| |
Play
'n Talk |
A
Beka |
Sing
Spell Read and Write |
| Program
Gain |
(30+
years old) 2 to 3 years in one year or ten weeks of remediation |
Would
not comment |
1
year in 1 year |
| Ease
of Instruction |
No
lesson planning or extensive training needed; Easy-to-use Manual;
Recorded teacher teaches each phonics lesson |
Teacher
training and lesson planning necessary; Time consuming |
Teacher
training and lesson planning necessary |
| Phonic
Presentation |
Pure
phonics in proper order; Short vowels first; Syllables taught and
stressed; Blending automatic; Consistent sounds on recording;
consistent review |
Long
vowels too soon; confusing; Memorization and keyword process; Sounds
not consistent; Depends on teacher's ability; Reverses vowel-consonant
pattern; Discourages fluent blending; Weakens word-attack skills |
Long
vowels too soon; Confusing, not consistent; Exceptions to rules
presented too early; Indistinct, rapid sound; Reverses vowel-consonant
pattern; Discourages fluent blending |
Use
of Memory
Integration of 4 Senses |
Visual
auditory; speech and motor; Developmentally correct in progression |
Visual
stress; Gross motor lacking; Auditory response lacking; Left brain
input neglected; Encourages memorization rather than analysis |
Visual
stress; Fine motor skills too soon; Gross motor skills neglected;
Right brain auditory input neglected |
| Whole-Word
Training |
No.
Readers are phonetically correct. |
Yes,
in readers |
Yes,
in readers |
| Visual
Training |
Strong;
Reinforces left-to-right movement through words; Does not cause single
focal point |
Can
be harmful; Does not reinforce left-to-right movement through words;
Causes single focal point |
Can
be harmful; Does not reinforce left-to-right movement through words;
Causes single focal point |
| Spelling |
Strong |
Weak |
Weak;
Introduced too early |
| Writing |
Developmentally
correct |
Too
early |
Too
early |
Silent
Reading
Comprehension |
Strong;
Reading Test grades 1-3 available |
Weak |
Weak |
| Choral
Reading |
Helps
the student to become fluent in reading and enhances blending process |
Nothing
to compare |
Nothing
to compare |
| Music |
Easy
to listen to; Does not agitate the student |
Nothing
to compare |
Too
rapid; may agitate the student |
| Reward |
Self
esteem is gained by the student who can and does achieve word-attack
skills |
----- |
Treasure
Chest trinkets may program student to continually expect rewards |
