INSTRUCTORS

• Affordable – As low as $17 per annual student license
• Adaptable – Great Leaps can be implemented before, during, or after school with staff or even volunteers
• Data-Driven – Charts are kept to gauge student progress and can be used to predict future growth
• Efficient – All it takes is 15 minutes a day, 3-5 days a week
• Simple – Great Leaps has been implemented successfully by specialists, teachers, paraprofessionals, and volunteers

STUDENTS

• Engaging Activities – Great Leaps only uses high-interest material to make learning fun
• Attention Span – Working just 15 minutes or less a day means students stay more focused and engaged
• Improved Confidence – Individualized attention and positive reinforcement builds confidence and motivation
• Academic Growth – Learning to read and improving expressive language improves student performance in all classes
• Behavior – Academic confidence often leads to a decrease in referrals
• Foundation – The science of reading shows that phonological awareness and vocabulary development are critical to a student's foundation in reading and comprehension

PROGRAM

• Alphabet, phonological awareness exercises that get increasingly difficult followed by oral expression activities
• Access for 1 calendar year with automatic charting, fidelity warnings, and the ability to transfer a license if a student moves or graduates the program.

PROCEDURE

• Depending on the student's need the instructor will begin with appropriate alphabet activities, then complete a timed phonological awareness exercise followed by an oral expression activity
• Response counts and errors are recorded after each submission but the phonological awareness activities are currently not charted. 
  

PROVEN TEACHING METHODS

• Immediate Correction when an error is made
• Modeling sections the student is struggling with using the neural impress method
• Constant positive reinforcement to build confidence and motivation

RESEARCH & EVIDENCE BASED

• The Effects of a Fluency Intervention Program on the Fluency and Comprehension Outcomes of Middle-School Students with Severe Reading Deficits by Sally A. Spencer California State University; Northridge and Franklin R. Manis University of Southern California
• Effects of a Reading Fluency Intervention for Middle Schoolers with Specific Learning Disabilities by Cecil D. Mercer, Kenneth U. Campbell, M. David Miller, Kenneth D. Mercer, and Holly B. Lane
• Served over 500,000 students for over 20 years
• Utilizes precision teaching methods

INDIVIDUALIZED INSTRUCTION

• The most important thing in a student's progress is an engaged instructor
• Positive reinforcement from an instructor is what builds a student's confidence and improves their relationship with learning and education
• One-on-one instruction ensures the student’s focus and effort whereas a computer program alone cannot
• Teaching practices such as modeling and immediate correction are also best done by a caring instructor

EMERGENT READER LICENSE INCLUDES

• One year transferable license to the Great Leaps Emergent Reader Program
• 40 Alphabet Lessons
• 75 Sound Awareness Activities
• 70 Oral Expression Activities