Program Features

The concept of phonics is simple and there need be no mystery about its character and how it is taught through America's Phonics. By basing this program on America’s dictionaries and their pronunciation keys, a person unfamiliar with it can be shown the concepts of America's Phonics in a few moments time. America's Phonics has its own symbol set, but it is made up of common diacritics found in any dictionary. What we have done is to use age-old knowledge presented in new and pleasant ways to teach the English language. 

America's Phonics emphasizes Standard English because of its acceptance on a nationwide and international basis. Any student wishing to enunciate words, as one might hear them from a national television announcer, can be benefited by hearing the vocalized version of each sound and of each word. 

A powerful point in America’s Phonics is in its recognition of the “boredom factor.” Children can be very discerning about what they determine to be irrelevant and they can be almost impossible to motivate if they think study requests are not useful to them. In America’s Phonics, the program moves rapidly with a great variety of tasks and students feel themselves gaining. This means one thing: they enjoy their study and their production goes up exponentially. 

America's Phonics has been written with the intention of being used in a variety of ways. For many students, a classroom environment with a small number of students is an effective way to learn. This, of course, has a certain cost effectiveness that is important to most parents. However, if desired, America's Phonics can be used as a tutorial program for one-on-one instruction, or as a home schooling program. 

I.  Program Organization

A.  Internal Structure

In America’s Phonics, information and exercises are put before the students with an exclusive new “delivery system.” The program was created with extensive use of computer analysis of our language. 1000s of sorting and selecting operations were used to organize the words, sentences and exercises and to create the base on which the seven levels to the program were written. The words were selected for presentation to the student based on; character of the word, size, number of syllables, sophistication of meaning, presence of given sounds in sequence, presence of specific spellings for each sound, presence of given prefixes and suffixes, and according to specific parts of speech. 

This organizational technique is used to provide a natural progression in the levels of sophistication of study materials and exercises as we would expect to see progression in the study of math. This is not the same as presenting a student with more advanced reading materials for study or demanding higher standards of written expression. In America’s Phonics the student is taught to see words as “building blocks” which when presented in balanced proportions enable the child to progress in reading skills very rapidly. 

To enable a teacher to have precise control of activities and to correlate work between what is being done at the computer with what is being done at the desk, a combination of indexing techniques were needed. 

·   First, every word of focus (3800) in America’s Phonics has been given a discrete number. This number appears on the computer screen and in a reference chart in this teacher’s manual. A teacher can always know the exact location of activity. 

·   Second, every word is assigned an index number which identifies the level in which it appears, the sound it was selected to illustrate, if it is an example of a prefix or suffix, and the spelling of a sound which is the specific point of study. (In level four the program shifts from concentration on sounds to topics). 

F   Following is the key to the five digit index number: (This number also appears on the computer screen and in a reference chart in this teacher’s manual). 

Level Number: 1-4 
Lesson Number:1-46 
Affix Number: 0-2 (See Suffix/Prefix chart)    Spelling Number: 0-9 (See spelling chart)

B. Multiple Pass Structure

An important overall feature of America’s Phonics is in its “multiple pass structure.”  In level one students work with simple single syllable words organized according to the presence of the 44 sounds in sequence. The spellings of sounds are the most common, or primary spellings. In level two students work with two syllable words as they “pass” through the 44 sounds, but this time the variant spellings of sounds are included. In level three students work with words of three or more syllables and affixes as they “pass” through the 44 sounds. In level four students begin work in written expression and the organizational structure shifts from sounds to topics. The two parts of level four each make a “pass” through the 20 informational categories, the first concentrating on written expression in the form of sentences and the second in the form of paragraphs. The significance of this  “multiple pass structure” is that students can conceivably enter the program at any level. Students at the beginning of their language training would naturally start at level one. An older student who may be having trouble with language could be beyond needing simple single syllable words and the best starting point might be level two. Another student who may have ample elementary skills in reading could start at level four to have practice in expression. Assuming competent screening, this “multiple pass structure” enables the placement of students at the most appropriate level in respect to their needs and the most effective use of their time.

