Vowel First Method
A simple but highly effective method that teaches the basic skills of reading to students with learning problems.
Welcome to the Program and new beginnings. This tried and true remedial approach is applicable for students with reading problems resulting from various origins such as learning disabilities (including dyslexia), a developmental lag or a borderline intellectual handicap. It accommodates students all ages – youngsters through adults. To address this wide range of age, the Program has two titles (Darwin the Dragon Reading Program & The Vowel First Method) as well as two sets of teaching instructions. The instructions for the young child are presented in storybook form while the instructions for the older child and adult are presented in an age appropriate form in the Guide. The Program’s innovative focus is on the vowels for as they lack consistency of sound, they are the most challenging letters to decode.
The Program consists of a guide and workbook (these two books are in one volume), three entertaining and delightfully illustrated storybooks as well as a teaching aid that familiarizes the student with the short vowel sounds.
To address the wide range of age, there are two titles (Darwin the Dragon Reading Program & The Vowel First Method) as well as two sets of teaching instructions. A highlight of the Program is that it was designed to be presented by people who lack a background in teaching – e.g. parents in particular as well as school volunteers and tutors who lack a viable program to work from. To accommodate this feature, the Guide contains clear teaching instructions, detailed lesson plans as well as specific tutor-training instructions and exercises. It takes approximately 1½-2 hours to acquire the technique. Note that resource teachers would also find this Program to be a valuable tool.
The Program consists of a guide, workbook (these two books are in one volume) and three storybooks. The storybooks are delightfully illustrated, entertaining and address the young child’s instructional needs while the age-appropriate instructions located in the Guide address the needs of the older child and adult.
EXAMPLES OF THE PROGRAM’S EFFECTIVENESS
- A tutor worked with a 49 year old totally illiterate man for eleven months, and though guided by his literacy council (a well established one in Montreal with an abundance of programs), his student’s progress was negligible. However, the first time The Vowel First Method was presented, the student read his first words ever. Six months later this student was the recipient of the prestigious Peter Gzowski Learner Achievement Award. For more information, please refer to the Note from a Tutor in upcoming Letters of Acknowledgement section.
- Upon the request from the principal of the Learning Center at the regional secondary school in her area, Mrs. Trower agreed to tutor a 14 year old student. Though this student was functionally illiterate at the beginning of the first session, her progress was rapid. For instance, by the end of that initial session she was reading a rhyme geared to the latter part of grade one; after the third session she started to read for leisure; and six weeks later, a secondary one history text became part of her instructional reading materials. For additional information, refer to the Letters of Acknowledgement for a heartfelt communiqué from her mother.
- A tutor reported that her ten year old student “was amazed to learn that there are rules he could use”. She continued by thanking me “for making a program that anyone could apply.” Lynn, Ontario.
In reference to the Program’s rules and the many exceptions in the English language: The Program’s specifically designed workbook exercises and reading materials avoid most exceptions (sight words) during the early stages of remediation as this keeps things simple and thus allows the students to acquire the foundational skills with relative ease. This coupled with the confidence fostered by the progress, encourages further growth.
- When a new acquaintance discovered that Mrs. Trower was involved in literacy as she was, she eagerly informed Mrs. Trower of a valuable teaching aid she had come across. The woman was quite taken aback when she realized she was talking to the aid’s designer.
- CBC radio and the National Library of Canada have both shown an interest in her work. Mrs. Trower was interviewed twice by the CBC and the National Library chose the Darwin Program for inclusion in a display that promoted literacy.
DARWIN’S TREASURE HUNT TROUBLE
The enticement of an adventurous young fun-loving dragon and the excitement of a treasure hunt draw the child into the book. Once there, rhyming instructions and delightful illustrations acquaint the child with the short vowels sounds. In addition, the storybook promotes language development and this is achieved through the discussion of the illustrations and storyline. This is an instructional book and thus is to be read to and worked on with the student.
To-date only the first of the three storybooks has been printed; the second and third books will be printed in the near future. Until they are on the market, the tutor should refer to pages 24-28 of the Parent/Tutor Guide for detailed instructions on the teaching of the long vowels and syllabication.
TEACHING AID
The aid consists of five keys that acquaint the student with the short vowel sounds. They come highly recommended as students of all ages find them appealing and thus motivating. They are made out of wood and are approximately 13 cm x 1.9 cm x 1.3 cm (5 in x 2 in x 3/8 in). These keys are available in a less expensive plasticized Bristol board version as well.
