Teach Your Child to Read in 100 Easy Lessons Revised and Updated Second Edition

by Haddox, Phyllis; Bruner, Elaine; Engelmann, Siegfried

• ISBN13: 9780671631987
• ISBN10: 0671631985
• Format: Paperback
• Copyright: 1986-06-15
• Publisher: SS

Summary

* Is your child halfway through first grade and still unable to read?* Is your preschooler bored with coloring and ready for reading?* Are you worried that your child will become lost in overcrowded classrooms?* Did you know that early readers hold an advantage over their peers throughout school?* Do you want to help your child read, but are afraid you'll do something wrong?SRAs DISTAR is the most successful beginning reading program available to schools across the country. Research has proven that children taught by the DISTAR method outperform their peers who receive instruction from other programs. Now for the first time, this program has been adapted for parent and child to use at home.Teach Your Child to Read in 100 Easy Lessonsis a complete, step-by-step program that shows patents simply and clearly how to teach their children to read.Twenty minutes a day is all you need, and within 100 teaching days your child will be reading on a solid second-grade reading level. It's a sensible, easy-to-follow, and enjoyable way to help your child gain the essential skills of reading. Everything you need is here -- no paste, no scissors, no flash cards, no complicated directions -- just you and your child learning together. One hundred lessons, fully illustrated and color-coded for clarity, give your child the basic and more advanced skills needed to become a good reader.Teach Your Child to Read in 100 Easy Lessonswill bring you and your child closer together, while giving your child the reading skills needed now, for a better chance at tomorrow.

Author Biography

Siegfried Engelmann is a professor of education at the University of Oregon, and has written many books on teaching, including Give Your Child a Superior Mind. He is the originator of Direct Instruction, the most successful approach to teaching, and he has developed more than thirty direct instruction programs. He has provided teaching demonstrations with a wide range of children-consistently showing that they could learn much more than had been achieved with traditional teaching. Phyllis Haddox worked as a reading specialist before she joined the faculty of the University of Oregon. She has co-authored several direct instruction programs with Engelmann, produced over twenty training videos, and served as consultant and trainer for many school districts. Elaine C. Bruner co-authored DistarR reading programs with Engelmann, pioneered training of teachers in direct instruction methods, and has worked at the University of Illinois on computer applications of direct instruction.

Excerpts

Chapter 1

LESSON 1

TASK 1 SOUNDS INTRODUCTION

1.(Point tom)I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold two seconds.)mmmmmm.(Release point.)

2.Your turn to say the sound when I touch under it. (Touch first ball.)Get ready. (Move quickly to second ball. Hold.) "mmmmmm."

(To correctchild saying a wrong sound or not responding:) The sound ismmmmmm.(Repeat step 2.)

3.(Touch first ball.)Again. Get ready. (Move quickly to second ball. Hold.) "mmmmmm." (Repeat three more times.)

4.(Point tos.)I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold.)ssssss.(Release point.)

5.Your turn to say the sound when I touch under it. (Touch first ball.)Get ready. (Move quickly to second ball. Hold.) "ssssss."

(To correctchild saying a wrong sound or not responding:) The sound isssssss.(Repeat step 5.)

6.(Touch first ball.)Again. Get ready. (Move quickly to second ball. Hold.) "ssssss." (Repeat three more times.)

TASK 2 SAY IT FAST

1.Let's play say-it-fast. My turn:motor(pause)boat.(Pause.) Say it fast.motorboat.

2.Your turn. Wait until I tell you to say it fast.motor(pause)boat.(Pause.) Say it fast. "motorboat." (Repeat step 2 until firm.)

(To correctchild saying word slowly -- for example, "motor [pause] boat":) You didn't say it fast. Here's saying it fast:motorboat.Say that. "motorboat." Now let's do that part again. (Repeat step 2.)

3.New word. Listen:ice(pause)cream.(Pause.) Say it fast. "icecream."

4.New word. Listen:sis(pause)ter.(Pause.) Say it fast. "sister."

