Riggs Reading

English/Language Arts
The specific curriculum being used is The Writing and Spelling Road to Reading and Thinking from the Riggs Institute. The Riggs Institute curriculum is a multi-sensory, brain-based method of instruction for teaching phonics, spelling, reading, handwriting and grammar. This updated method was begun by Dr. Samuel T. Orton, the earliest neuroscientist to research the function and performance of the brain in learning language skills. After Dr. Orton’s death, one of his students, Romalda Spalding, carried on his method of instruction. Those who are familiar with the Orton-Gillingham and Spalding Methods will quickly recognize similarities in the Riggs program. The publisher states that the curriculum aligns with NCLB, therefore we also believe that it aligns with LAFS. The following explanation was taken from the Riggs website (http://www.riggsinst.org/).
The Riggs Method incorporates the phonics-based spelling with rules system dating from the Webster-Oxford standardization of English spelling, but also provides realistic phonemic/graphemic correspondences from contemporary dictionaries. It is possible to teach correct spelling as well as regional dialects and varied pronunciations across the English-speaking world. This phonetic system and the rules of English were regularly taught in colleges of education and were incorporated in orthography student texts during the pre-“Dick and Jane” era (the 1920’s and before), in a time when children who were privileged to attend school almost all became highly literate. It simply requires a realistic alignment of worldwide speech patterns with the English spelling system (and our slight revision of the phonograms).
The Writing & Spelling Road to Reading & Thinking (subtitled A Neurolinguistic Approach to Cognitive Development and English Literacy, title of our SAU accredited training seminars) is now the most complete and up-to-date “Orton-based” language arts method available. We believe that it complies with the “No Child Left Behind (NCLB)” research-based requirements. It is self-training for many teachers and parents, and gives them the practical help they need to teach the following language arts “strands” and cognitive development:
  • “Explicit” Phonics with dictated Initial Letter Formation
  • The Alphabetic Principle
  • Phonemic & Graphemic Awareness
  • Correct Spelling w/47 Rules
  • Fluent Oral and Silent Reading
  • Oral and Print Comprehension
  • Vocabulary
  • Pronunciation & Speech
  • Creative & Organizational Composition
  • Grammar/Syntax/Punctuation/Capitalization
  • Analytical & Inferential Thinking
  • Auditory/Visual/Verbal/Motor Cognitive Development in:
    • Attention
    • Discrimination
    • Association
    • Memory