EPS School Specialty reading intervention program SPIRE® appears in a recent New York Times article called “Searching for Struggling Readers, One School at a Time.” Discussing the importance of early intervention in developing children’s literacy skills, the article looks at how the New York City public school system is working to support students with dyslexia, detailing two new specialized dyslexia programs opening in Brooklyn, and highlighting one student with dyslexia who benefited from using SPIRE
Providing explicit, systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension, SPIRE helps striving readers succeed. As educators, we recognize the crucial importance of helping all students become strong, confident readers. Reading is the foundation of learning. Many students struggle with reading, which can take a huge toll on their academic success, social-emotional skills, and self-esteem. It’s essential to have an effective reading intervention program in place to support striving readers, students with dyslexia, or any students working to recover from learning loss. Literacy skills are fundamental to achievement in school and in life, and early intervention remains critical for helping students with dyslexia realize their full potential.
SPIRE appears in the New York Times article as a program utilized by the New York City public school system to elevate their support for students with dyslexia. The article reports on one student with dyslexia who uses SPIRE to make progress. SPIRE is particularly effective for students with dyslexia and other students who struggle with reading skills, exactly the groups needing the most support from educators.
For school administrators and district leaders interested in improving literacy outcomes, the New York Times article provides a real-world perspective on the implementation of the SPIRE program’s evidence-based approach. A comprehensive reading curriculum focused on building foundational skills, SPIRE moves students toward growth, proficiency, and mastery.