Don M. Winn's Blog, page 15

Sir Kaye Series Wins Best Series Award!

[image error]

I’m very happy to announce that the Sir Kaye the Boy Knight series (a four-book chapter book series for ages 8 and up, written by me, Don Winn) won the 2017 Royal Dragonfly First Place Award for Best Children’s Series. Although each individual book has previously won awards, it’s an honor to have the entire series recognized through this award.

Check out the Sir Kaye series video to learn more about the series, or visit the About Sir Kaye page on this blog. You can also visit the Chapter Books page at www.donwinn.com. The Sir Kaye books are published by Progressive Rising Phoenix Press, where discounted bulk orders are available.

Here’s a brief press release about the award:

‘Sir Kaye the Boy Knight’ Series Wins Coveted Royal Dragonfly Book Award

CHANDLER, AZ (November, 2017) – The judges of the 2017 Royal Dragonfly Book Awards contest, which recognizes excellence in all genres of literature have spoken, and the Sir Kaye the Boy Knight series by Don M. Winn, won 1st place in the Best Children’s Book Series category.

“Winning any place in the Royal Dragonfly Contest is a huge honor because in order to maintain the integrity of the Dragonfly Book Awards, a minimum score is required before a First or Second Place or Honorable Mention will be awarded to the entrant – even if it is the sole entry in a category,” explains Linda F. Radke, president of the Dragonfly Book Awards program. “Competition is steep, too, because there is no publication date limit as long as the book is still in print.”

The Sir Kaye the Boy Knight series follows the adventures of Sir Kaye, a twelve-year-old knight in the fictional medieval land of Knox. The series consists of four chapter books for ages 8 and up: The Knighting of Sir Kaye, The Lost Castle Treasure, Legend of the Forest Beast, and The Eldridge Conspiracy. Each book retails for $9.95 for the paperback version and can be purchased at amazon.com, barnesandnoble.com, and the iTunes store. Hard cover, library bound, and eBooks are also available.

 

The Happy Moments Project

Thomas Jefferson’s beloved words in the Bill of Rights are familiar to many: that all are endowed by their Creator with certain inalienable rights, among which are Life, Liberty, and the pursuit of Happiness.

Hm. “Pursuit” of happiness.

If you ask most people today how they would define pursuit, you’d get answers like “chase,” “hunt,” or maybe “seeking.” But if you research the lexicography of Jefferson’s day, he was saying that all people have the right to exercise or practice happiness.

Practicing something is quite a different idea from chasing or hunting something. After all, if I’m chasing something, it probably had a head start and can run faster than I can. It’s really hard to catch something that got the jump on me when I wasn’t looking! Think Wile E. Coyote and the Road Runner—no matter what that coyote tried, his chase was fruitless, and, worse, even harmful to himself![image error]

But practicing is different. It involves my focus. It’s what I’m paying attention to. It’s something I can come back to if I’ve gotten distracted.

The last few decades have been hallmarked by people having more and more things, more and more debt, more and more distractions. It’s no coincidence that these things have not made for a happier world. Think about that for a moment. If things, distractions, and instant gratification are not the fabric of happiness, what is? If Thomas Jefferson had it right all along, and happiness is a practice, something one exercises, how can we learn to practice it ourselves, and model happiness for our children? (Reference: Happy for No Reason by Marci Shimoff)

[image error]Enter my new project, The Happy Moments book. This book will be a compilation of happy moments from real people’s lives retold in prose, poetry, or story form. The book will be a reminder that a fantastic life is really a string of small moments that become dear to us. It will remind adults (and teach kids) that spending time together and nurturing meaningful connections with one another is what life is all about.

People from all walks of life can contribute their favorite happy moments they experienced as children. This book will teach children how to focus on everyday happy moments as a way of coping with challenges or disappointment. It will broaden children’s views of the world and create a sense of empathy that will stay with them into adulthood.

Want to help? I’d love for you to donate a personal experience to my Happy Moments book project! Think back to your childhood: what happy moment did you have as a child that you remember to this day? I’d like the book to focus on “everyday” kinds of happy moments, not necessarily momentous life events.

If you would like to contribute your experience to my project, here are some questions you can answer that will help me present and share your memory in the best way possible.

What is one of your favorite happy moments from your childhood?
Why is this happy moment special to you?
Describe the setting/scene of your happy moment.
When you think of this happy moment, what stands out to you the most?
What colors/sounds/smells/etc. come to mind when you remember this moment?
How did this happy moment make you feel? (other than happy—perhaps calm, excited, hopeful, etc.)

Please understand that your happy moment donation may be edited before publication and in some cases it might be converted to a poem. I will, of course, be happy to share the edited version with you before publication. Your published experience can be attributed or anonymous—your choice.

[image error]

Please don’t worry about the form of your submission. All I need is your happy moment. I will take care of editing and shaping the words. Please see below for some rough (unedited) samples of the kinds of happy moments I am looking for.

Please submit your happy moment from the Happy Moments Project page on my website. 

Happy Moment Example 1: The Button Box—My grandmother had a large tin full of all kinds of buttons, every shape, size and color you could imagine. Whenever I’d visit my grandmother, I loved playing with the buttons. I would place several buttons on a string and then I would twist it so I could make it spin…one direction and then the other. It would entertain me for hours. By the time I was finished playing, I had buttons all over the living room.

Happy Moment Example 2: Making Biscuits with Grandma—When I was old enough to stay with my Grandma and Grandpa, Grandma would let me help her in the kitchen, and that usually meant making biscuits or teacakes. I loved-LOVED-the feel of squishing dough between my fingers. She would give me a chunk of dough and I would work it and work it and work it until it was positively gray and stiff. Then—wonder of wonders—it was time to put it in the oven. When we took our baked goodies out of the oven, I would proudly present my now-nicely-browned piece of hardtack to my loving Grandpa, who would eat it every time with a smile, and say, “Mmmm, that’s good, baby.”

And if you’re looking for a series of exciting adventure chapter books for ages 7 and up that appeal to reluctant readers, check out the award-winning Sir Kaye series, published by Progressive Rising Phoenix Press.

 

The Gift of Reading!

