What Educators and Parents requested in a superior reading program

The CompuRead Program contains the most successful reading strategies used over the last 100 years.


The CompuRead Program is a simple program to teach and to keep track of the student's progress. Margaret Wilson Turner and Blanche Wilson Pryor are the principal authors with a combined 70 years of reading instruction. Many outstanding teachers throughout the years have contributed their expertise.


CompuRead has been honed in school classrooms including mainstream, resource and educable mentally challenged situations.


As the authors worked with everyone listed below through the years, many suggestions emerged. Before the final decision was made to author and edit CompuRead, dozens of opinions from school superintendents, supervisors, principals, primary, intermediate, resource room and preschool teachers, parents and students were solicited. The authors wanted to solidify answers to the following question: "If you could design a perfect reading program that would make it possible to teach almost every child to read to his potential, what would it include?" During the survey, multiple choice answers were not presented because the opinions needed to be from experience, from the heart and spontaneous.


Superintendents and Supervisors


  • Make it inexpensive enough so our budget can fit around it.

  • Compose the stories, instructional material and testing techniques so students are familiar with standardized testing.

  • The program should be transferrable from school to school without learning interruption.

  • Write the program that will mesh with other programs already on hand.


Elementary Principals


The following are composite answers from dozens of principals...


  • Make the program progressive from K-6 and into the Resource Room.

  • I want the children in my school to be proud of learning and want to come into my office and show off their skills... not only to me but to the secretaries, the custodian, the lunch workers and other students - everybody working toward a common goal. I want the lower functioning kids to feel they are important because the school's leaders have taken a moment of their time to listen.

  • I want a program that is organized. I want a program that builds skills from K-6 so the children are learning skill upon skill throughout their elementary years. I want the children to feel in control and know why they are learning each skill.


Preschool Teachers


  • Have poems, songs and activities that lead into reading.

  • Incorporate many reading, science, math, speaking and behavior activities that prepare students for kindergarten.


Primary Grade Teachers


  • Have a program that reduces directional confusion by teaching the alphabet by directionality rather than traditional introduction.

  • Don't introduce the skills "too fast and get too hard too soon."

  • Have access to the answers immediately after the lesson so learners don't practice error.

  • Have opportunities to use newly learned skills immediately after skills are learned.

  • Introduce levels of comprehension from concrete to abstract as soon as possible.

  • Have many methods of teaching sight words.

  • Teach them to write along with reading and in the same font.

  • Teach correct manuscript and cursive handwriting.

  • Incorporate spelling lessons with the stories.

  • Have the stories and activities on the computer also printed out in a workbook.

  • Many beginning primary teachers said they wanted, along with teaching reading, instructional ideas to teach them how to organize a classroom, how to relate to other teachers, the principal, parents and the community.


Resource Teachers


  • Narrate the stories so non English-speaking children can learn English.

  • Design a reading program so children can listen independently or several students on headphones at the same time.

  • Have a program that teaches the phonetic and comprehension skills of reading in a step-by-step method.

  • A program is needed that is not different from the curriculum being taught in the classroom, where the child does not feel he is studying in two different worlds and missing out on classroom activities.

  • If the resource, mainstream classroom and volunteer teachers could teach from the same reading program, much of the problems of teaching struggling students could be solved.


Intermediate Grade Teachers


  • Write a program where fast moving students can study independently.

  • Have a quick hand-entered retrieval system where aides, volunteers and students can keep track of the student's progress as the child learns the skill. Through this simple system, various teachers, volunteers and aides can quickly and easily see where the child is operating and what other teachers have recorded.

  • Give as many opportunities for vocabulary building as possible.

  • Write questions with the stories and activities that ensure teachers, aides and volunteers to know they are asking the correct questions.

  • Include questions in the story material that help students think critically and express themselves verbally.

  • Incorporate seatwork and outside activities within the lesson structure to augment the stories.

  • Help students to know the basic construction method for writing creative fiction and nonfiction.

  • Write a program that prepares the children to read other books with a strong knowledge of phonics and the many facets of comprehension.

  • Design a program where the best students can work ahead and can thus help slower ones traveling in the same program, so fast and low operating students are working together, thus strengthening the faster student's verbal skills of explanation and the self-esteem of the slower student.

  • Write a program where most every educable child can learn the basics of the English Language.




  • Write a program that teaches us very early in my child's life to recognize and correct future reading problems.

  • Write about what to do on how to send our children well prepared for kindergarten.

  • Write meaningful stories and articles that have substance we can discuss and use in the home.

  • Don't make the lessons too long yet present the lesson material effectively.

  • Keep the instructions simple for the teacher as well as the student.

  • Have a program that both of us (parents and teachers) can talk about and have in common during parent-teacher conferences.

  • Have a program that we know, in writing, what skills must be learned and can review at any time.


Elementary Students


  • Make the stories and activities fun.

  • Have new things to learn that we all can work together.


College Students Preparing to Teach


  • We need a program that is down to earth with specific skills and lessons to teach.

  • We want to graduate with a thorough step-by-step knowledge of the phonetic and comprehension system of the English Language.


All the above suggestions are incorporated into CompuRead and much, much more.


The CompuRead Multisensory Reading Program can be taught by aides, volunteer senior citizens, classroom and resource teachers, parents or teenagers. Every word to teach the child is outlined in layman's language so both teachers and students are aware of the teaching process.


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