Why Do Teachers Recommend Nardagani?

Teachers who used the Nardagani Reading Program, during teacher-based research studies that were implemented in the United States public school system, saw student reading improvement and the data gathered was dramatic. From literacy specialists to middle school teachers to ESL instructors, professionals who frequently work with challenged readers who have been diagnosed with a reading disability and qualify for IEP (Individual Education Program), share their experiences of using Nardagani in the classroom.

“The initial results of our teacher research studies demonstrate that Nardagani is easy for teachers to learn and use (significantly more so than traditional teaching methods for decoding) and for students and parents to use in the role of teacher or thinking partner, as well. The studies also demonstrate that the approach has benefits to readers that go well beyond decoding and assists them in comprehending on literal and then inferential levels. … Given the significance of reading to modern life, and the finding in recent studies that reading ability and time spent pleasure reading in youth is the most significant factor in cognitive progress and social mobility and attainment over time, any method that can help students to read in the way Nardagani does is actually helping to address a civil rights issue of tremendous moral and economic importance,” Dr. Jeffrey Wilhelm, an internationally recognized literacy expert and professor of English education at Boise State University in Boise, Idaho.

“The Nardagani Reading Program uses a simple, structured method to help students improve their decoding skills and, thereby, improve reading fluency. … With the scaffolded support of the Nardagani symbols, readers do not have to guess, analyze, or remember rules and exceptions; instead, the consistent phoneme-sound correspondence allows them to immediately recognize, and verbalize, the necessary sounds to produce the words in text,” Annette Wall, seventh-grade teacher at Saint Paul School, Nampa School District, Idaho.

“A 5-year-old, bilingual kindergarten student with no prior reading instructions was taught Nardagani on the eight-lesson plan. At the end of 10 weeks, this student showed marked improvement and tested at a second-grade reading level without the Nardagani symbols upon exiting kindergarten.,” Jon Buckridge, English teacher, Nampa School District, Idaho.

“Data gathered shows that completing the Nardagani program can yield a large amount of growth in a short time frame. … I have been teaching special-education language learning labs for three years, and until being introduced to the Nardagani Reading Program had not found a program that teaches decoding in a different way than it is traditionally taught in the primary grades. The method of teaching needs to be different because the previous approaches have either not worked, or only partially worked. A need for a novel approach also exists because the system of special education at the state level requires teachers to use some form of research-based intervention curriculum. Our current options are few and, quite frankly, poor,” Jody Braun, Special Education, Lake Hazel Middle School, West Ada School District, Idaho.

Teachers recommend Nardagani.