Why We Don’t Follow Just One Reading Program

Parents often ask whether Colorado Reading Center uses Orton-Gillingham, Barton Reading & Spelling, Wilson Reading System, Seeing Stars, Really Great Reading, or other well-known literacy programs. The answer is both simple and important:

We draw from many research-based programs and approaches rather than limiting instruction to a single program.

What Do These Programs Have in Common?

Programs such as Orton-Gillingham, Barton, Wilson, Really Great Reading, and Seeing Stars share many important characteristics. They emphasize explicit instruction, systematic skill development, structured practice, and ongoing review. Many are grounded in principles supported by the science of reading and have helped countless students develop stronger literacy skills. At Colorado Reading Center, we value many of the instructional practices found within these programs.

The Challenge With Following Only One Program

Every student is different. Some students struggle primarily with decoding. Others have difficulty with spelling, reading fluency, comprehension, vocabulary, visual imagery, language processing, or written expression. While a single program may be highly effective for one student, it may not address every area of need for another.

A program is a tool. Effective instruction requires selecting the right tools for the individual student.

A Flexible, Individualized Approach

Rather than following a single scripted sequence for every student, Colorado Reading Center develops instruction based on assessment data, student performance, and ongoing progress monitoring.

Our clinicians incorporate instructional techniques and activities inspired by these well know programs. This flexibility allows us to target the specific skills each student needs while adapting instruction as progress occurs.

Why Flexibility Matters

Imagine two students who both struggle with reading. One student may need intensive work in phonemic awareness and decoding. Another student may decode accurately but struggle to create mental imagery, understand text, and answer comprehension questions. Although both students have reading difficulties, they require very different instructional plans. A one-size-fits-all program may not fully address both students’ needs.

By combining proven instructional methods, we can build a plan that matches the learner rather than forcing the learner to fit the program.

Progress Drives Instruction

At Colorado Reading Center, instructional decisions are guided by ongoing assessment and progress monitoring. As students develop new skills, instruction evolves to match their changing needs. This allows us to provide targeted support while maintaining a clear focus on measurable growth.

Our goal is not to deliver a particular program. Our goal is to help students become stronger, more confident readers.

The Best Program Is the One That Meets the Student’s Needs

Orton-Gillingham, Barton, Wilson, Seeing Stars, Really Great Reading, and other structured literacy programs have contributed valuable ideas to the field of reading instruction.

Rather than asking which program is best, we believe a better question is: “What does this student need right now?”

By drawing from multiple evidence-based approaches, Colorado Reading Center is able to provide individualized instruction designed around the student rather than around a single curriculum. Because ultimately, students learn best when instruction is built to fit their needs.