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|What are syllables?
| Syllabication is the breaking up of words into smaller pieces.
We introduce the six kinds of syllables and
use special spelling exercises to implement them in the breakdown
Phonics and syllables combine to make the reading
and spelling of words easy.
Our philosophy is simple. People learn language by using it,
so one has them using it as soon as possible. Reading is one skill
that everyone will need, no matter what one chooses to do in life.
It is our belief that an underdeveloped reader will never be able
to truly reach their lifes full potential.
Commonly, teachers are unable to fully ensure that learning disabled
students are fluent in the basics of the English language before
moving on to more complex curriculums. This causes more students
than ever before to fall behind in school and fail to learn in
general. Imagine teaching someone calculus who doesn't fully understand
the basics of addition - impossible. Yet it happens all the time
in literacy. By teaching phonics and syllables,
we give students the information needed to build a solid foundation
for learning language. We start at the base of the English language
- phonics - and carefully structure the sequence of learning making
sure that we cover everything along the way.
After the basic skills are in place, students can focus on sentence
structure, punctuation, and writing style - all of which will
be evident in their written work.
All exercises and modules in this program are based on the student's
individual abilities and growth. Your student will never fall
behind, and will never feel overwhelmed. The root of most language
difficulties stems from trouble with the basics. Mastering phonics
and syllabication will lead to better reading and spelling skills,
allowing individual learners to become the best they can be in
life and to achieve greatness in whatever they choose to do.
We want to see you flourish in life. Send us your success stories
- we'd love to read them.
|A Phonics Coach Lesson...
Rather than read all this, you should sign up for a free trial
Reviewing Known Phonics
Once the course gets underway, each lesson starts out with a
review of some known phonic items. By reviewing this letter/sound
information each day, students build a solid foundation for reading
and spelling words.
Priority is given to letters and sounds your student finds most
difficult, as part of our Rapid Readiness program.
Reviewing Known Syllables
All the different types of syllables that your
student has been taught will be reviewed in each lesson.
Covering New Material
New material usually falls under one of two categories. We will
teach you either; more phonics, or a new kind of syllable.
Each student moves through the course at their own pace. New
material is presented when past material has been mastered. The
flow of new material is controlled separately for each student
by our Rapid Readiness program.
These exercises encourage students to apply their knowledge of
phonics and syllables.
Spelling words are chosen based on each student's strengths and
weaknesses. The words we select will help your student master
past material so that they will be ready to move on to new material
as soon as possible. This method is both effective and efficient.
(Part of our Rapid Readiness method.)
Spelling exercises are also one of the tools we use to assess
problem areas and plan future lessons
THE RIGHT MATERIAL For the purposes of this course, the intellectual
content of reading material does not matter. Encourage students
to gather knowledge about topics which interest them, even if
it's gossip about their favorite band in Rolling Stone magazine.
Keep in mind that if material has been published, it has been
past an editor. Therefore exposure to published sentence structure
and writing style will be useful even when the intellectual content
A Feeling of Accomplishment It is important that each time you
read with your student they feel as if they have accomplished
something. Do not stop halfway through an article or chapter.
This will rule how reading material is selected. If together you
choose to read a novel, flip through to make sure the chapters
are a suitable length to read in one sitting. When Selecting What
to Read Every student has different interests. Rather than you
selecting what you think they'd like, ask them to give you some
options. You can still make the final decision. If selecting a
novel, have them read the back of the book to you. If they can
read the back of the book reasonably well, the book may well be
at a suitable reading level. (Don't forget to check the length
of the chapters.) Just So You Know Most mainstream magazines and
newspapers are written at a grade 6 to 8 level, so that most people
can enjoy them. Publications that specialize in one field, such
as The Financial Post or The Medical Examiner, market to a very
well-educated audience and are at a higher literacy level.
Reading Together It is best to sit side by side and take turns
reading aloud. When it is your turn to read make sure your student
follows along. If you and your student are not comfortable seated
side by side, then use two copies of the material for both of
you to read and follow. Check periodically to ensure your student
is following along because it is very beneficial. Most notably
it will help them understand how punctuation affects the way things
are read. Tackling Big, Nasty Words Do not help! We cannot stress
this enough. When a student encounters a difficult word, tell
them to sound it out one syllable at a time.
In english, the really intimidating words are generally comprised
of perfectly phonetic syllables. Unfortunately
there is an exception to the "do not help" rule. If
your student is becoming discouraged by the number of big words,
you may need to make an agreement. For example, arrange ahead
of time that you will help them with a certain number of words
per page. This kind of co-operation will take some pressure off
the student so they can enjoy the book they have chosen. Reading
Alone When reading alone, students may read out loud or to themselves.
This reading can be assigned by you or assumed to be something
that occurs in regular schoolwork. If your student is reading
alone and comes to you for help with a difficult word, encourage
them to sound it out loud.
READING OUT LOUD vs. SILENT READING What follows could be thought
of as the abridged version of a very brief summary. For the purposes
of this course, tutors need only acknowledge that these exercises
have different benefits and should both be implemented.
Reading Out Loud Oral reading will act as a strong reinforcement
to the phonics portion of this course, and have a tremendous impact
on spelling. It is also the time punctuation will be most apparent
to your student, as you will be taking turns reading and they
will follow along to your example. Silent Reading Silent reading
will exercise a student's ability to focus and may be more enjoyable
than oral reading. This is because there is no pressure when nobody
is listening. It is also a time students will be trying to catch
their own mistakes, thereby building independence in learning.
Again, difficult words should be attempted by sounding them out
The nemesis for most of our students is spelling. Though it
is an integral part of our program, it is often where progress
comes the most slowly. Spelling words used in our Phonics Coach
spelling exercises should not be memorized. Instead they should
be examined first for their syllabic make-up, and then for the
phonetic composition of those syllables. If the
spelling-words are memorized, the spelling exercises will lose
their value. Consequently, instead of understanding syllables
and phonetics -- which can aid in reading and spelling many words
-- the student will understand, and be able to spell, just the