A New Page The science →
For reading specialists

A New Page pairs with the programs you already run.

See how it works in 2 minutes

This page is for the OG or LSL-trained clinician who wants to know, in one read, exactly how a nightly at-home program fits alongside a weekly specialist session. Straight answers.

The one-sentence answer

A New Page runs an explicit, systematic, structured-literacy scope at the child’s exact step; the parent runs it at home 4-5 nights a week; nothing in the scope contradicts Barton, Wilson, AAR, S.P.I.R.E., or LiPS. Your weekly lesson stays the front door, we are the daily practice, and the parent hands you our weekly progress note.

Older students are differentiated, not shoehorned: a teen who still reads effortfully places into a self-directed track (their own register, no parent script, adult joins for the weekly check-in), while a teen who already decodes automatically and only needs word study and volume is told honestly that books, not our subscription, are the next intervention.

Programs we specifically pair well with

Barton Reading & Spelling
How they overlap
Both are Orton-Gillingham lineage, explicit, systematic. Barton is scripted 1:1; A New Page is scripted parent-led. Sound layer, sequence, and 96% accuracy discipline align.
Where we sit
Between Barton sessions, as the daily practice slot. If your client is at Barton Level 2, we place them near Step 2.14 (blends) and stay in that neighborhood as you lead them through Level 3.
One caveat
Barton introduces some patterns in a slightly different order (final blends before initial). Tell the family to start our placement in "cautious" mode; we place a step or two below where Barton has them, and let them prove the ceiling upward.
Wilson Reading System / Fundations
How they overlap
Wilson is the school-based OG standard for tier 3. Same sound-symbol discipline; same fluency-after-accuracy stance; same emphasis on nonsense-word probing.
Where we sit
Nightly practice on the patterns your Wilson session introduced. We deliberately do NOT teach ahead; we consolidate. Fundations kids graduate to us for the connected-text reading Fundations doesn’t always provide enough of.
One caveat
Wilson syllable-type naming (closed, open, VCe, r-controlled, vowel team, consonant-le, diphthong) is not our on-screen vocabulary. If a Wilson family wants to see the labels, ask us and we’ll turn on the specialist-labels toggle for that account.
All About Reading (AAR)
How they overlap
AAR is the homeschool-parent staple. Explicit phonics, decodable readers, hands-on. Same design philosophy as ours: assume no reading-specialist training in the parent.
Where we sit
Fine as the primary program at home, with AAR as the every-third-day slower lesson. Or vice versa: AAR as the primary, and we serve as the nightly decodable-story practice slot with progress reporting AAR doesn’t provide.
One caveat
AAR’s Fluency Sheets are excellent; we don’t replace them. Use both.
S.P.I.R.E.
How they overlap
S.P.I.R.E.’s 10-step lesson plan is compatible with our nightly session shape (sound warm-up, blend/segment, word chain, decodable text, retell). Same lineage.
Where we sit
S.P.I.R.E. session in your clinic; A New Page as the practice consolidation the four nights S.P.I.R.E. doesn’t reach. Our weekly progress note gives you your Section 4 (independent practice data) automatically.
One caveat
S.P.I.R.E. Level 1 is very slow; we placement-test into the pattern the child actually needs, which may look ahead. If you want us paced to S.P.I.R.E. Level 1 exactly, ask us to lock our step to your S.P.I.R.E. level manually.
Lindamood LiPS (Lindamood Phoneme Sequencing)
How they overlap
Both take phonemic proficiency as foundational. We do not replicate LiPS’ articulatory-gesture front end (that is your specialty), but we honor the outcome: children who cannot yet segment or manipulate phonemes at 3+ sounds need PA-intensive work before decoding drills.
Where we sit
A LiPS client whose PA is not yet fluent should start our Level 1 with the extra sound-play flag on (our placement flips it automatically when blending is effortful). We become the connected-reading practice AFTER LiPS graduates them to decoding.
One caveat
Do not layer both simultaneously for a young client if PA is still fragile; it doubles the phonemic demand. Sequence: LiPS first, us after.
Orton-Gillingham (generic, not brand-specific)
How they overlap
Everything. OG is our lineage. Our sound-symbol sequence, mastery gating, spaced retrieval, decodable connected reading, and cumulative review are OG principles put in a parent’s hands.
Where we sit
Nightly practice slot; parent hands you our weekly progress note; you use the note in your next OG session. If you are a certified OG practitioner and want the specialist-labels toggle on for a client family, ask.

What you get automatically, for every client family you refer

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Any specialist who wants a shareable ANPGIFT code with their name on it (so families see "Dr. Bedell recommended this") can email us and we’ll set it up in an hour. No fee. No middleman. No opt-out for you to manage.

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What we tell families ourselves: reading practice alone is not always enough. A child with ADHD and dyslexia needs both addressed, an underlying spoken-language issue slows decoding no matter how strong the phonics, and English language learners need language support alongside reading instruction. When your clinical picture says a second intervention belongs in the plan, we will have already said the same thing to the family in plain language.

A New Page is an at-home structured-literacy program, not a diagnostic tool and not a replacement for tier-3 specialist instruction. If your clients need help finding a certified specialist, our sister project A New Story maintains a vetted list.