Executive Summary

By Dr. Jerry Treadway

  1. From 2004 to 2006, The Regents of the University of California was willing to conduct rigorous testing and analysis with reading experts of the California Reading and Literature Program (CRLP) of two products, Adventure Phonics and Master English, because it recognized the potential of these two products to improve a student’s reading skills.
  2. After the pilot programs, consisting of pre and post testing of students and teachers were conducted throughout California, the University found that Adventure Phonics and Master English produced significant positive results.
    1. So the Adventure Phonics and Master English programs proved effective in improving students’ knowledge of basic phonic skills. It also proved effective with tutors who did not have specific training in teaching reading, and also showed that some students might master the activities with fewer minutes of instruction then they received during the study, and should graduate to the next level of phonic skills training.
  3. After the initial analysis, the reason the University of California was interested in being involved in the further development of an after school program is due to the successful results of the rigorous testing and evaluation.
  4. Statistical analysis and program director interviews concluded that the best plan of action is to fold Adventure Phonics and portions of Master English into a single set of phonic skills materials specifically designed for after school programs.
  5. It was determined the goals of the development of a new after school reading product would consist of the following aspects which parallel the sequence of the classroom curriculum training measured by standards of California Basic Phonics Skills Test (BPST).
    1. That programs be affordable: The intention being that after-school programs with sparse resources could still afford the program.
    2. That programs be accessible: The programs must contain activities that can used easily by staff who have varying amounts of tutoring skills and experiences in reading instruction.
    3. That programs be comprehensible: The programs should address a broad range of literacy skills and strategies that focus on both decoding and comprehension.
    4. That programs be complementary: The programs should enhance the literacy skills and strategies that students are already learning in their classrooms.
    5. That programs be supportive: The programs should be aligned with the California State academic standards and the state adopted reading programs.
  6. After more than three years of continuous development and testing, the International Literacy Project and The Regents of the University of California have co-developed an after school reading program of exceptional merit called “Get Set Read.”
  7. Like none other, it is believed that “Get Set Read” will improve the effectiveness of teachers/tutors by extending the instructional day in a different way giving students a new fun interactive way of practicing their reading skills.
  8. The International Literacy Project and The Regents of the University of California are committed to the continual development of this after school reading program by adding supportive components such as “Get Set Spell” and other products that will further develop comprehension and vocabulary skills.

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