiential learning, SOAR offers a pathway to success that is engaging, effective, and truly transformative. To learn more, visit soarnc.org.

www.easygrammar.com

by Mary and Michael Leppert

67 colorful hard, coated cards, 4.5” H x 2.75” W and Information Cards.

Irregular verbs are one of the true challenges in grammar, whether English, Spanish or other languages. This category of verbs have to be memorized individually. Unlike regular verbs, there is no pattern to these verbs – in other words, they are not regular!

Dr. Wanda Phillips, founder and owner of Easy Grammar Systems, has developed this card deck to offer all students a way to learn the concept of irregularity and easily memorize the verb forms themselves with practice.

Here is an example from the card deck list of 25 verbs:

Present Tense begin break choose know

Past Tense began broke chose knew

Past Participle begun broken chosen known

Often, the past participle includes the word “had” or “have” before the verb. Therefore, “had begun,” “had broken,” or “have begun,” “have broken,” etc. The game does not use these auxiliary words, but sticks to the verb itself.

You see, each tense is different and has to be memorized, so you can speak and write correctly without hesitation. Just as in the multiplication tables, if you have to stop and think too often – you don’t know the material.

The game consists of placing the shuffled deck of 67 cards face up. The instructor states the verb, the player will place 3 cards of the verb form in the correct order as shown above – present, past, past participle. Then, the student says, “Today I begin,” “Yesterday I began,” or “Last week I had begun.”

This aids in memory and understanding the sounds of the irregular forms. Once you really grasp the correct sound of the past participle, you won’t forget it. One incorrect example I hear frequently is “had went” instead of “had gone.” Once you play the Easy Grammar Game a few times, you will come to have the same awareness of correct or incorrect irregular verb usage.

The Irregular Verb Game makes learning these challenging word forms easy and enjoyable. Grammar, although one of the most daunting academic topics, is also one of the most enjoyable to master. Nothing makes a person stand out with confidence and knowledge quite like a skillful use of his/her language.

Visit Easy Grammar Systems’ website, www.easygrammar.com, to see their complete line of grammar instruction products – books, videos, and others and dive into mastery!