Every year at this time, people start thinking about gifts for their loved ones, and while advertisers inundate us with ever-more-sophisticated toys, the greatest gift we can give our children is the gift of reading. Not only does the gift of reading open up a world of great stories, but after we learn to read, for the rest of our lives, we must be able to read well in order to learn.

The Gift of Reading for Preschoolers

The gift of reading can begin from birth. How so? By building a solid pre-literacy foundation, priming our children to be ready-to-be-readers before they start school. Here are a few tips on how to do that.

Read together. Children that are read to regularly are far more likely to think of themselves as readers even before they are actually able to read—and that is half the battle.

Ask questions. Parents and early childhood educators can use my Cardboard Box Adventures (CBA) picture books to lay a foundation for literacy long before children can read. How? Read the books together with your kids and ask them questions to get them involved in the stories. You can make up your own questions, but as a teaching aid, all of my CBA picture books include questions for discussion. Some of those questions help make sure kids understand the story, but others let them discuss what’s on their own minds on topics related to the story.

Don’t shy away from big words. Kids love learning new, grown-up words, and my picture books contain an abundance of great grown-up words. Take time while reading together to stop and explain the new words. Help them use the new word in a sentence. Don’t be surprised in the following days if you hear your kids using the new “grown-up” words in their conversations.

Incorporate rhyming books into your read-aloud library. The meter and rhyming words build phonological awareness in kids, helping them predict upcoming words and teaching them to break words into syllables long before kids even know what syllables are. Draw kids’ attention to rhyme, alliteration, and any instances with repetitive sounds to help them recognize the sounds of different letters. By doing these things, you’ll be teaching kids essential skills that will make learning to read much faster and easier when the time comes. Many of my CBA books are written in rhyme.

Why CBA Picture Books Work

All CBA picture books are great for shared reading with lots of fun pictures to help parents and kids interact.
All CBA books include discussion questions. Sample questions from Chipper and the Unicycle: What did Chipper do to find a new act? Was riding a unicycle as easy as Chipper thought it would be? What is perseverance and why do people need it?
All CBA books include fantastic vocabulary growth words. Sample words from Twitch the Squirrel and the Forbidden Bridge: daring, nerves, lunge, fleet, ravine, rapids, chasm, perilous, tattered, frail, banned, steady, stride, bounding, severed, strands, slack, hurtling, desperate
All CBA books help teach phonological awareness through rhyme, poetic meter, and/or alliteration.

Click here to view a .pdf with a more detailed description of each of Don Winn’s picture books along with ways to utilize them to get the most out of shared reading time.

The Gift of Reading for Older Children

Once a good pre-literacy foundation has been laid, the gift of reading doesn’t end there. Children need to be presented with great stories that will engage their minds and keep them reading. This is especially important for reluctant and dyslexic readers. The Sir Kaye, the Boy Knight middle-reader adventure chapter books are just the ticket to keep even the most reluctant reader engaged.

The award-winning Sir Kaye the Boy Knight® chapter books (for ages 8 and up) follow the adventures of young Kaye Balfour and his best friends. This warmhearted, humorous adventure series shows how a twelve-year-old in the medieval land of Knox is knighted, becomes the most famous knight in the country, and has adventures as he strives to be a loyal and true knight.

“Books of adventure and challenge that still offer an emotional component are hard to come by for middle-grade readers—and even more so for middle-grade boys—yet Don M. Winn hits the mark dead center with The Eldridge Conspiracy.”

—Patricia Reding for Readers’ Favorite

Cardboard Box Adventures books make great gifts for even the most reluctant young readers. When you give a CBA book to a child, you are also giving them some of yourself as you take the time to read the books aloud together and talk about what you’ve read. Check out the list of available CBA books below.

Buying Guide: Featured CBA Picture Books

[image error]The Tortoise and the Hairpiece by Don M. Winn

A lonely little turtle is convinced that the reason he has trouble making friends is because he is bald—all the other animals have hair! He decides the way to fit in is to wear a fancy feathered wig! Does it solve his problem, or make him more of an outcast than ever before?

[image error]

 

The Higgledy-Piggledy Pigeon by Don M. Winn

An ambitious young pigeon begins flight school only to discover that he has a learning challenge and can’t keep up with the other students. He’s so disappointed he’s ready to give up. Will he?

[image error]

Superhero, by Don M. Winn

A boy imagines he’s a superhero who solves all sorts of problems for his town, until he confronts two scary villains he’s never met before. Superhero is overwhelmed! Who does he call for help? Who is Superhero’s hero?

[image error]

Shelby the Cat by Don M. Winn

Shelby the cat lives a peaceful life of friendship with all kinds of animals, including mice, dogs, and bugs! But a gang of mean alley cats are angry that Shelby makes them look bad, so they try to bully Shelby into being like them. Will Shelby give in or be true to himself?

Other CBA Picture Books by Don M. Winn

Space Cop Zack, Protector of the Galaxy and Sp[image error]ace Cop Zack, GARG’s Secret Mission — Zack and GARG have the best, most imaginative adventures in space!

 

[image error]Chipper the Clown and Chipper and the Unicycle — Chipper dreams of being a clown. He makes his dream come true, but learns the importance of perseverance and asking for help.

 

[image error]The Watch Cat — A cat bravely protects his house, even though all the neighbors laugh. Can he prove his worth?

 

 

[image error]The Incredible Martin O’Shea — Martin daydreams in school! His grades are falling and his parents are worried. Will he learn to pay attention? Can he have his dreams and his education too?

 

[image error]Twitch the Squirrel and the Forbidden Bridge — Twitch is not allowed to cross a dangerous old rope bridge, but there is a giant tree full of acorns on the other side. Does Twitch know better than his parents?

 

Buying Guide: CBA Chapter Books

[image error]

Sir Kaye the Boy Knight Books

Click the book title to watch the book trailer on YouTube.

Book 1: The Knighting of Sir Kaye — Kaye is unexpectedly knighted at twelve. Now he has to compete in a surprise tournament against the other knights. Can he win back his honor? Will he even survive?

Book 2: The Lost Castle Treasure — Kaye must find a missing treasure or lose his knighthood forever. Can he beat the knight Melchor at his own game?

