Fall 2001 Newsletter

Inside This Issue

• Phoncis Equals Success at CALDOC
• How Does Discover Intensive Phonics Measure Up?
• Special Ed. Gets Ahead
• Back to School Sale
• Six Questions to Ask When You Evaluate a Phonics Program
• Find a Phonics User Near You
• The Word on the Street

Phoncis Equals Success at CALDOC

Over the years, we have established a strong foothold in the low-level literacy market. The Discover Intensive Phonics for Yourself reading system is, bar none, the best approach for building a foundation from which students can expand their ability to read and spell English. Many institutions and individuals have experienced tremendous results through the use of this program.

One such user is the California Department of Corrections (CALDOC). Seven years ago, CALDOC purchased the DOS version of Reading Horizons, the adult version of our software designed to teach Discover Intensive Phonics. During the months and years after the program was first installed student progress for each site was reported to California State University at Sacramento. Reading gains as high as 4.3 grade levels were reported. When asked if they thought the computer had helped them read better 95% of the students surveyed answered in the affirmative. The ethnicity of the specific students was tracked as well. The students showing the greatest grade gains overall were the Hispanic students, confirming the fact that Discover Intensive Phonics works very well with English as a second language students.

We are pleased to announce that last month CALDOC completed the purchase of a Windows upgrade for all of their facilities. We are very confident that the results they experienced in the past will be achieved, if not superceded, through the use of our latest product. We hope that CALDOC’s belief in the Reading Horizons courseware will help any of you who have been uncertain of its efficacy to take another look. With the recent release of our Windows Adult program there is no better time to do just that. If you have misplaced your original packet or would like to receive a demonstration CD-ROM that contains information about our new version please give us a call.

How Does Discover Intensive Phonics Measure Up?

Systematic

Discover Intensive Phonics for Yourself is taught in a logical sequence. The alphabet is presented in sets of four consonants and one vowel. The program continues through the entire alphabet and then adds blends. The long and short vowel sounds are taught and the five phonetic skills are presented, helping students recognize the five patterns of English based words.

Students then learn the rest of the 42 sounds of the alphabet and two decoding skills, which allow them to read virtually any length word.

Multi-sensory

Discover Intensive Phonics is presented to students through a multi-sensory methodology that encompasses the visual, auditory, kinesthetic, and tactile modalities. Students actively stand at the chalkboard while a teacher dictates a word or sound twice. The student then repeats the word or sound twice and writes it once on the board. The computer courseware also provides audio, visual, and tactile use of the keyboard, mouse and screen.

Written Practice

Discover Intensive Phonics for Yourself reading system utilizes a unique marking system which allows students to identify vowels, vowel sounds, digraphs, and so forth, within whole words. Marking the words strengthens the visual ability to identify patterns since pattern identification is far better that rule memorization and is always accomplished in a left-to-right sequence.

Teacher Friendly

The Discover Intensive Phonics approach is easy to teach and learn. Teachers of all ability levels learn everything they need to know in one seven hour workshop. Charlotte Lockhart, the author of the approach was a dynamic teacher, still tutoring students 25 years after her retirement. Ms. Lockhart spent 28 years as a school teacher and administrator. As principal of an elementary school, she worked closely with children in danger of failing because they could not read. In 1972, Ms. Lockhart retired and began to share her successful methods of teaching spelling and reading with teachers, parents, administrators and students. After a long career in education and working as a reading consultant, Ms. Lockhart wrote the Discover Intensive Phonics for Yourself System.

Integrate

Discover Intensive Phonics supports the transfer of phonics knowledge to all language arts: spelling, listening, writing and vocabulary development. Vocabulary development begins with the formation of the first three-letter words and continues throughout the course. Sentence structure is taught and creative writing begins even before the entire alphabet has been taught. Language arts, spelling, listening skills, thinking skills, reading, and creative writing are combined to make sure that students understand how to employ their phonetic knowledge as part of their total learning.

Role of Phonics

Classroom research shows that on the average, children who are taught phonics get off to a better start in learning to read than children who are not taught phonics. The Discover Intensive Phonics has a thirty-year track record. Students who learn phonics become outstanding readers and spellers.

Special Ed. Gets Ahead

I would like to recommend you consider using the HEC Phonics Program. We have had great success in using it at our school sites. We often see a student’s decoding abilities advance from two to four grade levels. Please note that we use the program for learning disabled students. A few regular education students we have put on the program advanced much faster.

The theory and sequential skills taught in the program are excellent tools that any student can use to decode words in written text. The program is designed to accommodate readers at any level. The program requires only minimal instructor supervision. The program is tactile and interactive. It uses a multi-sensory learning approach. Since the majority of learning-disabled students tend to have deficits in auditory processing, a strong visual program works well for them. Also, since the program uses colored letters and words on the computer screen, dyslexic students respond well to the program. An added bonus of the program is that it also teaches the student spelling rules.

I would highly recommend that you obtain the HEC Phonics program. The skills learned from the program will enable the student to decode nearly any word. In fact, I’ve been using the skills I learned from the program to decode large scientific and medical words I didn’t recognize.

Back to School Sale

Those of you who teach Discover Intensive Phonics at the board are well aware of the usefulness of the “Reverse Listening Cards.” Although they are a great teaching tool, they can start to show wear and tear after years of use and abuse. If you are in need of a new set of cards, give us a call at 800-333-0054. Mention this ad and receive 10% off.* Tip: Have your cards laminated--not only will they last longer, but your students can use dry erase markers to practice their skills over and over again.

*Offer good for existing customers only.

Six Questions to Ask When You Evaluate a Phonics Program

When I visit classrooms, teachers often ask, What should a phonics program do for students? A good answer begins with an analogy: If good literature gives kids wings, then phonics enables them to decipher their flight plan.

