TTRS teaches typing and spelling in 24 levels which are broken down into 31 modules. Scores are based on completion rates and accuracy, not speed. The course starts with learning to touch-type, read and spell the vowels — a , e , i , o , u. The audio track accompanies the letters as they appear on screen, reinforcing sound-letter correspondence, which is a crucial skill for sounding out words in reading. The user then receives their first score — and success! Learners begin by typing the vowels - a, e, i, o, u.
The audio track accompanies letters and words as they are shown on screen. The user receives their first score — and success! In the second level, the student is introduced to words grouped by onset, vowel-blend and final consonant. For example — fed , wed , led. This teaches phonics in context and at the same time the student learns the position of the keys using the on-screen hand guides. With repetition, words move from short-term to long-term memory and the skill of typing begins to feel more comfortable.
Repetition is also a way of over-learning that can help users with dyslexia overcome working memory and processing difficulties. Words are grouped by onset, vowel-blend and final consonant. For example — fed, wed, led. At the same time learners master the position of the keys using the on-screen hand guides. TTRS takes a multi-sensory approach to repetition learning. Through the multi-sensory approach, a user hears the words spoken through headphones or speakers, sees the words printed on the screen, and is prompted as to which fingers to press via the on-screen keyboard.
Finally, through the sense of touch, they type out the words, harnessing muscle memory in the hands and fingers to learn spelling. I just wish I could have profiles for different students instead of having to log out and log each child individually. It takes a long time to download the data each time my kids logs in for a lesson.
Please email support readandspell. I knew that the typing program I used for my non-Dyslexic kiddo would not work for my son, who has moderate to severe, double-deficit Dyslexia.
Most programs go too fast, too soon, for him, and the words used would make it inaccessible to him as well—never mind the anxiety that the timed test would give.
I love the repetition, multi-sensory input including visual and auditory cues , and ease of use. My son is able to do this independently and with great success. The price was a bit off-putting, but we purchased it at a discounted price during a holiday sale. My year-old son has been doing 4 lessons per day, 4 days per week, which should allow him to complete the program during our 1-year subscription. We did have some technical difficulties at first, but customer service was very thorough and helpful.
I had not realized that there was an iPad app, so we were using the online version in Safari, which was not the best option. The program not only incorporates the most important principles of beginning reading instruction, but it has also brought them together in a package that is very engaging for children. The performance of these children was compared to that of 50 first graders from a comparable elementary school who started with higher reading levels than the students from Millard School.
The Millard School children achieved significantly higher end of year scores on phoneme blending, reading nonwords, and spelling. Click here to see chart of results The 94 Millard first graders and a comparison group of 50 first graders at a nearby school were tested at the beginning and at the end of the project with the following tests: 1.
Blending Phonemes, 2. Reading Nonwords, 3. Reading Words, 4. Elision, 5. They were also tested at the end of the project with the following tests: 6. Woodcock-Johnson Word Attack, 7. Woodcock-Johnson Word Identification, 8. WRAT Spelling, 9. In summary, although the Comparison Group started out ahead on every test, the RWT Group scored significantly higher on Blending Phonemes, Reading Nonwords, and Spelling at the end of the project and made significantly greater improvement on all pre-post tests than the Comparison Group.
Although they were not tested, the teacher reports that students made noticeable progress in reading, writing, and typing. These students were highly motivated to use the computer and were more focused while working at the computer with headphones than they were during teacher instruction.
In addition, students acquired a foundation of computer skills that will make their work more and more efficient as they continue through elementary school. This research suggests that if this approach were implemented widely, it could make a significant improvement in reading scores across the nation. A group of Vietnamese families and a group of Hispanic families participated for two nights a week in four 6-week sessions.
This project was not designed to collect formal data, but both the adults and children found it very enjoyable. There were waiting lists for each session. In an article in Education Week March 31, , Jane Croom, a parent of two children from the original project, related a personal story: her 7th grade son, who began using the program in first grade, now writes extensively and types words per minute.
Click here to learn more about Talking Fingers, Inc. Results with at-risk first graders are impressive in at least one study. Working in groups of three, children who received such computer support over the course of a school year significantly improved both their reading accuracy and their fluency.
Using RWT, the researchers said, would result in only about 2 to 4 percent of children leaving first grade as poor readers. RWT also demonstrates that as early as first grade, children can successfully learn keyboarding kills.
These skills provide a foundation for other activities such as word processing. The program is multisensory: Children learn to associate a specific sounds with a letter and a finger tap on the keyboard. As an added benefit, Children become familiar with the computer keyboard at an early age.
Good news! California Instructional Materials Funds can be used for the purchase of this product. Some teach reading. Still others teach writing and typing. Both packages offer keyboard overlay that helps kids learn to type by feel, a collection of activity and storybooks, and a laminated practice keyboard; the Deluxe Version also includes a poster and nine additional storybooks.
To the surprise and delight of our testers, Talking Fingers was up to the challenge and this superb program succeeds in simultaneously teaching all three disciplines. With lively characters and just the right amount of humor, children are guided through exercises and games that teach letter sounds, while simultaneously using the keyboard to identify typing techniques. From proper hand and finger placement, to phonetic sounds, this title engaged and educated our testers.
My 6-year-old is so enthusiastic about it, she wants to keep going and going. Your commitment to promoting the success of our children is an inspiration. It requires skillful, systematic instruction.
It involves understanding that the words we speak are made up of individual speech sounds phonemes , and that letters and pairs of letters are the symbols that represent the sounds. As children progress through the lesson adventure, they become empowered to tackle the new words they encounter both in their reading and writing. Read, Write and Type … has clear auditory and visual instructions. The RWT is designed with many safety nets to meet the needs of children who may have difficulty reading and writing.
The instructions are provided with clearly recorded speech ; they do not have to be read. The auditory instructions are accompanied by graphic illustrations and can be repeated as many times as necessary. Children can learn phonics, reading, writing, typing, spelling and punctuation, at their own pace, with clear, non-judgemental feedback.
Games can be repeated infinitely. Self-esteem is protected in vulnerable students who need to work at a slower pace and tend to make lots of errors. The program is highly motivating to keep the interest and concentration of children who have difficulty focusing their attention. Children see words appear neatly spaced in a clear, large font, leading their eyes consistently from left to right on the screen. The phonics children learn from writing in the RWT Learning System can be applied when encountering new words in books.
Research shows that dyslexics frequently have difficulty with visual-motor integration. The problem contributes to difficulty with handwriting as well dysgraphia , because they have a hard time remembering the visual appearance of a letter and then drawing that letter with a pencil. Is this a tall letter or a short letter? Do I start at the top or the bottom? Do I move the pencil from right to left or left to right?
Progress is displayed in easy-to-read charts. An online program for users of all ages and ability levels. Our home plans are designed for up to 5 users.
For learners with dyslexia. A program designed to get children and young-adults with dyslexia touch-typing, with additional support for reading and spelling Start now.
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