Book 3: Legend of the Forest Beast — Kaye must stop a rogue knight from sending a mysterious shipment into Eldridge before the entire country—and his beloved father—is engulfed in war.

Book 4: The Eldridge Conspiracy —  Kaye must enter Eldridge to search for the only man who can save his father’s—and the king’s—life. The only problem? That man refuses to help Kaye.

Where to Buy

The Sir Kaye chapter books and the CBA picture books are available in softcover, hardcover, and eBook formats from Amazon, Barnes and Noble, Amazon Canada, and Amazon UK. Select titles are also available as audio books from Audible. Up to 40% bulk discounts are available directly from the publishers. For bulk discounts on the Sir Kaye books, contact Progressive Rising Phoenix Press. For bulk discounts on the CBA picture books, please email Don Winn with an inquiry.

Bringing Stories to Life: Interview with Narrator Stephen Marsden

[image error]I loved being read to when I was a kid. I’ve often mentioned that some of my favorite childhood memories include the times I spent with my grandmother in shared reading. And later, after I started school, I vividly remember story time, where the teacher would read to the class a chapter or two a day from a popular book. I was transfixed by every word and visualized the story being played out in my imagination. There is no better way to encourage reading and to build a love of story than to read aloud with our young ones. This is especially important for children who really struggle with reading to the point where they cannot imagine reading ever being pleasurable.

In today’s hectic world, it’s becoming more and more of a challenge for many parents to find sufficient time to read to their children. So what can help? Audio books! Listening to books can be a real inroad into the heart of the challenged reader. The more they can develop a love of story, the more they will be inspired to discern their own learning and reading style and overcome their limitations. If they enjoy audio books, it can help dispel some negative emotions they may have previously associated with the idea of reading for pleasure.

What goes into producing an audio book? To answer that question, Stephen Marsden, the narrator of the Sir Kaye series, has graciously agreed to answer a few a questions about producing audio books.

Don: Tell us a bit about yourself.

Stephen: I graduated from Michigan State University and I entered the United States Army as a newly commissioned officer. One of my first placements was at Fort Knox where I was an instructor in McNamara’s “Project 100,000.” This program taught basic trainees how to read. Because of this assignment, I decided that I wanted to become a teacher. After my tour of duty ended in Vietnam, I enrolled in a graduate program to earn my teaching certificate and a Masters in the Teaching of Reading.

I spent the next 15 years teaching reading in junior high school. During this time I returned to graduate school and earned my Masters in Special Education. I then moved up to the high school and taught special education for eight years. My last ten years were spent in school administration and I was the assistant principal of the high school. I retired from public education after 36 years.

I am married to my beautiful wife Kristine and we have three grown children, four grandchildren and two cats. I babysit for my grandkids two days a week.

Don: How did you get started with audio book narration? Was there special training?

[image error]Stephen: After retirement from public education, I decided to take a course in voice overs. My desire to pursue this new career resulted from having done all the announcements at the junior and senior high school. People often told me I had a good “radio” voice. The voice over course was offered by the Michigan’s Actors Studio. After completing this course, I began private tutoring with my instructor. This educational process took about a year.

I have always been a fan of listening to audio books as I commuted to and from work, and whenever my wife and I took vacations. An author, Terry Newberry, heard a sample of my voice overs and contacted me to narrate his first book Almost There. I was hooked on audio book narrations. I have completed over two dozen books. In addition to narration, I have done voice overs for commercials and political ads, and I’ve had the lead role in two independent films.

Don: Please describe the narrating process: preparation, characterization, performance, and a little about the technical side.

Stephen: My first step in the process is to read the book in its entirety. This gives me an idea of the plot line and the characters. I picture the characters in my mind as to what they would look like and how they would interact with the other characters. I guess it’s like watching a play in my head.

Then I read each chapter through three times to become familiar with the wording. I record each chapter in my home studio. I have one room dedicated to recording, which houses all of my recording equipment (iMac computer, preamp, microphone, playback equipment and audio software.) After recording the chapter, I begin the editing process. This involves playing the chapter back and listening for errors made during the recording. This is a slow process. When reading aloud, my mind sometimes goes faster than your eyes and it is very easy to misread a sentence and substitute a word such as “the” with “a.” When I discover an error, I select the sentence in the recorded file, delete it, and then re-record that particular sentence and place it back into the recorded file.

I also have to thank your editor Elizabeth, who reviews my recorded chapters for any errors. She does a wonderful job in keeping me abreast of changes that need correcting.

The final phase of editing is going through each chapter and removing unwanted noise, such as breaths, background noise, or whatever else I see on the visual rendition of the audible track. To complete one chapter takes about three hours.

[image error]

Don: What aspects of your work do you find most enjoyable?

Stephen: I enjoy reading the book the most and visualizing the interaction between the characters and the plot line. I also strive to make the characters seem real to the reader—or should I say listener. I get great pleasure in listening to the final product.

Don: With print and digital books available, what role or niche do you feel audio books fill especially well?

Stephen: Audio books have been in existence for many, many years. I first became aware of audio books during my career in public education. Books on Tape were available for special needs students with visual impairments.

Audio books are a tremendous resource for everyone: the reluctant reader, the beginning reader, teens, adults and seniors. Young readers and reluctant readers are able to listen to the book and to follow along, thus increasing word recognition and developing their skills with visualization. Today in our very busy lives, we often don’t have time to sit down with a good book and a quiet place to read. The audio book provides us the opportunity to enjoy good stories while we are in the car, cooking meals, mowing the lawn, or relaxing before we retire from the day’s activities. I highly recommend that everyone take advantage of the marvelous audio book.

Don: What do you love most about working on the Sir Kaye series? Do you have a favorite?

[image error]

Stephen: I love this series!!!! Your books are extremely well-written. The plot lines keep the reader interested and wondering what will happen next. The dialogue is rich, fast paced, and realistic for the characters conversing with each other.

The messages provided in these stories are excellent and relevant for readers and listeners. They provide much needed awareness about personal success, never giving up, to take risks, to believe in yourself, and to always strive to do your best.

