I have finished working through the Cracking the ABC Code program. What can I do next?
It is important that you continue to revise the material learned. An easy and fun way to do this is using the games and activities provided for each level (see Downloadable Resources). You may also find that after a break, your child will benefit from completing the next level of material or working through one of the other programs (Editing, Writing Creatively, Spelling, etc).
My daughter dislikes the timing element of the program and gets very upset.
Many students find the timing element very motivational. However, there are some students who become stressed from this level of perceived pressure. For these students, I would suggest that you put the timer away and concentrate on accuracy. In the boxes record how many errors are made (include all words that are not immediately read fluently and correctly without having to be sounded out). The goal is to continue practising to read the list until it can be read fluently without errors.
I have chosen the wrong level for my child and it is taking him a long time to learn to read the column of words in one minute. What should I do?
If you spend too long on any one activity it will turn the process into a negative experience. Try halving the work load. Work on half a column a day, which means you will only cover two columns a week (these should be columns 1 and 3). Similarly, only do 2 or 3 comprehension questions a day (the ones that relate to the words you are currently learning). Spend two days learning the oral reading passage (passages 1 and 3). On the first day have the child read the passage and practise words that are causing difficulty. On the second day, concentrate on the meeting the time goal. You will find although your child will not have the same level of vocabulary development, he will still make good progress. It is more important that the material that is learned is learned well. Alternatively, you could purchase the level below.
My son confuses /a/ and /u/ as well as /e/ and /i/.
This is a very common problem. In the Sound Hearing book you will find a whole range of exercises that deal with this and other similar problems.
Why aren’t the real words in the vocabulary section always syllabified according to the simplified syllabification rules used in the nonsense word section?
The simplified syllabification rules is a technique taught to students so that they have an easy strategy for decoding (reading) unfamiliar words. Unfortunately, because there are inconsistencies in the English language, this strategy is not always 100% accurate. However, it usually provides a close enough representation of the word that students are able to work out the correct pronunciation. In the original version of the Multisensory Reading programs the real words were syllabified according to the simplified rules. However, at times this interfered with students’ ability to read the words accurately and fluently and consequently the decision was made to syllabify the words according to how they are actually pronounced (although it is acknowledged that there are likely to be regional and dialect variations).
My son can’t remember the vowels.
Write the vowels on a strip of cardboard and keep it with the spelling book as a ready reference. Link each vowel to a key picture that begins with the sound (e.g., a-apple, e-egg, i-insect, o-orange, u-umbrella). Each letter can be made to look like this picture. (see Alphabet Sounds).
There are always a few words my daughter has difficulty remembering how to spell. How can I help her?
80% of material we learn is lost in the first 24 hours. However, the more times we practise this material the less this information is lost and the more deeply it is embedded in our long term memory. Therefore, the more opportunities you give your child to practise the word, the more likely it is to be retained in long term memory. Have your child practise the word several times during the day – on the way to school, while you’re cooking tea and just before bedtime. When you
PLEASE DO NOT ASK YOUR CHILD TO SPELL THE WORD (e.g. w-h-i-t-e). Instead, ask your child to tell you the sounds in the word and then to identify the letter(s) which represent each of those sounds and the key word/picture. Example: What are the sounds in ‘white’? (/w/, /ie/, /t/) What makes the /ie/ sound? (magic ‘e’ makes /i/ say /ie/). What is the picture? (kite). Are there any silent letters? (yes – h). Where does it go? (After the ‘w’).
What are the short vowels?
The short vowels are /a/ like in apple, /e/ like in egg, /i/ like in insect, /o/ like in orange and /u/ like in umbrella. The image below provides a strategy for helping students remember these sounds and the key words.
We pronounce the word differently to how it is colour coded.
There are accent and regional variations in how particular words are pronounced. If you pronounce the word differently to how it has been coded, discuss this with your child and ask which letter(s) represent the sounds according to your pronunciation. For example, if you pronounce the word ‘dance’ as /d-ar-n-s/ not /d-a-n-s/, then ask your child, “What makes the /ar/ sound?”
How can I help my child learn and apply the different spelling rules?
The Rules Rule book contains all the spelling rules with each rule written on a card. These cards can be used in numerous ways to help your child learn the rules. The book also contains exercises using real and nonsense words to help your child apply the rules.
The Ender Bender cardgame is also a fun way to help your child learn and apply the spelling rules.
In addition, it is beneficial to ask your child to add different suffixes onto the spelling words currently being learned and in doing this discuss and apply the appropriate rules.
Why don’t you teach words with similar spelling patterns together (e.g., house, mouse, amount, sound)?
When students are taught words with similar spelling patterns at the same time they often just rely on remembering the pattern. This enables them to spell these words correctly in the weekly spelling test. However, it does not provide them with a strategy for remembering how to spell these words correctly outside the spelling test situation.
I have a child in pre-primary. Would it be beneficial for me to attend the workshops?
Yes! The workshops cover the ‘building blocks’ of learning to read and spell. If you have this information then you are in a better position to support your child’s literacy development and to ensure he or she becomes a proficient reader and speller.
Will I be expected to purchase your programs if I attend the workshops?
Definitely not! The workshops are designed purely to give parents information. They are very fast paced and cover a lot of material. You will be provided with lots of information that will enable you to work with your child using the material you already have at home. Alternatively, you can choose to purchase Cracking the ABC Code material or consider employing a specialist teacher to work with your child.
Can I organise a workshop for my school?
Definitely! Just contact Dr Lillian Fawcett by email to organise a suitable day and time.
Do you provide PDs for schools?
Yes! Please phone or email Dr Lillian Fawcett to discuss your requirements.