Getting to the Core of Reading Difficulties:
The Old Schoolhouse Interviews Matthew Glavach, PhD
by Christine Field
Have you tried to teach an older child to read? They quickly tire of reading about
S-a-m and his c-a-t. There has to be a way to get these children involved in reading
while immersing them in more grown-up content.
Dr. Glavach saw this need and dedicated himself to producing such materials. He
has a master’s degree in special education and a doctorate in psychology.
He is the author or coauthor of more than 30 educational programs, including the
highly acclaimed Core Reading System.
TOS: I can only imagine the frustration of the middle school child
who cannot read adequately. What led you to the work of helping this group of struggling
readers?
Dr. Glavach: I began teaching as a science teacher in an inner-city
high school where more than half of the students could not read or comprehend the
textbooks. Their frustration with being disconnected from textbooks often resulted
in trouble-making and recalcitrant behavior. The hard work and small successes of
my beginning teaching year had a profound effect on my life. I realized that I wanted
to help make struggling middle school and high school students’ lives more
productive and meaningful by developing programs that worked for them. The programs
quickly would improve students’ reading, connect them to the textbooks, and
eliminate their frustration and failure.
TOS: The world moves so fast, and the child who cannot keep up
with reading will be left in the dust in so many areas of life. What is the experience
of the middle school or high school student who struggles to read?
Dr. Glavach: Reading difficulties often lead to disharmony in students’
lives, and the disharmony becomes greater as students pass to higher grades facing
greater reading challenges. Students’ other abilities are overlooked or masked
by reading difficulties. Failure and frustration begin to dominate their thinking
and their world.
TOS: So, what is the solution?
Dr. Glavach: Progress in the study of brain functioning has been
amazing. Sally Shaywitz, MD, through recent brain imaging studies, has identified
three neural pathways in the brain specifically for reading. Her imaging studies
show vastly different activation patterns in dyslexic readers and poor readers as
compared to the patterns of good readers. (Dyslexic readers have difficulty in the
mechanics of reading and have slowness of reading despite good comprehension. Poor
readers may have experienced a combination of poor reading instruction and a disadvantaged
language environment at home.) In dyslexic readers and poor readers, lack of success
in reading is caused by the underactivation of the neural pathways in the brain
area for analyzing words and transforming letters into sounds. Dr. Shaywitz’s
research has concluded that the core problem in dyslexic readers and poor readers
is phonologic (turning print into sound).
Dr. Shaywiitz’s brain imaging studies also have shown that early intervention,
with effective reading programs, can produce startling results.
According to Dr. Shaywitz, “After more than a century of frustration, it has
been shown that the brain can be rewired and that struggling readers can become
skilled readers.”
My research at the middle school and high school levels shows similar results. By
targeting the neural pathways for analyzing words and transforming letters into
sounds with an effective reading intervention program such as Core Reading, the
response is often dramatic. Students average three years’ growth in one year,
and many make four and five years’ growth.
TOS: What makes the Core Reading System unique?
Dr. Glavach: Appropriate for middle school and high school students
because it is adult-oriented and challenging, Core Reading is based on current brain
research in reading. Rather than being remedial, it is an intensive and activity-based
program designed to connect students to the school’s core curriculum. The
25 weekly lessons use a core vocabulary from English, biology, science, and social
studies curriculums. Students move step-by-step from two-syllable words to words
of five syllables or more, through a unique spelling approach and timed readings
to develop reading fluency. Each lesson is organized by specific words with consistent
ending patterns. (The brain naturally organizes information by patterns.) A middle
school teacher commented that in addition to finding reading success in Core Reading,
students find enjoyment in working in the program.
TOS: How are the lessons organized?
Dr. Glavach: Core Reading is organized into 25 lessons based on
consistent word patterns. Using the word pattern approach assists in spelling and
transition to reading longer words. For example, words like plastic, fantastic,
scholastic, and nation, station, communication have rhyming qualities that form
natural bridges from shorter to longer words in the patterns. Each lesson packet
includes spelling, dictionary study for core vocabulary development, an oral word
list and a timed reading selection focusing on the pattern being studied and is
tied to an important subject in the core curriculum. Each lesson has a similar structure
that allows the student to be self-directed and comfortable with what is coming
next.
TOS: How do I, as a parent, determine whether this is a good program
for my child? Is there an assessment instrument I can use?
Dr. Glavach: If the middle school or high school student is reading
at a third-grade to seventh-grade level, he or she would benefit from Core Reading.
A parent who is unsure of the reading level may write to me at my website, and I
can help them determine a program that would be helpful.
TOS: Are the lessons geared to the classroom, or are they homeschool-friendly?
Dr. Glavach: Lessons in Core Reading are easy to use for both the
classroom and the homeschool. The program provides a script for presenting the first
lesson, and lesson notes are all that are needed for subsequent lessons. Also, another
publisher is developing a computer software version of Core Reading.
TOS: What other products did you create for these middle learners?
Dr. Glavach: I have developed programs for middle school and high
school struggling readers that cover phonics, reading fluency, Latin and Greek word
roots, capitalization and punctuation. Some of the programs are audio-based with
cassette tapes and correlated workbooks. They are self-teaching, easy to use, and
appropriate for homeschools.
TOS: Do you offer materials for younger children as well?
Dr. Glavach: Yes, I also offer programs that are carefully sequenced
to bring success to young struggling readers and learners. My website describes
the programs.
TOS: What new projects are you working on?
Dr. Glavach: After spending five years developing Core Reading,
I am working on a second program for Latin and Greek work roots. As I review new,
promising research, I try to develop the ideas into concrete experiences for struggling
students.
TOS: How can readers learn more about you?
Dr. Glavach: At my website, readers can find more information about
my programs and me.
TOS: Are you available to personally consult with parents to choose
appropriate materials for their children?
Dr. Glavach: Yes, I can consult with parents through my website
in making recommendations for ways to assist their struggling students.
TOS: Dr. Glavach, thank you for taking the time to talk with us
about helping our struggling readers. For more information about materials discussed,
please see http://www.strugglingreaders.com or email
This e-mail address is being protected from spambots. You need JavaScript enabled to view it
.
Biographical Information
Copyright, 2009. All rights reserved by authors above. Content provided by
The Old Schoolhouse® Magazine, LLC.
Christine M. Field practiced law for eight years before becoming a full-time mommy.
She and her husband live and homeschool their four children in Wheaton, Illinois,
where her husband serves as chief of police. Three of their four children are adopted:
one through private adoption and two from Korea. As special needs expert columnist
of TOS Magazine’s Resource Room, Christine welcomes readers’ comments,
personal stories, and questions. Please contact Christine at
This e-mail address is being protected from spambots. You need JavaScript enabled to view it
. As the author of books Help For the
Harried Homeschooler, A Field Guide to Home Schooling, Coming Home to Raise Your
Children, Should You Adopt? and Life Skills for Kids, Christine is a ready
and willing help to the homeschooling community. Crosswalk.com has featured her
a number of times as have other publications. For more information on Christine
and her resources please visit her website:
www.homefieldadvantage.org.
“ . . . I am the harried homeschooler as I seek to play the many roles and
meet the many demands in my life.”
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