What you get every week
A New Page hands you a short, plain-English progress note, built from what we actually saw in your child's sessions. Here are two realistic samples: a younger reader still building the code, and an older reader working on fluency, spelling, and longer words.
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Maya's week
The headline: silent-e went automatic this week.
Locked in this week
Silent-e (the “magic e” in cake, time, home) is now automatic, Maya is reading these without sounding them out. Soft c (cent, city) is solid too.
We're folding back
The two words she stumbled on, bridge and gold, are already woven into next week's warm-ups, so she gets a second pass automatically. You don't have to remember a thing; the program tracks every miss.
Fluency trend
This week's one-minute reading check: 62 words correct per minute, up from 54 three weeks ago. Trending up, exactly what the built-in reread is for. We chart Maya against her own trend, never against a class.
For you (never shown to Maya): the goal is the 50th percentile on the Hasbrouck & Tindal national norms, and that is enough, fluency exists to serve comprehension. Accuracy comes first: the bar is 96% of words read correctly before fluency growth counts.
Every number here has an exact written definition: the sixty second timed read, how words correct per minute is computed, what counts as an error, and who does the marking (always the adult, never a machine). The full protocol is public at anewpagereading.com/how-we-measure.
Our note to you
For the teacher or IEP team
Instruction: Structured Literacy, explicit and systematic phonics following the UFLI Foundations sequence. Program placement: Step 3.7 (r-controlled vowels, VCe long vowels). ~15 minutes per session, 5 sessions this week.
Accuracy: 96–98% across the week on connected text at Maya’s current step. The 96% floor is our reread trigger; below that we pace back and reteach the pattern rather than move on.
Oral reading fluency: 62 → 71 wcpm across two weekly probes; well within the Hasbrouck & Tindal (2017) 50th percentile range for grade 2 fall. Trend positive; rate is not being pushed past accuracy.
Patterns mastered this week: short-o CVC, initial /st/ blend, VC-VC syllable pattern (‘pumpkin,’ ‘napkin’), plural -s (voicing accurate).
Patterns coming next: r-controlled ‘ar’ (Step 3.8), then VCe with long a (Step 4.1).
Phonemic awareness: initial and final consonant deletion accurate on 5/5 probes; blending fluent to 4 phonemes. Advanced PA (medial deletion, substitution) coming online in the next 4 weeks.
Educational disclaimer: This is an at-home practice program’s progress note, not a psychoeducational evaluation. Not a substitute for a school-based evaluation under IDEA. Please contact [parent name] for questions.
This is the exact language the printable report uses. Every field is populated from your child’s real sessions; nothing is scripted for effect. IEP teams have told us the "patterns mastered / coming next" pair is the section they wish more programs printed.
Educational support, not a medical diagnosis or treatment.
Eli's week
The headline: long words are turning into clean reads.
Long words (the real unlock)
Eli is now breaking multi-syllable words into chunks instead of guessing. This week independent, celebrate, and responsible went from stumbles to clean reads. This is the skill that decides whether textbooks feel possible.
Word parts (morphology)
We worked the suffixes -tion and -ment and the prefix re-. Eli can now use the parts of a word to read it and spell it, so one pattern unlocks dozens of words at once.
Spelling
Spelling is catching up to reading. The drop-the-e-before-ing rule (hope to hoping) is solid in dictation now. The two that slipped, writing and arguing, are back in next week's dictation automatically.
Stamina
Eli read a full longer passage without asking to stop, and stayed accurate to the end. Reading is starting to cost him less, which is exactly the goal at this level.
Our note to you
For the teacher or IEP team
Instruction: Structured Literacy at the upper-level tier (multisyllabic decoding + morphology). Program placement: Step 7.4 (VC-CV and VC-V syllable division, prefix strip). ~15 minutes per session, 5 sessions this week.
Oral reading fluency: 118 → 129 wcpm across two weekly probes; approaching the Hasbrouck & Tindal 50th percentile for grade 5 fall (127 wcpm). Long-word accuracy is the current bottleneck, not rate.
Long-word decoding (multisyllabic accuracy): 8/10 → 9/10 on weekly probe of 3-syllable words. Errors were on vowel-team crossings inside a stressed syllable ("intraven-ous"); reteach queued for next session.
Morphology this week: prefix ‘un-’ and ‘re-’ automatic; suffix ‘-ing’ with drop-e rule accurate on 5/5 spellings; base word identification 9/10.
Retell: Eli produced the main event and one supporting detail across four of five sessions; on the fifth session inference was correct with a one-question prompt.
Stamina: completed all 15-minute sessions without abandonment; final-read fluency held within 5 wcpm of first-read.
Educational disclaimer: This is an at-home practice program’s progress note, not a psychoeducational evaluation. Not a substitute for a school-based evaluation under IDEA. Please contact [parent name] for questions.
Eli’s note shifts to the tools an upper-grade IEP team uses: multisyllabic accuracy, morphology, retell, stamina. Same warm plain-English, same one page, same automatic generation from the child’s real sessions.
Educational support, not a medical diagnosis or treatment.
Every weekly report is built only from what we actually saw in your child's sessions, never inflated, never generic. Here's what we saw, here's what we're doing next, and you can hand it to a teacher or specialist anytime.
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