My personal favorite character is Reggie. He is believable and exhibits common personal qualities that are to be admired. He is caring, considerate, honest, and likable. The Sir Kaye series is a must have in every home. Readers of all ages will definitely enjoy this series.

[image error]

Conclusion

I’d like to thank Stephan Marsden for taking the time to be interviewed and for his excellent work on the Sir Kaye series.

If you’re looking for a series of exciting adventure books that helps reluctant readers, take a peek at the award-winning Sir Kaye series published by Progressive Rising Phoenix Press. The audio editions of the Sir Kaye books are available on Audible.com, Amazon.com, and iTunes.

[image error]About Stephen Marsden

After graduating from Michigan State and earning his Ph.D., Stephen worked for thirty-six years in public education as an educator and administrator, even being honored as the State of Michigan’s Assistant Principal of the year. Upon retirement, he pursued his lifelong dream of entering the field of acting and voice overs, honing his skills through the Michigan Actors Studio. Stephen has narrated over two dozen audiobooks, appeared in TV commercials, and has performed in the lead role in two independent films. Stephen is a Vietnam Veteran and was awarded the Bronze Star in service of his country. He currently resides in Northville, MI, with his wife, Kristine Frogner and their two cats Elmo and Niles. They have three grown children and four grandchildren.

Dyslexia, Anxiety, and Behavioral Problems: An Overlooked Connection

One aspect of dyslexia that receives little attention is that the challenges of dyslexia predispose children to anxiety and behavioral changes. Sometimes anxiety and behavioral problems may surface in a young child after starting school but before any of the various symptoms of dyslexia are noticed. In cases of undiagnosed dyslexia, anxiety and other attendant behavioral problems can often overshadow the underlying cause.

[image error]

 

To be clear, not all dyslexics are alike. There are varying degrees and areas of involvement. In addition, dyslexia has many sibling conditions like dyscalculia, dysgraphia, dyspraxia, and dyspraxia of speech (see list below). Of course, not all children with anxiety or behavioral issues have dyslexia, but many do, so there are certain symptoms that should be noted and investigated. For dyslexia awareness month I wanted to share one of my recent articles, Is Dyslexia the Root of Your Child’s Anxiety and Behavioral Problems, published August 16, 2017, in MD Monthly.

Check out the article, and if you observe any of the traits or tendencies described in the article in your child or student, don’t wait—talk to your child’s physician about next steps to get your child the help he or she needs.

Lesser-known sibling conditions of dyslexia:

Dyscalculia: trouble with math, numbers, sequencing, sense of direction, and time management
Dysgraphia: illegible handwriting or printing, incompletely written words or letters, poor planning of space [running out of room], strange contortions of body or hand position while writing, struggle or inability to take notes, which requires thinking, listening, and writing simultaneously
Dysphonia: difficulty differentiating and interpreting the different sounds of spoken words
Dyspraxia of speech: misspeaking words, and/or halting speech. This aspect of dyslexia is because the brain has problems planning to move the body parts [e.g., lips, jaw, tongue] needed for speech. The child knows what he or she wants to say, but his/her brain has difficulty coordinating the muscle movements necessary to say those words)
Dyspraxia: an issue that involves the whole brain, affecting functions such as gross [large] muscle movements and coordination, fine motor skills [pen grip, unclear hand dominance, trouble fastening clothes and tying shoes, difficulty writing on the line on paper], clumsy, accident-prone behavior due to proprioceptive challenges [telling where the body is in space], trouble telling right from left, and erratic, impulsive, or distracted behavior

To access my previous dyslexia-related blogs and articles, check out my Dyslexia Articles page.

If you’re looking for a series of exciting adventure books that appeal to reluctant readers, check out the award-winning Sir Kaye series, published by Progressive Rising Phoenix Press.

Dyslexia, Reading, and Mixed Motor Messages

I recently interviewed elementary school teacher Judy Therrien on my Cardboard Box Adventures Radio Show. Judy has worked in public school education for over 50 years and for the past 40 years, she has focused on teaching reading to young children with reading problems, especially those related to dyslexia.

In teaching these students she observed some fascinating facts about how young students who are challenged with mixed-hand dominance issues can learn to read more fluently. What are mixed-hand dominance issues and how can this impact reading fluency? Judy shared the results of her work with me on my radio show and she has also graciously agreed to be interviewed for this blog.

Don: When did you get your start as an elementary school teacher? And why did you decide to specialize in helping struggling readers?

Judy: I started teaching 2nd grade in Eastern MA at age 21, just a few months after graduating from SC in elementary education in 1964 where MLK Jr. was our commencement speaker. I guess that really dates me! Only 5 years later I decided to major in helping youngsters with really challenging issues in reading. And I learned that children do not have to have a life full of reading challenges if, if, if they get the right guidance when young!

Don: What observations did you make early on and how has this influenced the way you approach teaching?

Judy: In my 5th year of teaching, I became an informal dyslexia specialist in a Lexington, MA public school. More than ¾ of the students in my small second grade class had what we called dyslexia, but what I now like to call mixed-hand dominance, to distinguish it from dyslexia.

Don: What is mixed-hand dominance?

Judy: Mixed-hand dominance is exactly what it says; a person can be about half right handed, or any fraction of right and left handed. This causes great problems in reading, because written words march across the page in only one direction. How can we tell which hand is dominant? I found out that even Kindergarten students hold a pencil and write with one specific hand, and I tell the students that this is their favorite hand, and the one they must use when “tracking” or flowing a finger under the words they read.

[image error]

Don: You made a fairly recent discovery concerning hand dominance; can you describe that for us?

Judy: Yes. After working with first or second-grade students in a group or small classes for years and years in the Monterey, CA, public schools, 3 years ago I noticed that if they were tracking with their dominant hand, their reading was going well. But if the students started using their other hand to dog ear the corner of the page, or scratch their head, or pick up something on the desk or table, the word they were reading could be reversed; such as the word saw substituted for the word was; the word no instead of on, and stop taking the place of spot. I was shocked, and knew that the wrong hemisphere of the brain was vying to be the master of their reading! With most western language, we read from left to right. In every single culture in the world, reading goes from one direction to the other and doesn’t change in the middle of sentences, ever. But children with mixed-hand dominance can try to read in either direction, often reversing the direction in which they are reading, before being guided to go from left to right. You might have noticed that the letters b and d are often reversed in young students because of this.

