Reading is an unnatural act for the brain. We need a brain-based approach to early literacy instruction. Fluency requires building the connections in the brain that support the complex process of converting printed symbols into active comprehension.
Building these connections is incredibly hard, especially for students with dyslexia, specific language impairment, special needs and low levels of text exposure.
Currently, only 30% of children are leaving elementary school as proficient readers.
Research shows that 95% of students are capable of becoming motivated and masterful readers. For the 60% of students we are failing, the Science of Reading provides a pathway to the lifelong gift of literacy.
Science of Reading isn’t a marketing meme or fad. SoR is about rigorously translating the evolving scientific consensus into classroom practice. Being Science of Reading requires dedication to change, understanding neurolinguistics and a commitment to ongoing learning. At Amira, we aren't slapping-on the slogan, we believe in deeply comprehending and relentlessly implementing the research.
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The team at Amira has spent most of their lives trying to help students read. Many of us worked on Renaissance Accelerated ReaderTM , the first reading software to attain widespread use. We worked on the Renaissance Star assessment. Many of us have spent time in schools, as teachers or principals. Combined, the Amira team has hundreds of years in edtech and education.
Our foundational belief is that edtech should be judged by the impact it produces.
