From the Classroom: Teacher Thoughts
My students and I are very grateful that you produced this series. It had many interesting and fun books to read. The characters in the books were very interesting and the students thought they were "cool." The combination of factual and fictional stories kept the students in suspense of what the next story would be about. This series is a great tool for my third-graders. I recommend it for anyone who has children in their class with reading troubles.
Eric Gagnon
Turner Primary School
Turner, Maine
Soar to Success has been a very successful tool for assisting those students who have been labeled as the "bottom of the barrel." The program has given many students an opportunity to say, "I can read!" "I do understand." "Reading is fun." Thank you Houghton Mifflin for a wonderful program.
Candace
Alston Middle School
Summerville, SC
Soar to Success is a wonderful vehicle for students, staff and the total learning community. The process. . . .will be life changing for classrooms! Hooray!!
Lynn O'Connor
Somerton School District
Somerton, Arizona
This is the first time in 26 years I have seen an intervention program that actually helps kids! I'm excited about the possiblity of seeing children succeed. Bravo Houghton Mifflin!
Delores Allison
Unionville elementary
Unionville, Indiana
The structure and systematic approach that Soar to Success provides will allow for success in literacy. I am excited to start the program and watch my Title kids Soar. Thanks. This is what I've been looking for!
Haley Hall
Bethany, Oklahoma
My association with Soar to Success began with training to serve as a coach/district coordinator during the research year in 1996-97. It was exciting to see the concerns that I had heard and observed regarding intermediate reading instruction turned into a program that addressed those needs. As I worked with the two fourth-grade teachers who had volunteered to take this on, I was amazed at how effective the strategies were in terms of providing appropriate intervention for struggling fourth-grade readers. The combination of high interest/instructional level materials, graphic organizers, and Reciprocal Teaching was a powerful formula that produced dramatic changes in these students. Having the opportunity to observe the changes as a coach would have been rewarding enough, but when we compared the CTBS scores for our research and pilot students between third and fourth grade, we found that while the control group showed an average gain of nine months in their comprehension scores, the research group grew eighteen months.
Jake van Ruiten
Curriculum Coordinator
Rio Linda Union School District
Rio Linda, California
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