I taught for many years and developed a program to teach beginning reading to children who had no background in it and tested "not ready to read". I found that every child I taught learned to read. I documented my program after I retired. It seems that most children today go to preschool and so very many of them learn to read in preschool. But I am finding through my tutoring experiences that many children are becoming remedial readers at a very young age, unheard of years ago. There are conventional methods of teaching phonics, decoding, and sight words which do not reach all children and this is causing the problem. I am finding that my original methods are still needed to reach children who simply can't get it the conventional way. Unfortunately, when I reach them I also need to overcome their frustrations with the methods that were not succeeding. That had never been a problem when I taught children who simply hadn't been exposed at all to the reading before coming to me. I am hoping to reach teachers who are open to alternate approaches, even unconventional ones, as soon as they realize their conventional methods are not working-before they get frustrated and become remedial. I will gradually add products which I hope will be well received. Thank you. Good teaching.
This is an alternate beginning reading program with full Lesson Plans and corresponding Workpapers, using a multi-modal approach. It is intended to reach pupils who do not respond to the conventional approach. It is without drill, emphasizes meaning, requiring response to reading by drawing. Phonics is not intended to be a mode until many sight words are learned and read in sentences. This unique approach reassures children that they can relate to "those marks". Once they have that confidence they will become ready to gain power through using phonics and decoding. This is a program that teaches "readiness for reading" skills while the children are actually learning to read, rather than before learning to read. If children do not respond to the conventional approach, it is hoped they will try this alternate approach BEFORE they become frustrated and are remedial readers.
I successfully taught my program for many years. I was team leader of 5 classes of beginning non-readers who were of all primary grade ages. At the end of the program, the pupils did not enter basal readers at the beginning levels, but rather at their chronological/mental levels.
My major was Education - in KgP. I have an M.A. in Curriculum Development.
I am retired and have "documented" my original program in a book on its philosophy and also in books of Lesson Plans and Workpapers. I have published these myself online. In addition, my unique approach to teaching phonics and decoding is in a separate book-to teach pupils who do respond well to the conventional approach to sounding out words.