Don: From your observation, how much of an influence does mixed hand dominance have on reading?

Judy: Huge! I discovered that students must keep their non-dominant hand quiet and rest it while tracking and flowing under the words they are reading with their dominant hand. It is not good for teachers and specialists to let their students play with things like fidget spinners and other toys with their non-dominant hand when reading and tracking with the dominant hand. The brain needs to learn to read in one direction only and we as teachers are the ones to facilitate their efforts to become good readers, not having the brain get mixed messages about the directions words travel on the printed page.

[image error]

Don: How did you help put self-conscious “slow” or dyslexic readers at ease in your classroom and help them gain confidence?

Judy: My groups are small. There are 7-12 students in each and we sit in a half circle so I can see every student and be sure they are using their dominant hand to read and resting their other hand with the sequential reading material. I try to make reading fun! And these first graders get tons of practice, which is so important. When one student reads, all the other students are tracking, flowing their finger under the words, and since they are all about on the same level, they are all practicing reading “in their heads” when their friends are reading. Their confidence grows when its pointed out to them how much progress they’ve made! They often pat themselves on the back! It’s easy to see progress as the reading books we use when they begin learning to read are sequentially based—for example, they read 3 letter words with a short “a” in them, and then stories with these words in them. The next short vowel they learn is a short u, used with consonants in 3 letter words, and then they read stories that have the short a and the short u. Reading can be easy when using a program that is based on sequential learning because it’s easy for them to see how far they have progressed! Amazing!

Don: What have you found to be the most important things to address with dyslexic students?

Judy: Like with all early reading students, it is so important that the sounds of our letters are taught correctly! So often, teachers and specialists teach that b says buh, c says cuh, d says duh… but do consonants really sound like a combination of a consonant with a vowel sound? No.

Here is an example I’d like to share—I was working with one little student at school a few years ago, and she read the word bat like this; buh-a-tuh. Why? Because she was taught that b says buh, c says cuh, d says duh, t says tuh, etc. But just as I learned in college in my teaching early reading class, all consonants are obstructed sounds! They don’t COME with vowels when they are alone! In a short 3-letter word, with the letter a they say ba, ca, da, fa, etc; when paired with an i, in the middle of a 3 letter word, they say bi, di, fi, hi, li mi, etc. We must be sure that when we teach consonants, we show that each one sounds different when combined with different vowels! In our groups we read “ba, as in bat, ca as in cat,” etc., and later, “bi as in bit, di as in did, fi as in fin,” etc.

[image error]

Don: Do you find it necessary to help students be patient with themselves? How do you do this? How do you deal with student negativity, such as them saying, “I can’t do this,” “I’ll never get it right,” etc.?

Judy: I have never seen this, as the first or second-grade reading program I use is based on the sequence I mentioned. When with me, they never read words that are too hard for them. But I have seen this when a teacher uses reading material that is too difficult and the youngsters don’t know the sounds. It’s common, unfortunately. When a parent reads to a child, with the student tracking and flowing the finger under the words, the student can read the easy words slowly, and the adult reads the difficult words, breaking them into syllables, so the student can understand the word structure.

Don: What kinds of books appeal most to reluctant readers? What kind of books do we need to see more of to address the needs of dyslexic/reluctant readers?

Judy: Your books, for example, once the student has mastered sequential early reading training and is ready to move on. Books like these are meant to catch their interests and that is the key to the love of reading. Listeners to the program can order them on your web site www.donwinn.com. Also, be sure your readers have library cards and can choose beginning books that attract their interest.

Don: What message would you like to convey to parents and other teachers?

[image error]Judy: Reading can be fun for all and it opens minds to the whole world. Reading is the key to everything. But for those young students with mixed-hand dominance, please be sure practicing goes along with tracking or flowing the finger with the dominant hand, under the word from left to right. You can tell which one is the dominant hand, because the student will use that hand to write. Please be sure that the non-dominant hand is resting and not moving at all so that only one hemisphere of the brain is working at a time, and not trying to reverse letters or words. Know that if this is followed, reading can be a very highly enjoyable activity…for life!

Don: I’d like to thank Judy Therrien for taking the time to be interviewed and for her passion for helping struggling young readers learn to read. Judy’s work and observations teach us that even if we’ve been in a field for 50 years, we can still make discoveries—even life-changing discoveries! By keeping our eyes open, being curious, and approaching each struggling reader as a unique individual, we can make greater strides against the many challenges to literacy.

I’d love to hear your thoughts, readers, on whether you have observed mixed-hand dominance issues as they pertain to your child’s reading challenges.

If you’re looking for a series of exciting adventure books to engage reluctant readers, take a peek at the award-winning Sir Kaye series published by Progressive Rising Phoenix Press.

Living with an Adult with Dyslexia

In my last blog, I talked about 5 hallmarks of being an adult with undiagnosed or misunderstood dyslexia. In my youth and well into adulthood, I knew I was dyslexic, but it was just a label, nothing more. I was ignorant about dyslexia and its many implications. When I met my wife and we got married, she also knew very little about dyslexia. Early in our marriage, she had certain expectations of me and what I should be able to do that I could not meet. These difficulties added undue stress to our early lives together, but read on to see how we resolved our issues. We’ve now been happily married for 36 years.

My wife and I had completely opposite experiences with our early education. I struggled to make it through each day in school, spending two years in the first grade. My wife, on the other hand, read words by age 2 and chapter books by age 5. She spent 2 weeks in first grade and then moved to second grade. How did our different backgrounds, perspectives, and lack of understanding about dyslexia affect our early relationship? I invited my wife to share her perspective on what it was like living with a misunderstood dyslexic and what she has learned in the process.

Elizabeth: I come from a long line of avid readers. My dad had an eidetic (sometimes called photographic) memory, and I had a near-eidetic memory when younger. My mom read a book a day for years. Our home was filled with library books and classical music. My sister and I were nearly always with adults. We both took accelerated classes as well, and these two factors, I believe, were what limited my awareness of learning differences. I was simply never around anyone who had such a thing! Things like dyslexia, ADD, or sensory processing issues weren’t even a blip on my radar. And this lack of awareness and understanding played a huge role in the early years of marriage.

