Multi-sensory, Phonetic, Sequential and success-orientated programme to help improve child and adult literacy skills in reading, writing and spelling.
The benefits of the programme are:
- Highly structured multisensory phonic approach
- Pupils are using all the senses or learning pathways to the brain. Pupils who have poor visual memory can use auditory or tactile skills. It is therefore compensatory as it caters for all learning styles. The ear might remember what the eye and hand has forgotten.
- Repetition will suit pupils who are slow to learn and quick to forget.
- It is linguistic as words and sentences carry meaning. The language is simple to suit pupils with a restricted code of language.
- Can be used with all ages in Primary school, Secondary school and in Adult Literacy.
- Can be used with individuals, small groups or whole class settings.
- It is systematic as materials are organised and taught in a way that is logical and fits the nature of our language.
- It is sequential as the child moves, step by step, in order from simple well learned material to that which is more complex as the pupil masters the necessary language skills.
- It is cumulative as each step of the way is based on those already learned. As Marie Clay said “Today’s teaching must echo yesterday’s learning”.
- It is cognitive as the pupils with a poor memory can think their way through the language problems and is helped to understand the reasons for what he is learning.
- It is emotionally sound as the pupil gains confidence quickly as he masters each phonic unit taught.
- Teachers can dip in and out of different books to suit their pupils.
Book 1: The first principle of this technique is to teach the names and sounds of the letters and then concentrate on fusing the sounds of individual letters into syllables and words for reading, writing and spelling. Constant reinforcement comes through visual, auditory and kinesthetic linkages
Book 2: The names and sounds of all the letters of the alphabet are
continually revised in this book. Final and Initial blends are introduced.
Book 3: This book revises all the skills learned in Books 1 and 2 and introduces consonant
digraphs e.g. sh, ch, th, wh and also ing, ang, ong, ung, ink, ank, onk, unk,
double ff, double ll, double ss, all, ck, and tch.
Book 4: It introduces the v-c-e rule e.g. safe, Pete, pine, home, y as in fly, frosty and Flynn, syllable division e.g. den\tist, mis\take, dis\trict, con\crete, dish\cloth, hard and soft c, hard and soft g and also illustrates how to divide two syllable words like tulip, female and poet.
Book 5: revises all the skills learned in Books 1, 2, 3 and 4.
Book 6: The first lesson in Book 6 is the vowel digraph ee as in sheep, keep, sleep, feed etc.
Book 7: The first lesson introduces the suffix ly, as in the word swiftly. When the name of a new suffix has been mastered using the flashcards, the student concentrates on fusing or adding the suffix to the base word to make words e.g.