Stimulus Maksima! provides a service by using a program.
The service entails the following:
- Extensive training of personnel;
- Specialist support for the duration of the project;
- Frequent upgrades;
- Detailed analysis and reporting system;
- Availability of reports to parents and school principals via the Internet;
- Frequent visits by expert and professional representative (Franchisees);
- Integration with language teachers for improved efficiency.
Reading Rocket offers various ways to improve the development of language abilities and is therefore not only a general reading program.
Reading Rocket entails the following:
- Accurate determination of the reading age of each learner;
- Automatic remedial capabilities;
- Complete learn to read and reading improvement system;
- More than 40 lessons per grade – there is therefore more than enough reading material for a learner’s school career and thereafter;
- Contains sections for:
- Learn to read;
- Basic vocabulary;
- Language concepts;
- Individual progress.
Reading Rocket contains supplementary work books and learning material that can be used by educators to perform their work more effectively.
An educator that is:
- Excited about the potential and progress of learners;
- Supportive of learners;
- Self motivated;
- Good at reading and languages;
- Organised and purposeful;
- Result and vision driven;
- Willing to learn and to work according to the system;
- Willing to attend our training courses;
- Willing to discuss the results with colleagues and the management team;
- Compassionate about learner progress and reading skills;
- Responsible and has the ability to make literacy improvement a success.
At least one educator is required. For classes of more than twenty learners or when the layout of the computer centre is not correct, an assistant is required. It is also advisable that the Gr 1 teacher accompany the learners to the computer centre. One teacher for every fifteen learners is required for Gr 1 learners until they can work independently.
We can perform random tests on learners in each grade to determine the reading age. The information is accurate and immediately available. It can then be presented to the governing body as motivation for the literacy project.
It means that results and progress are presented to the teachers involved on a quarterly basis. The team then decide on what will be the right material and approach to achieve the best results for the next quarter. Language concept or spelling rules presented in the classroom can then be practised in the computer centre via Reading Rocket. Results can be presented to the teacher immediately after each period.
The determining of reading age and the accompanying reports clearly show how many years learners are behind.
The ideal is that these learners attend additional sessions in smaller groups via a LSEN program or after school. A learner that is two years behind should attend at least two classes per week and a learner that is three years behind should attend at least three classes per week.
The program is able to support learners in both Afrikaans and English. The most successful approach is to support learners firstly in their teaching language until the learner is able to master different languages appropriately. Attention can then be given to the “other” language.
The lessons are calibrated according to international standards for speed and difficulty for each age group.
According to research and our own experience, undoubtedly yes.
Undoubtedly no, it reduces their workload.