95 percent group instructional materials and processes are uniquely designed to provide targeted instruction on specific skills.
the diagnostic screeners are aligned with the instructional materials and a continuum of skills allowing teachers to begin instruction at a student's lowest skill deficit. struggling readers are able to master simple concepts before moving onto more difficult skills.
lessons are scaffolded to allow for gradual release of responsibility in the learning process from teacher to student.
our materials address both the knowledge-base and skill-base of learning to read in an appropriate manner that is clearly linked to research.