When Don and I met, we had the most wonderful conversations. Don is an idea person with a seemingly limitless imagination, and I was smitten. We married within a year. Then the challenges began! Once we shared a home and life full-time, I saw challenges to his functionality that I just couldn’t reconcile with the intelligence and keen wit I had observed during our courtship.

He struggled to remember sequences of things, whether they were driving directions or grocery lists. If we were driving together somewhere, he would turn the wrong way most of the time. Contracts (buying a house) and other lengthy reading tasks involving a short window of time to read and comprehend stressed him out to the point of panic. He had to ask me how to spell many words, and he needed help writing things down. Communication was challenging. I would think I had his attention, telling him about an invitation or other commitment, and then when the event was near, it would all be news to him. He wouldn’t remember anything about it! Then a squabble would ensue: “I told you about this, and you agreed!” “No, you didn’t!”

Not understanding dyslexia, I leaped to all the wrong conclusions. As most humans are inclined to do, we judge things by our own experiences, and I did the same. Since I felt I would have had to be ‘checked out’ to be doing the things Don was doing, I assumed that he didn’t really care about things, or listen to me, or have very good stress management skills. I don’t know if it is possible to do everything wrong in a situation like this, but I must have come close. My inexperienced, ineffective style of communication (critical, puzzled, angry, hurt, or resentful) was precisely the wrong way to accomplish my goal: that of having a happy home and life together. I felt disappointed in him, and communicated that to him, rather than asking myself what I could do to help.

For example, I knew that Don began technical school at age 15, so I reasoned that he would be ambitious and get a job commensurate with his intellect. I couldn’t understand why he didn’t want to earn more, achieve more, and make a name for himself. After all, his visionary, creative brain had really impressed me, and I wanted other people to appreciate him! I’m sure my remarks during these years felt demoralizing to him, rather than motivational. We were both frustrated, and our lack of understanding about dyslexia resulted in both of us feeling less loved and appreciated than we really were. Once again, my limited awareness of learning differences shaped my response to the situation.

[image error]

My perspective shifted as I studied biochemistry and brain chemistry and behavior. Science and imaging had advanced to the point that we could see structural, heat, and blood flow differences in those who learned differently or who struggled with different types of anxiety or mood disorders. This was when my epiphany began—with the discovery that chemistry, brain structure, and imbalances in neurotransmitters profoundly affect behavior, stress response, and speed of performance. I was humbled by the fact that all the things I had been ascribing to character weren’t matters of character at all! There were all these other variables at play. These factors, unbeknownst to me or Don, were responsible, at least in part, for the perceived ‘gap’ between his intelligence and the length of time and effort it took him to do many tasks. There was still so much that we didn’t understand, but I had learned enough to be kinder, more supportive, and much more patient, just from knowing that our brains learned and worked very differently.

We did our best to utilize this new information, and our relationship was much better for it. But neither of us had an inkling about the fact that learning more about dyslexia was the key to having our best life together and especially to Don discovering his potential.

Fast forward to 2012. The biggest epiphany for both of us took place at an early screening of the documentary, “The Big Picture: Rethinking Dyslexia.” This movie changed both our lives, and I’ll be forever grateful. Neither of us had ever seen such a comprehensive, succinct description of the diverse elements of dyslexic life. Don was agog (for days!), and I was stunned by the implications. The information shared by the dyslexic participants as well as the erudite faculty of Yale University Center for Dyslexia and Creativity helped both of us make sense of all the little incongruities. We finally had answers, and we knew what to do moving forward. Don understood himself and his life in a way he never imagined, and my compassion for him soared.

If your friend, family member, or significant other has dyslexia, what can you do to make daily life better and easier for everyone? Here are a few tips I’ve learned along the way.

Remember that dyslexia means that information can only be processed so fast. Just as in the days of downloading over a dial-up internet, when the buffer is full, nothing else will be heard or remembered until some space clears in the buffer. Now I realize that if my husband is focused on something, his buffer is full and he can’t easily shift his attention from what’s on his mind to what I’m saying. Therefore, I’ve changed the way I communicate with him. I respect his space and processing time.
Realize how hard a dyslexic person is always working. When you are dyslexic, it takes you longer to do things that other people might do quickly. Respect that difference and give the dyslexics in your life praise for their hard work. Knowing that my husband is putting forth heroic efforts to write, come up with story ideas, balance the checkbook, you name it, makes me appreciate all he does. He’s such a hard worker! I’ve always known that, but now I have a better sense of the effort that’s involved in accomplishing things with dyslexia.
Minimize the demands on a dyslexic person’s resources. Sequencing challenges mean that some dyslexics have trouble remembering lists or a series of instructions. When my husband and I are working on a project, we focus on one step at a time. The same thing works when we’re in the car together: I point left or right as needed, and his favorite present (ever!) is a handheld navigational device that calls out directions turn by turn. I also make a real effort not to interrupt him. With the sequencing challenges of dyslexia, it’s easy for him to lose his train of thought, and that’s needlessly frustrating.
Recognize that dyslexia is a thief of time. It takes a dyslexic person a long time to read. So I make myself available to help when there’s a lot more to read than time allows for. When there’s a lot of print material to cover, I may read the material myself and then send him an email with a few bullet points. He loves bullet points! Just the facts, ma’am!
Make socializing more enjoyable. I now understand why my husband prefers socializing with smaller groups rather than big parties or crowds with dozens of conversations going on at once. It’s that ”full-buffer” effect again. By understanding this limitation, we can structure events in a way to optimize joy and connection and minimize stress.
When learning something new, engage all the senses. The “full buffer” effect is also the reason why sitting through long, monotonous (non-engaging) lectures is stressful and fatiguing for my husband. Dyslexics compensate for the limitations of their mental buffer by engaging their other senses during learning experiences. Visual aids and opportunities to engage kinesthetically, either through touch or through being able to move about make a huge difference in how much he benefits from a lecture or class.
Appreciate a dyslexic person’s strengths. I’ve discovered that nobody has better ideas than a dyslexic. They are conceptualizers and administrators, who need a team to help support and implement their ideas. This is one of my husband’s greatest strengths, not a limitation. When he can focus his energies on what he’s best at, and delegate the details and implementation to people who are good at those tasks, it’s as good as it gets.

