Features of reading program

The program is multidimensional in nature. It benefits from using the prime features of effective reading approaches in One multiple approach where the elements are planned to reinforce each other, giving greater learning is less time.

Description of the system:

The whole word is taught first, but the whole word was carefully chosen to consist of only letter-sound (phonics), and spelling pattern-sound (linguistics) relationships that have already been taught in this program, or are now being introduced in this lesson.

1. This is a Progressive Choice system. The words being introduced and used in the script are carefully chosen so that they only use, and therefore reinforce, the single sound per letter or the spelling pattern already taught, or is being taught in this lesson.  The only exceptions to this are the very few common words that may be irregular in some part, but are badly needed to tell the story.
2. After a letter-sound relationship (called phoneme-grapheme correspondence in the reading methods textbooks) has been used for some time, then another such relationship is introduced. At this point, the reader makes a choice as to which sound makes a word that makes sense in the sentence.
3. Every word being introduced for the first time in this reading program is carefully taught before it is used. The reader is shown the whole word on the computer:

1. The computer shows, in red, each letter from left to right and gives the sounds as they are shown. The left to right emphasis is effective in eliminating word reversals such as saying was for saw.
2. With the computer, it is possible to prepare the sounds by extracting them from the spoken word, so they always sound the same as they do in the word, even though they are in isolation.  This is not always the best way of presenting a letter and its sound.  Sometimes the sound has to be altered slightly to be heard adequately in
   isolation.  This has been done as needed in this program.
3. After this, the computer shows the whole word and tells the word. Then it gives a simple definition of the word if needed.
4. Thereafter, the reader, upon seeing any word he does not recognize as he is reading the story, can click the mouse on that word and the program will tell him the word and its meaning.

4. The author noted in field studies of this system, that Serial Adventure Stories were most interesting to the readers, and were self motivating to them to want to read to find out what happened. The materials in this system of instruction are designed so that the reader cannot read the last chapter to learn the outcome, and therefore lose interest in the story.
5. This program, without the benefits of computer instruction and reinforcement, was very effective when field-tested. It was taught by teacher aides in groups of 5 - 9 students under the direction of a regularly qualified teacher. The students were from middle grades and tested at least 2 grade equivalents below grade level on the Paragraph Meaning section of the Stanford Achievement Test.

These students, on the average, raised their scores by 1 grade equivalent in 30 hours of instruction. We expect even greater achievement using Computer reinforcement methods in this system.

Each of the letters we are going to review here are usually well known, but we are going to go through them once before they are used in words in the first chapters of the book.  The whole word will be said once.  Then the red letter at the beginning of the word will be pronounced.  Then the whole word will be said again. The student will listen for the sound of the letter.

There are 3 spelling patterns that students usually know well. They are: (all - er - ing)

The words in the first chapters in this book will be made up of these letters and spelling patterns, and of any newly introduced letters and/or spelling patterns. You will be reviewing any new words before each chapter.

This book is a serial adventure novel, and will be very easy in the beginning. It will become more complicated and more interesting as you go forward, but it will seem very easy to you since you will have learned the first things well. This book builds upon what you learn as you go through it.

As each chapter is introduced, the following headings will be used for new letters, spelling patterns, and words:

New letters and spelling patterns.  This means that words introduced in this chapter may use these as well as those you have already studied.

Regular words.  These are new words that only have the letter-sounds you have used, plus these new letter-sounds and spelling patterns.

Sight words.   These few new words may have letter-sounds that you have not used, but these words are common words you often say, and they are needed in the story. Memorize them as whole words. You will see them often.

The following letters will be introduced in this chapter. This will show both the capital and the small letters. Each has both a name and the sound being used in the words. First you will be given the name of the letter. While that is important, it is not the most important thing for reading. Your most important thing is the sound of the letter. That will be given second. Pay close attention to the sound.

A a

N n

The words being used for the first time in this book, and each chapter, will be presented for study. The whole word will be said first, then the word will be said in parts from left to right, and then the whole word will be said to you again.

COPYRIGHT INFORMATION

The software described in this document is furnished under a Software License Agreement. Please read it thoroughly. The software may be used or copied only in accordance with the terms of this agreement.

The Algebra Friendly 1.0 Development Team:  Dr. Harry E. Huls, Stephen P. Lowery, Robert A. Huls, Carol S. Lowery.
Dr. Huls' Interactive Education Systems.
Copyright © 1998 Dr. Harry E. Huls. All rights reserved.
Revised:March 03, 2004