Reading is a complex process. Young students need to learn many important strategies to become successful, independent readers. One of those critical strategies is phonics--recognizing letter-sound relationships. Phonics helps children achieve automatic word recognition so that they will be able to read fluently and with understanding.

What should you look for in a phonics program to ensure this instructional support? Consider these points.

Does the program have a coherent structure?

A good phonics program is systematic. It suggests a sequence of skills which are important to the needs of the emerging reader. Its logic is clear and accessible. It offers intensive, not hit or miss, practice with sufficient reinforcement to ensure mastery, not just mention, of individual skills.

Is it child-centered?

Research clearly shows that children learn in different ways--some are auditory, some visual, some tactile. A good phonics program respects individuals' learning styles and provides ways to reach every learner through multisensory teaching techniques. The lesson design allows you to tailor activities to meet the needs of every child.

Does it provide written practice and application?

Written practice is important. Many children need that visual-tactile experience to secure what they've learned auditorially. Paper-and-pencil activities not only strengthen skills, they help you evaluate student progress. They offer quick feedback for easy diagnosis, systematic review, and maintenance.

Is it teacher-friendly?

A good program is designed by teachers, with teachers' needs in mind. It has a strong balance between teacher-directed activities and independent student practice. It's flexible, accommodating your "teachable moments," and provides options for groups and individuals.

Does it integrate?

A good program allows teachers to integrate phonics with content-area activities. It supports the transfer of phonics knowledge to all the language arts--spelling, listening, writing, and vocabulary development. And it applies and reinforces skills through real reading.

The role of phonics?

An overwhelming body of evidence shows that students who have the benefit of early phonics become better readers than those who do not. Isn't it time to tone down the debate about reading theory and to turn our focus to a more important issue: What works best to give all kids a chance to become powerful, lifelong readers? It's clear that phonics makes a critical contribution toward that goal.

— Christine McArtor

Find a Phonics User Near You

Interested in finding out who in your state has purchased Discover Intensive Phonics materials recently? Check out our web site! With a click of your mouse you can locate a user near you. Simply go to www.readinghorizons.com and click on either Reading Horizons (older students) or Discover Intensive Phonics (elementary aged students). The menu on the next screen will have an option that says “partial user list.” Click on that link, then click on the state for which you want the list generated.

The following is a list of organizations that have made software purchases over the last few months:

• Columbus Public Schools, Columbus, OH
• Mcleod ISD, Mcleod, TX
• Los Angeles USD, Los Angeles, CA
• Houston READ Commission, Houston, TX
• California Department of Corrections (upgrade)
• Michigan Works! Traverse City, MI (upgrade)
• Groves MHS, Middletown, DE

The Word on the Street

The HEC Intensive Phonics program has proved an exceptional tool for teaching reading basics to junior high and high school students. I have worked with the program for about a year and have witnessed growth in students even after a few lessons. The students seem to like the straightforward, not juvenile, lessons. The program may be used as self-guided computer lessons. As an RSP aide I use the program one-on-one with a student. I supplement areas of need to reinforce each lesson. Students who have been able to complete all 30 lessons show an increase from several months to a year or two in decoding ability.

The lessons are sequential and clearly explained by the narrator step by step. The student interacts with the computer to practice each concept presented. Following each lesson is a “Mastery, Drill, and Practice” (MDP) lesson. MDP offers three areas of review: Word Study (a review of words that demonstrate the new concept, including pronunciation, definitions, and context – sentences), Phonics ( review of decoding practice), and Reading. The reading section presents sentences and paragraphs to be read that put the new concept into reading context.

HEC can also be used for second language acquisition. The program begins with basic phonemes and is capable of demonstrating facial movement when pronouncing the phonemes. Each lesson involves practice with self-correction and the percent of mastery level can be set. The student can only advance to a new lesson after completing and passing the current lesson.

When a student beams with pride at reading his first book because he has successfully completed several of the HEC lessons, this motivates him to continue the learning process. HEC allows students to work at their own pace and realize their own accomplishments. I highly recommend this program.

— Jacare Bethea

The following is our story about how Discover Intensive Phonics has made such a profound difference in our daughter’s ability to read. For me, the process of getting Amanda the kind of instruction she needed was a dark, lonely road. I’m just grateful we were given the help we needed.

I had homeschooled Amanda for kindergarten through the middle of third grade. Homeschooling had become a struggle and I was having difficulty teaching Amanda to read, so we enrolled her in a small private school. While homeschooling, I had drilled phonics using various curriculums. Nothing seemed to work. I watched the school continue to drill phonics with Amanda. She just couldn’t seem to unlock the words. The more time passed, the more her frustration increased. I watched her self-esteem plummet. It was awful for both of us.

Grappling for answers as to why she wasn’t reading and wanting someone to tell us what to do to help her, we took her for independent testing for learning disabilities after she completed third grade. She was diagnosed with Dyslexia in August 2000. The psychologist put us in touch with a tutor who was trained in Discover Intensive Phonics. The following year, instead of taking fourth grade reading, Amanda learned to read using the Discover Intensive Phonics method. As she started to mark words, things started to click. She started to read. In August 2000, she was reading at a second grade level. In April 2001, she was reading between a fourth and fifth grade level. That’s a solid two grade levels in eight months. We were overjoyed!

In the last four weeks, Amanda has read six Box Car Children books and is on the second book in the Little House on the Prairie series by Laura Ingalls Wilder. This fall, we are returning to homeschooling; but before we start our school year, I am going to my first Discover Intensive Phonics Workshop so that I am properly equipped to help Amanda and her younger siblings learn to read well. I’m convinced that learning to read does not have to be such a frustrating experience.

— Barbara Janasz, Parent