Understanding these things frees up so much energy and reduces so many frustrations that my husband is able to do more than he ever thought possible. The resulting sense of fulfillment and accomplishment for him is priceless. But I feel even more blessed, because now that we’re doing things smarter, the world is recognizing how creative and imaginative he is, and that makes me very happy!

[image error]

My takeaway for spouses, parents, and children of dyslexics is: watch the documentary together. Learn about what your loved one goes through just to show up for life every day. Listen to them as they reveal which of the experiences in the movie resonated with them the most. Put yourself in their shoes. Figure out what you can do as a team to maximize each other’s strengths, and be there for each other. Their potential will astound you!

If you’re looking for a series of exciting adventure books that appeal to reluctant readers, check out the award-winning Sir Kaye series, published by Progressive Rising Phoenix Press.

5 Hallmarks of Adults Living with Dyslexia

I never wanted to be a writer. If someone had told my young self that I would become a writer one day, I would have laughed—or thrown up—or run away. The idea of becoming a writer never even crossed my mind.

As a kid, reading and writing were torture. I hated them both. After being diagnosed with dyslexia in first grade, the intervention I received helped me to cobble together some rudimentary reading skills, but then I was placed back on the educational assembly line and fell farther behind year after year. This had a devastating effect on how I viewed myself.

Dyslexia affects a person beyond reading and writing. It creates a social and emotional toll—lingering feelings of shame, brokenness, inadequacy, and a lack of belonging, which can prevent a dyslexic person from reaching their potential, or even recognizing that they have any potential.

This is hard enough to deal with if you know you are dyslexic. But imagine the difficulties that an undiagnosed dyslexic faces, dealing with all the social, emotional, educational, and professional complications of dyslexia every day of their lives, but never knowing the reason why.

[image error]

 

There are millions of undiagnosed dyslexic adults today—an estimated one out of ten people! This vast multitude often suffers silent shame and fights feelings of being a fraud, living in constant fear of being ‘found out.’ Many come up with creative ways to ‘cover’ inadequacies in the workplace, feeling ever more inauthentic with every excuse, while negative self-beliefs limit personal growth. Readers may identify with the following:

Hiding: being afraid of rejection or losing a job because of dyslexia
Shame: not understanding the nature and scope of dyslexia and feeling broken or less worthy than others as a result
Anxiety: constantly struggling to find the extra time needed to plod through work assignments in a world that demands instant results
Self-loathing: negatively comparing yourself to others who seem to do things effortlessly
Resignation: believing it’s too late to improve reading comprehension and writing, believing you’ll always be an underachiever

So if you know—or suspect—you are dyslexic, how can you make the best of your reality, discover your genuine potential, and have your own best life? Try the following suggestions:

Get informed. Often adults don’t truly understand their experience until a child or grandchild is diagnosed with dyslexia. As they listen to the specifics of the diagnosis, they recognize themselves. Two excellent online resources to learn more about dyslexia are the Yale Center for Dyslexia and Creativity and the International Dyslexia Foundation. Viewing documentaries such as The Big Picture: Rethinking Dyslexia can also be helpful.
Develop understanding. Realize that you are part of a group. Other dyslexic people share similar complex life experiences to yours. Take advantage of their experiences, cultivate patience with yourself, and learn some new coping skills. Share your new knowledge about dyslexia with friends, family, and workmates. This lays the foundation for self-compassion and honesty. Maybe you never knew that dyslexia is a decoding problem, or that reading will never become automatic for dyslexics? That sequencing issues explain why people with dyslexia might have a poor sense of direction or be challenged to remember more than one step at a time?
Question and replace old beliefs. Tackle negative feelings and redirect them with your new-found knowledge. Realize that most dyslexics are hard-working, tenacious, creative, outside-the-box thinkers. This will help you redefine your relationship to yourself, one belief at a time. Understanding that dyslexia is a lifelong processing issue—not an intelligence problem or a motivational issue—resets your expectations of yourself and helps with planning. Recognize that you will need extra time for tasks that require reading or writing and that allowing yourself this ‘grace period’ is the key to realizing your potential.

[image error]If you identify with some of the concepts in this article, chances are that you are part of the tribe! Our clan is big, talented, creative, artistic, and full of courageous survivors. You, like the rest of us, have stories to tell. Discover your full potential, silence your inner critic, share your story, and get on with your best life!

In my next blog I’ll discuss living with an adult with dyslexia from my non-dyslexic wife’s perspective.

If you’re looking for a series of exciting adventure books that appeal to reluctant readers, check out the award-winning Sir Kaye series, published by Progressive Rising Phoenix Press.

 

Is A Vision Performance Problem Causing Your Child’s Poor Reading Skills?

Interview with Dr. Arnold Bierman, Optometrist

In response to a recent article of mine published in The Costco Connection magazine, “Untangling the Words: Dealing with Dyslexia,” I was contacted by Arnold Bierman, a behavioral optometrist from Lansdale, Pennsylvania (near Philadelphia). He wanted to share his observations over the last 49 years in successfully treating children and adults with reading and learning difficulties.

What does this have to do with dyslexia? I want to establish up front that dyslexia involves more than just difficulty with reading—it can affect hearing and speech, writing and motor skills, math and time management, memory and cognition, sense of direction and sequencing, and the list goes on. Dyslexia is caused by a difference in brain structure and processing of information and so there is no “cure” for dyslexia.

That said, the conversation I had with Dr. Bierman raised some interesting questions. Is it possible for a child to be diagnosed with dyslexia who may in actuality be suffering from a correctable vision performance problem, especially if they don’t have most of the other symptoms related to dyslexia? And for children that actually are dyslexic, could some also have a vision performance problem that, if corrected, could remove one obstacle to learning to read? In Dr. Bierman’s experience and observations, the answer is yes. So I asked Dr. Bierman if he’d be willing to answer some questions so we can explore this topic in more detail.