Following is an amplified outline of more of the features of America’s Phonics:

II.  Multi-Sensory

America’s Phonics stresses the use of visual, aural, tactile and oral as the senses through which a student can learn. The ways in which material is presented to students is unique to America’s Phonics, but there is nothing new about using multiple senses in language training. Multi-sensory techniques were used in the one-room schools across America with students reading silently (visual), reading aloud (oral and aural), and writing (tactile) perhaps with chalk on slate. What they did not have in those days was the term: multi-sensory to describe their techniques. Having the term has helped to focus on and give impetus to the use of all available sensory options which we feel has been done to new levels in America’s Phonics. 

A.  Visual

The use of the “visual” sense means more than simply using the eyes to read. Traditional sight reading techniques are based on working with whole words whether they are single or multiple syllable. Vision in this multi-sensory program is used to work with words according to individual characters, syllables, whole words and words in context. See the following section on Multi-Focused for a description on how the visual sense is employed in this program. 

B.  Aural

Traditional wisdom recognizes 44 sounds used to vocalize Standard English and America's Phonics uses 45 symbols to represent these sounds. These sounds are presented in a specialized computer program referred to as the “Deck.”  The Deck is used for drill not only in the human voiced, hi-fidelity sounds, but also in the printed, phonetic versions of these sounds. 

All of the 3800 words in America’s Phonics are also computerized to provide their human voiced, hi-fidelity sounds and their printed, phonetic versions. Computerization enables presenting students with sounds in a consistent way in every exercise. A student works toward the same answer every time he encounters a given word even if there is a substitute teacher. 

In desk based activities, the students or the teacher must provide the sounds but the consistent printed, phonetic versions are always at hand for their use. 

The program is designed to use pronunciation information universally available. This permits parents to have a role in their child's homework assignments and language progress overall.

C.  Tactile (Touch/Motor)

Students use their sense of touch and fine motor skills in different ways in America’s Phonics including: 

·   Varied writing requirements for
     workbook completion.

·   Computer screen manipulations
     with keyboard and pointing
     devices.

·   Word processing options
      requiring keyboard entry.

·   Dictionary "look-up" requirements
     with alphabetizing practice. 

Special computer fonts have been created to provide examples of properly formed letters and words to provide penmanship quality handwriting models throughout. This includes computer displays, student worksheets and a reference chart. In level one students “follow the dots” and copy “connective script” models as they learn to form letters. Their  writing exercises become progressively more independent but emphasis on following the “penmanship quality”  models continues throughout all levels. 

D. Oral (Speech)

America’s Phonics stresses the use of oral as a 4th sense. In the minds of the authors of America’s Phonics the counterpart to the aural aspects of multi-sensory language training is speech. The experience of vocalizing words, of hearing oneself speak, becomes input to learning as does increased mental focusing one must have to recite. To emphasize oral as a sense is an innovation in America's Phonics. 

To employ the oral features of America’s Phonics, students are asked to read aloud in turns and at times to recite to their classes instead of just for their teacher.

III.  Multi-Focused

A.  Characters

Concentration on characters comes in two general forms in America’s Phonics. Students are always involved with the literal spelling of words, plus extensive work in correlating the phonetic spellings with the literal spellings. 

Specific activities that focus on characters include: 

·   Spelling exercises both at the
computer and in the desk based work.

·   Extensive coding in literal spelling and phonetic symbols form.

·   Alphabetizing exercises.

·   Dictionary “look-up” exercises.

·   Computer entry exercises.

·   Penmanship quality writing at all levels.

·   Written expression in level four.

B.  Syllables 

There is intense focus on working with words which have been broken down into syllables This is true of words in their literal spellings as well as in their phonetic form. 

Both the computer based and desk based material includes handy reference methods for students and many workbook exercises are designed to help students to develop instinctive abilities to see words in their component parts. 

Affixes make up a special category of word elements which can be isolated and dealt with in ways that ease the complications for students. We have recognized a number of the most common prefixes and suffixes for which we provide definitions and workbook exercises. 

C.  Words 

A completely original wordbase was selected entirely from major elementary school dictionaries. These words are the result of computerized studies to include those that children need and use. From this initial body of words, 3800 were chosen to be the words of focus in America’s Phonics. These words were screened in several steps as follows: 

·         Suitability for use in elementary
      classroom activities.