5.New word. Listen:ham(pause)burger.(Pause.) Say it fast. "hamburger."

6.New word. Listen:mmmeee.(Pause.)Say it fast. "me."

7.New word. Listen:iiifff.(Pause.)Say it fast. "if."

8.(Repeat any words child had trouble with.)

TASK 3 SAY THE SOUNDS

1.I'm going to say some words slowly, without stopping. Then you'll say them with me.

2.First I'll sayamslowly. Listen:aaammm.Now I'll saymeslowly. Listen:mmmeee.Now I'll say in slowly. Listen:iiinnn.Now I'll saysheslowly. Listen:shshsheee.

3.Now it's your turn to say the words slowly with me. Take a deep breath and we'Il sayaaammm.Get ready. "aaammm."

(To correctif child stops between sounds -- for example, "aaa [pause] mmm":) Don't stop. Listen. (Don't pause between soundsaandmas you sayaaammm.) Take a deep breath and we'll sayaaammm.Get ready. "aaammm." (Repeat until child responds with you.)

4.Now we'll sayiiinnn.Get ready. "iiinnn." Now we'll sayooonnn.Get ready. "ooonnn."

5.Your turn to say words slowly by yourself. Sayaaammm.Get ready. "aaammm." Sayiiifff.Get ready. "iiifff." Saymmmeee.Get ready. "mmmeee." Good saying the words slowly.

TASK 4 SOUNDS REVIEW

1.Let's do the sounds again. See if you remember them. (Touch first ball form,)Get ready. (Quickly move to second ball. Hold.) "mmmmmm."

2.(Touch first ball fors.)Get ready. (Quickly move to second ball. Hold.) "ssssss."

TASK 5 SAY IT FAST

1.Let's play say-it-fast again. Listen:motor(pause)cycle.Say it fast. "motorcycle."

2. mmmeee.(Pause.) Say it fast. "me."iiifff.(Pause.) Say it fast. "if."shshsheee.(Pause.) Say it fast. "she."

TASK 6 SOUNDS WRITING

(Note: Refer to each symbol by its sound, not by its letter name. Make horizontal rules on paper or a chalkboard about two inches apart. Separate writing spaces by spaces about one inch apart. Optionally, divide writing spaces in half with a dotted line:-----.)

1.See chart on page 24 for steps in writingmands.)You're going to write the sounds that I write. You're going to write a sound on each line. I'll show you how to make each sound. Then you'll write each sound. Here's the first sound you're going to write.

2.Here's how you makemmm.Watch. (Makemat the beginning of first line. Start with a vertical line:

Then add the humps:

(Point tom.)What sound? "mmm." First you're going to trace themmmthat I made. Then you're going to make more of them on the line.

3.(Help child trace sound two or three times. Child is then to make three to fivem's on top line. Help child if necessary. For each acceptable letter child makes, say:) Good writingmmm.

4.Here's how to makesss.Watch. (Makesat beginning of second line. Point tos.)What sound? "sss."

5.First you're going to trace thesssthat I made. Then you're going to make more of them on the line. (Help child trace sound two or three times. Child is then to make three to five s's on second line. Help child if necessary. For each acceptable letter child makes, say:) Good writingsss.

LESSON 2

TASK 1 SOUNDS REVIEW

1.(Point tom.)I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold two seconds.)mmmmmm.(Release point.)

2.Your turn to say the sound when I touch under it. (Touch first ball.) Get ready. (Move quickly to second ball. Hold.) "mmmmmm."

(To correctchild saying a wrong sound or not responding:) The sound ismmmmmm.(Repeat step 2.)

3.(Touch first ball.) Again. Get ready. (Move quickly to second ball. Hold.) "mmmmmm." (Repeat three more times.)

Copyright © 1983 by Siegfried Engelmann

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Excerpted from Teach Your Child to Read in 100 Easy Lessons by Siegfried Engelmann, Elaine Bruner, Phyllis Haddox
All rights reserved by the original copyright owners. Excerpts are provided for display purposes only and may not be reproduced, reprinted or distributed without the written permission of the publisher.