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The phonics program used by Back to Basics Reading is appropriate for ages 6-106. It is helpful if the student knows the names and sounds of the 26 English letters, but not required. Those sounds are covered within the first 3 lessons which can be reviewed multiple times if needed.
I’ve used this phonics program with hundreds of students from first graders to adults and never failed to produce successful readers and spellers. Individuals who had given up, convinced they would never succeed because they couldn’t read well, are now confident, on-level readers who are usually at the top of their class and on the Honor Roll.
Every language has sounds and rules. BBR presents both in a logical progression that includes both the reading and spelling aspects of our language. Simple consonant sounds are learned, which then leads to blended sounds. Next comes digraphs, and so on. Along the way, syllables are introduced and students find themselves easily reading 7-11 letter words. They get really excited then! On the flip side, they color spell words by sound and are spelling 7-11 letter words! Wow! There are other concepts learned like suffixes (including the 3 spelling rules), contractions, and possessives which help them to read and understand what the author is writing. Everything is taught “line upon line, precept upon precept,” as opposed to the chaotic, random presentation found in most modern reading curriculum.
Words are made up of sounds, which the students are trained to recognize and read. On the flip side, when they are spelling, they are trained to identify the sounds they hear and spell them with the patterns and rules they’ve learned. For example, in the word stocking, a student will hear: stocking They hear each piece of the word, apply the spelling rules they’ve learned, and ta-dah! They spell it correctly. Just for fun, did you know that word included a blend, vowel rule 1, digraph, and suffix?
Words are made up of sounds, which the students are trained to recognize and read. On the flip side, when they are spelling, they are trained to identify the sounds they hear and spell them with the patterns and rules they’ve learned. For example, in the word stocking, a student will hear: stocking They hear each piece of the word, apply the spelling rules they’ve learned, and ta-dah! They spell it correctly. Just for fun, did you know that word included a blend, vowel rule 1, digraph, and suffix?
Silly Syllables are what we call CVC (consonant-vowel-consonant) patterns that serve two purposes. First, they reinforce mastery of Vowel Rule #1 (One vowel, followed by a consonant, is short, code it with a breve) in a way that is simple and non-threatening. Because it’s a SILLY syllable, it’s not a REAL word….so they’re not as afraid to make a mistake. Therefore, students become more confident in sounding out words. Secondly, it is setting the groundwork for when syllabic division is introduced. When they take a large word and chunk it into bite-sized pieces called syllables, the word becomes much easier to read.
Kendra, this answer depends on how we set up the program. Will they have an icon next to each syllable they can click to hear me say it?
Phonics was the original method that successfully taught millions of American children to read. For some reason many years ago, the powers-that-be decided to try the Whole Word Method which was basically see it and memorize it. Teachers had taped “Word Notes” onto everything: pencil, desk, book, apple. Children were expected to see it, remember it, and read it. I have two siblings who were illiterate because that is how they “learned” to read. When that failed miserably, they tried a variety of other methods with moderate success. Finally, the new-powers-that-be decided phonics was the way to go. Unfortunately, not many people knew how to teach true phonics anymore. The textbook publishers made a valiant effort to reincorporate phonics back into their curriculum, but it was a hodge-podge of concepts randomly placed within the year’s lesson. Students’ spelling lists do not match the sound concepts learned during the phonics portion of their lessons. It’s a mess. There are a few excellent phonics programs available for purchase today, but not many trained educators to teach them. That’s why I felt it was critical to get these lessons on video. Every student I’ve taught with phonics has become strong readers and spellers.
It has proven successful with children having a variety of challenges. The most outstanding success was a child who was born with a genetic deficiency and was unable to read. The teacher in her special education classroom was teaching the same concepts year after year thinking the student unable to grasp any more. Using this curriculum, the student learned sounds, words, sentences, and began reading simple books. For the parents, it was a miracle. Additionally, many others who were labeled “Reading Disabled” and on IEPs have learned to read successfully with this program.
This phonics program is independent and comprehensive covering the subject of how to read in its entirety. It does not work with or against the methods presented in classroom textbooks. However, many of my students have been able to help struggling readers in their classroom with concepts they have learned. (A few have even taught their teacher some things!)
No; however, each request will be individually assessed.
No. Never.