EXAMPLES OF TEACHING AIDS
Glimpse of a Reading/ Spelling Intervention Program.
A reading intervention program involves enhancing sub-skills that are required for proficient reading. In order to develop phonological awareness, or a sensitivity to sound segments of speech, a variety of games are played that sensitize children to appropriate linguistic boundaries. In order to develop a childıs orthographic awareness, or the ability to recognize and automatically evoke the names of spelling patterns, children are explicitly taught rules of spelling patterns.
Riding-Rs (Consonant Blends): This game introduces children to all the two-letter blends that contain an /r/ sound - br, cr, dr, fr, gr, pr, tr, wr. In order to help children read and spell these sounds, they are asked to identify the picture on the board and the first two sounds in the word. For example, 'drum' begins with /dr/. The children then match the small picture cards, which also begin with /dr/, with their appropriate word endings that are printed on the 'drum.'
Babyıs Pram (Short Vowel Rimes): By placing a "baby"(card) in the appropriate pram (marked as "am", "em", "im", "om", or "um"), children learn to discriminate between these short-vowel sounds. The "baby" cards have sentences on the reverse side that serve as clues for finding the right pram printed on them. For older children (Grades 4-5), the same game is used along with cards that have words containing the specific "rime" pattern (e.g., h"AM"mer, t"EM"per, d"IM"inish etc.) There are 14 games in this set contrasting different short-vowel rime patterns.
Long-i Review (Long Vowel Sounds): This game is played after children have received instruction on different ways of forming the long "i" sound. Children group word cards that share the same long "i" pattern on a board with word and picture cues. This set covers short- and long-vowel patterns of all five vowels.