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IT'S EASY TO USE

The format of the lessons makes it easy to pick up the manual and teach a lesson without a lot of preparation. Each lesson has a guide page with instructions to follow. There are ideas included for positive reinforcement and enrichment, as well as assessment. Parents, tutors or teachers simply follow the instructions for each lesson as outlined in the manual. The script does not need to be said word for word. Instructions are to guide and provide, not to rule.

IT'S FUN

It is said that a child's attention span is one minute for every year lived. Children learn easily and willingly where humor and music are involved. Humor and music are integral components of this program. The result is a significant increase in attention and retention, two critical elements in learning to read.

PARENTAL INVOLVEMENT

Parents are a childs most effective teacher! A parent's impact on learning cannot be duplicated by any other person or institution. With parents as the teachers, remedial action is immediate which prevents reading problems and oversights. Parents are very busy and don't often have the time to come up with their own reading program for their children. Reading programs can be very expensive and few of them provide a systematic way of teaching the skills most children need in order to learn to read. Knowing this, great care has been taken to make this program affordable and easy to use. Using the mini-book format has made it possible to have a library of over 100 child-tested skill-reinforcing books available without parents having to "rob the bank".


EMPIRICAL RESEARCH

This approach to teaching fundamental reading is based on empirical research and has been tested in the classroom resulting in successful application and achievement. This research is used to guide the sequence of instruction. The letter sounds are taught in a sequence found to be easiest and most effective for beginning readers. Instead of learning all of the letter names and sounds before beginning to read, the child learns a few letter sounds and then learns to blend those sounds to make words. The letter sounds that can be sustained or "held out" are taught first because they are easier to blend smoothly. Right from the beginning, the child starts using these sounds to blend words and then uses these words to read sentences. Because the sounds are used and reviewed, they are not forgotten. In most reading instruction there is little connection between the phonics lessons taught and the reading selections given.


 

SIDE-BY-SIDE INSTRUCTION PROVIDED

"Reading with Giggles & Games" side-by-side approach to teaching reading is the best result of over 30 years of experience in teaching reading to young children. It is based on research as well as common sense and working in the "trenches" of teaching school. It is based on the knowledge that children learn best when instruction is fun; is combined with music; includes systematic review; and, where newly learned skills are followed with immediate practice. The lessons are organized so that parent/teacher/tutor instructions are on the left side of the manual and what the child reads is on the adjacent page. It is suggested that the parent read the instructions before having the child read his/her page so that preparations can be made and methods can be understood.

5/5/5 METHOD OF INSTRUCTION

One way of helping beginning readers learn and retain new sight words and sounds is referred to as the 5/5/5 method in the instructions.

Following is a sample of a dialogue between a teacher and a student using the 5/5/5 method:

Teacher: "The sound of the letter [m] is "mmmmmmmm". I will say the sound as I point to the letter and then you say it after me. Make your eyes look at the letter while we say the sound and then you will be able to remember the

sound.

(Pointing to the letter [m]) "mmmmmmmm".

Child: "mmmmmmmm"

Teacher: "mmmmmmmm"

(Repeat this process 5 times)

Teacher: Now let's say the sound of the letter [m] together 5 times. Every time I point to the letter, we will say its sound.

Teacher & Child: "mmmmmmmmm"

(Repeat this process 5 times.)

Teacher: "Now you say the sound of the letter [m] by yourself 5 times."

Point to the letter each time you say its sound.

Child: "mmmmmmmmmm"

(Child says the sound 5 times.)

Remember to emphasize the sounds of the letters, not their names. Learning the sounds to automaticity at this point

will enable your child to read without the interference of having to think of the name of the letters as he blends the

sounds to make words.

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