our READING PROGRAM

the 4 pillars of our program include:

COMPREHENSION

01

COMPREHENSION

The Quest digital reading program includes an early comprehension series designed to promote reading for meaning. The beginning comprehension digital series booklets provides a variety of exercises while developing new vocabulary.

02

STANDARDIZED

TEST PREP

TEST PREP

Test prep digital booklets are an important part of the Quest online reading program. They are designed to provide practice activities for appropriate application of reading comprehension and test taking strategies.  The exercises cover a variety of word skills and real reading situations that are presented in a typical standardized testing format.

VOCABULARY

03

VOCABULARY

 

The Quest digital vocabulary program creates challenging activities to advance and strengthen basic language skills.

04

GRAMMAR

GRAMMAR

 

Quest Learning Online believes in a direct approach to grammar. This will help to build a strong grammar foundation.  Our program simplifies learning grammar concepts, such as punctuation, capitalization, subject-verb agreement, and verb tenses.  Good sentence construction and sentence diagramming are also addressed.

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Because letter recognition is necessary for children to learn to read, the Quest Learning Online reading program starts with consonants and teaches students to recognize the letters and the letter sounds.

 

In order to read, a child must learn to break the alphabetic code. Our Phonic Tracks digital booklets assist students in a step-by-step method. This method helps students master combining phonetic sounds to decode words. These digital booklets start with the short vowel sounds and provide ample practice words to assist with mastery learning. Research has shown that students who are skilled decoders exhibit increased fluency and improved comprehension.

 

The Dolch sight words are also included in the Learning to Read program. These words are studied in first and second grades so children who master them establish a strong basis for beginner reading.

BUILDING COMPREHENSION, CONFIDENCE, AND FOCUS

 

The National Research Council, the National Institute for Literacy, and the National Reading Panel - a group commissioned by Congress to determine consensus in reading research - identify these as key skills to learn how to read:

PHONICS

Knowing the relationship between the sounds of spoken language and the letters of written language is essential for reading.  Phonics gives your child tools to recognize familiar words quickly and to figure out words not seen before.

WORD RECOGNITION

Many common words in English, such as "the" and "one," do not fit the phonics rules, students need to memorize them.  With increased reading experience, students learn to quickly recognize these and other words.

FLUENCY

To read fluently, your child must not only be able to recognize words instantly, but also be able to divide the text into meaningful chunks.  For example, "lock of hair" must be read as a group of words to make sense.  Fluency is achieved with lots of practice and experience listening to teachers and parents reading aloud.

SPELLING & WRITING

Students increase their personal knowledge of how print works when spelling and writing independently.  At first, they may write "book" as bk because of hearing the /b/ and the /k/ sounds.  With guidance and instruction, they learn both decoding skills and correct spelling recognition.

COMPREHENSION

To read, your child must understand the meaning of the words.  Comprehension is increased as the student discusses and summarizes thoughts about a book or story. Understanding increases as vocabulary usage expands.

The Quest Learning Online reading curriculum addresses all these key skills. Using our Learning to Read program and moving through the vocabulary and comprehension exercises, each student builds a strong foundation to succeed in school.

We believe in our program so much that we developed a quick quiz to ensure that you aren't passing up the right opportunity for your child to reach his/her academic potential.

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