·         Suitability for a specific phonics lesson.

·         Suitability for use in exercises in each
      level. 

This thorough screening process enables a natural progression with new challenges for students as they advance in their reading skills. 

America’s Phonics focuses on words for spelling purposes too. The use of a variety of rules is common in teaching English spelling. Also common is a variety of exceptions to each rule. The authors of America’s Phonics feel that human nature is such that the mind will not retain numerous exceptions to such rules very well and, therefore, a rule may not be truly effective. America's Phonics concentrates on the words themselves. Spelling  is taught based on a skillful indexing system which groups words with like characteristics so that spelling drills have a special discipline about them to help retention.   

D.  Words in Context 

I never try to appeal just to the kids. I always work for the family, because anything that is just for little kids, I think, is too stupid for the kids. I believe you play a little above the kids and a little below the adults. The adults become more child like and the kids “listen up” and become smarter and more savvy.

Shari Lewis

Renowned Puppeteer

The authors of America’s Phonics believe there is an important truth in this simple quotation from Shari Lewis. For this reason we established the criterion of “informational sentences.” This was a most difficult objective largely because we were so very limited in words with which to work. We had determined that students would not be required to read words that had not been a focus of study in a present or previous level. This meant, for example, that we have just 520 words which we could use for practice reading sentences in level one. (There isn’t very much that we could call “informational” in level one sentences, but we tried to use more natural phrasing than sometimes seen in language primers). As we progressed in levels, the informational quality improves and becomes increasingly apparent. The concepts and phrasing are quite adult in some sentences, and in our America’s Phonics classes, this has proven to be very effective. The students seem to like these glimpses into a larger world even though they may not completely understand each point. 

This approach is a simple way of helping to develop a child's base of personal knowledge as a by-product of language training. This is another America's Phonics innovation. 

Strict standards were adhered to in writing the practice reading sentences. However, in writing the definitions of words, we did not confine ourselves to only those 3800 words that are the focus of study. So definitions present a different reading challenge and their extensive use is included to develop vocabulary. The concept of “association” is well accepted as a means to improve memory and what better way to gain mental association with words than through learning their definitions. Although students’ reading skills are not to be judged on their ability to read the definitions, especially at the lower levels in the program, some still like the additional challenge of the more difficult words sometimes found there.

IV.  Multi-Based     

The multi-based aspects of America’s Phonics provide a natural structure for “reinforcement.” In numerous respects; what is introduced at the computer is covered in another way at the desk. Further, within the drill and practice categories much more reinforcement takes place. For instance, when a student practices sounds for purposes of correct pronunciation of words, there is a spelling benefit in that correct pronunciation provides the clues to correct spelling. An appreciation for the extent of reinforcement that exists in America’s Phonics can be gotten in considering the following drill and practice categories: 

Penmanship
            Tracing
            Copying
            Writing

Word Study
            Coding
            Spelling
                 Sound drills
                 Conventional spelling
                 exercises
                    (including homework)
            Alphabetizing
            Affixes
            Synonyms, antonyms,
            homonyms
            Vocabulary
            Dictionary exercises

Pronunciation
            Sound Drills
            Reading aloud and reciting

Reading
            Words (literal form and
                 phonetic form)
            Sentences
            Definitions
            Whole word/language
                   (as outside reading or
                    as level five activity)

Language Arts
            Parts of speech
            Sentence and paragraph
                   structuring
            Expression (written and
                   oral) 

A.  Computer

Most children seem to love to work on computers. Their attention spans increase and learning rates increase accordingly. This, plus the fact that word processing may be the most common computer application, make it hard to believe that any new language program would not be computerized. While it is true that computers demand discipline, they are flawlessly consistent in the presentation of the programmed material. Also, they are tireless in drill and practice by repeating exercises as many times as needed. 

In setting the criteria for the computer program, several requirements were established. The screens had to be attractive, but not arcade-like. The use of the computer, in proceeding through the exercises, had to be intuitive with crisp and prompt responses. Every possible aid needed to be included to help the student learn easily and quickly. 

The computer program provides every means of support for the student that could be conceived. There is no attempt to be obscure with answers or information about exercises. In preference to stressing the mind to achieve learning, the program is designed to call for repetition. Every word used for drill and practice is likely to reappear numerous times. 

