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2016 Super Spelling Camps
See the spelling camps page for details.
509-946-5453 (Audrey) or 509-627-5447 (Linda)
Jun 20 - Jul 20, 2016
Call 605-693-4454 to register
9575 SW Locust St.
Aug 1-5, 2016
If you would like to request a seminar in your area, please visit our
seminar request page.
Spelling Dictionaries now available!
Audio Tape/Visual Aid "Overview" and full catalog available FREE upon
Online ordering coming soon!
An EQUAL and OPTIMAL educational opportunity through multi-sensory language arts.
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Estimated: 3 pages
Content and Methods of Instruction Make the Difference
The Writing & Spelling Road to Reading & Thinking presents a practical, step-by-step,
full language arts instruction which integrates all of the language arts "strands".
- LISTENING, SPEAKING, INITIAL LETTER FORMATION & PENMANSHIP
- "EXPLICIT" PHONETICS
- CORRECT SPELLING WITH 47 RULES OF SPELLING, PLURALS & SYLLABICATION
- COMPOSITION, READING & COMPREHENSION
- VOCABULARY DEVELOPMENT
- GRAMMAR & SYNTAX
- ANALYTICAL & INFERENTIAL THINKING
- COGNITIVE DEVELOPMENT IN THE AUDITORY, VISUAL, VERBAL AND MOTOR AREAS OF
How quickly can young students learn? At what ages? How much can they learn? What
is developmentally appropriate practice for the young? Do they need teacher
directed instruction and practice, or to be encouraged to wander about a classroom
from one work station to another to "discover" all they need to know about written
language, which would then permit them to pursue any area of study?
We believe that the first step is to set clear language goals and then to help children
achieve them. Our goal in early English instruction is to enable beginning students
to turn their comprehensible, oral vocabularies (between 4,000 and 24,000 words
according to researchers Chall, Seashore and Flesch) into print as quickly as possible.
This, in turn, enables them to read and write at their interest levels.
We begin by teaching 71 correct spelling patterns (very close to those organized
by the Oxford-Webster collaboration of the 1850's to normalize English spelling
across the world) to match the 42 elementary sounds of speech. They, and
all else in this method, are taught concurrently with letter formation through dictated
instructions. Using brain-based, multi-sensory and direct instruction to fairly
accommodate all learning styles, we have proven empirically that virtually
all first graders can learn this phonetic code (the alphabetic
principle) in a few weeks. The methodologies, content and finely sequenced
lesson plans of this method unite to produce acceleration in learning, excellence,
and the prevention and correction of cognitive skill-based disorders with all students
of varying abilities, which the following graphic examples will show.
Dr. Samuel T. Orton, beginning his research in 1923, worked with teachers who were
regularly taught this complete orthographic phonics in the 1920's and before. One
of Orton's protégés, Romalda Spalding, discovered only one student in her entire
career she considered truly dyslexic. Oma Riggs, this author's mentor, never found
even one she couldn't teach at least to grade level. Dr. Hilde L. Mosse, head psychiatrist
in the New York City school system in the 1960's and 1970's used these techniques
to teach 1000 of her learning-disabled and psychologically disturbed student patients
to read and write. The encyclopedic testimony of her experience and research is
in her 714-page The Complete Handbook of Children's Reading Disorders. The
decades of experience of the Riggs Institute reflects the same results. There is
no "scientific controlled research" demanded by the federal and state legislation
because there have not yet been any "control groups." Because we are against publisher-financed
research we remain hopeful that future neuroscientists, educational psychologists
and linguists, who already possess federal and foundation research dollars, might
be interested to correct this oversight. Our curriculum and teacher training practices
reflect nearly 120 years of collective research and practical experience. The empirical
evidence of its efficacy is overwhelming. But first we must have the very high
expectations that the teachers of these students had.
For additional information see article, "Kid's Brainpower."