Specific features include: 

·         Stimulating computer exercises
      on entire wordbase.

·         A "Deck" program for
       sound/symbol drills.

·         Seven levels of word study
      and reading practice.

·         Intuitive, attractive computer
     displays absent of "arcade-like"
      distractions.

·         Human voiced sounds in hi-fidelity
      on all words and symbols in the
      program.

·         Indexing system that presents
      sounds, and their variant spellings,
      sequenced to enable improved
      comprehension and retention.

·         Reading of material in phonetic form.

·         Word processing exercises in
      expression in advanced levels. 

V.  Desk

Although computerization is an essential in language education today, competent work with printed material is essential too. It is also essential that the students learn to write legibly. For these reasons, it was decided that America’s Phonics had to be a twofold program. 

Competition with the appeal of a computer placed a high demand on worksheet design and content. Exercises needed to be highly varied and interesting. We achieved this using countless variations and many puzzle-like exercises in the 551 worksheets included in the seven levels. To challenge the students, and to take their minds off the repetitious nature of their work was the most difficult in the over 200 worksheets devoted to introduction of words. The objective in word introduction is always the same: students need to learn to read, write and spell the words. So, we used worksheet design variations to mask the repetition. The appearance of the word introduction worksheets and the nature of how the exercises are presented varies in more than 100 different ways. 

America's Phonics is dictionary-oriented and a customized dictionary has been prepared for all levels through level 3.2. (In level four, students make a transition to commercial dictionaries.) Only those specific items of information that are relevant to the specific level in America's Phonics are included in these special dictionaries. 

VI. Multi-Benefit

A. Individualization

Individualization can begin before a student has the first class because of the flexible starting point options enabled by the “multiple pass structure.”  (There may be scheduling factors in a given situation that impose themselves to limit choices, but the program itself is quite adaptable to individual needs.) 

America's Phonics is designed to be used without predetermined time schedules. A student can advance through the program as rapidly as comprehension is achieved. It is conceivable that a student could begin in one small class, and because of rapid comprehension, be advanced to another class on a higher level without regard to semesters or school years. (It is quite possible that social factors will be a deterrent to striving for maximum speed that makes it wise to consider such matters individually.) 

The program is designed to keep intense focus on its language training purposes. Concentrated effort has been made to provide great variety within the program making it unnecessary or even counter-productive to introduce outside material. If a student demonstrates adequate skills in certain aspects of the program, those need not be stressed further. Certain exercises or parts of exercises could then be skipped in favor of devoting time on other things that may be more beneficial. 

The multi-sensory aspects of the program encourages use of all sensory options enabling employment of each student's best and most effective sensory strengths.

B.  Results 

In another context we would find the terms  “features” and “benefits” not thought to be synonymous. In America’s Phonics we include benefits (results) among our features because the program has a results orientation throughout. We believe these results should not be measured by grade level progress or by progress of a class. Progress should be measured individually not through a proprietary testing system but by a recognized independent test. The Wide Range Achievement Test (WRAT) is one option. 

The countless things done in the program to relieve monotony and to keep a grip on students’ attention will result in optimum reading and spelling progress in accord with each student's abilities within the shortest reasonable time. 

A major benefit of America's Phonics comes from its dictionary orientation. The most prominent dictionaries have been used as reference materials in formulating the America's Phonics diacritics. When a student learns the America's Phonics program, he is prepared to further his word knowledge throughout life through the use of virtually any dictionary. If a phonics concept becomes unclear or is forgotten, a student of America's Phonics has an effective reference material as near as the nearest dictionary. 

Other results that can be expected include: 

·   Exacting pronunciation benefits from the program's consistency in its employment of phonetic symbols and sounds.

·   Dictionary affinity for lifetime word and vocabulary development.

·   Sound drills to overcome regional or foreign accents.

·   Foundation for high level or professional use of the English language. 

The real evaluation of America’s Phonics will come from our students and in many cases the judgments will take place many years ahead. We hope that our students will be able to look back and believe that this program is wise, honest and legitimate. We hope and trust that they will conclude that we guided them correctly, and that we made a valuable contribution to their life and work.

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