[image error]

Don: What is your background, and when did you first get interested in eye function as a means to improve reading skills?

Dr. Bierman: I have been in private optometric practice for 49 years. During the first eleven years, I also taught at the Pennsylvania College of Optometry, which, for me, served as eleven years of continuing education. When I graduated high school, I had thoughts of becoming a child psychologist, as I always had an interest in children. During my teaching tenure, I tried to pick the brains of people who I felt knew more than I did in order to enhance my knowledge of visual function. I taught a course in case analysis and worked in the clinic overseeing student examinations of patients. My understanding of visual function as it relates to reading and learning ability increased over time.

Don: What methods do you use to determine eye issues? How is this different from the standard eye exam?

Dr. Bierman: I utilize a great deal of objective testing at close ranges, with me looking at eye movement skills and focusing reflexes, as well as subjective testing, with the patient responding to the demands of the test employed. I test for accommodative facility, which is the ability to shift focus from near to far, or vice versa. I also test the patient’s ability to both hold and relax focusing at near ranges. Conventional wisdom assumes that all one needs to do is to test for a prescription at distance, with near testing often totally overlooked within the confines of the examination.

Don: Can a person have 20/20 vision and still be suffering from a vision performance issue?

Dr. Bierman: Yes. The ability to see and the ability to perform visually are two separate entities. An individual can have 20/20 “sight,” and still suffer from the following:

Difficulty with eye coordination—the eyes may be postured in an inward or outward direction. Eye coordination difficulties can cause an individual to frequently lose his or her place while reading, skip or substitute words, drop endings, or have problems with comprehension.
Focusing ability—defined as the ability to sustain accommodation with the printed word. The inability to physically focus the eyes for prolonged periods of time will cause one to become bored or easily distracted.
Focusing facility—defined as the ability to shift focus from near to far or vice versa. Children or adults with this problem will have problems copying from the board, following directions, or completing their work on time. This aspect of visual performance also affects one’s ability to take tests and answer the multiple answers provided.
Laterality—a concept of “left” and “right”. People with poor laterality will frequently reverse letters and/or words; e.g. “b” for “d”, “was” for “saw.” Reversals may be common up to the age of seven, after which this issue would need to be addressed with visual training exercises.
Visualization—the ability to “see” the word in the mind’s eye. People who cannot visualize words or letters are typically poor spellers. One can easily be taught to “visualize” with some simple exercises.

One exercise to teach visualization involves the following: Present the child (or adult) with a lined piece of paper and a pencil with an eraser. Say to the individual, “This paper is your chalkboard, and your back is my chalkboard. I want you to try to see what I am writing on my chalkboard.” At that point, the instructor inscribes an upper case letter on the student’s back. If the student writes the letter correctly on his paper, the instructor proceeds to write another upper case letter (in no particular sequence), and the student again writes the letter on his paper. If the student does not produce the correct letter, the instructor rubs the student’s back (as if the letter is being erased), and repeats the initial instructions. If the student is successful with upper case letters, the instructor continues with lower case letters. Success in this area can serve to easily eliminate reversals as the student becomes more efficient in visualizing the letters being written on his back. Words can then be written on the student’s back as well, enhancing the student’s ability to spell.

[image error]

Don: How can a visual performance issue be treated?

Dr. Bierman: An individual’s visual performance problem can be treated with lenses that relieve the visual stress on the eyes at near ranges. This can be accomplished through the use of single vision lenses, bifocals, or yoked prisms. Depending upon the severity of the problem, visual training (eye exercises) can be utilized as an adjunct to the lenses prescribed. Prescriptions will vary dependent upon the severity of the visual performance problem.

Unlike traditional lenses which are used to correct blurry vision in patients who are far- or nearsighted, therapeutic lenses and prisms help to improve eye alignment, perception, spatial localization, posture, eye contact and both fine and gross motor skills.

Note about yoked prisms: A prism deflects or shifts light. The yoked prisms can change the phase or timing of light. Prisms in glasses can “fool” a person’s eyes into thinking they are working together without strain, allowing the eyes to relax and the individual to take in printed information more readily.

Don: If readers suspect a vision performance issue, what type of help should they seek in their area?

Dr. Bierman: If readers suspect a vision performance issue, they should seek the services of a “behavioral optometrist,” because not all eye doctors look for the above mentioned issues. The use of drops called cycloplegics (which may be routinely used during a visit to most optometrists) negates the possibility of evaluating visual performance because these drops do two things—first, they dilate the pupils, making it easier for the practitioner to evaluate the patient’s eyegrounds, and secondly, they paralyze the focusing muscles within the eyes, thereby eliminating any chance of assessing visual performance.

The Optometric Extension Program is an organization comprised of practitioners who have a concern for visual function, and may be able to recommend doctors in a given geographical area.

Don: What have you observed as the benefits to your patients?

Dr. Bierman: There was a study done at the University of Houston where students were given tasks to do with and without therapeutic lenses, while being wired up electro-physiologically. The students wearing therapeutic lenses showed a marked reduction in heart rate, respiratory rate and galvanic skin response. So one of the biggest benefits of vision performance therapy is getting the patient to relax. The elimination of visual frustration changes the quality of an individual’s life, enabling them to process more information within a shorter period of time. Similarly, the use of special lenses allows one to function at their maximum capability, increasing their academic success. I have many patients who were formerly considered to be slow learners, poor readers, or even dyslexic who proceeded to become honor students as a result of treatment.

[image error]

Don: Do these therapeutic lenses need to be worn for life? Or will they fix the problem in a certain amount of time? Is there an average time for treatment?

Dr. Bierman: I often use yoked prisms to resolve visual performance problems. These lenses act to relax the individual’s focusing muscles, and make it easier for the individual to perform for prolonged periods of time. If you give an individual a more efficient way to perform, they deal with less internal stress, their self-confidence increases, and the need for the lenses diminishes over time. Depending upon the emotional set of the patient, lenses may be withdrawn after one year, or it may take several years to totally eliminate their use. Typically, these lenses do not cause the patient to become dependent upon them.

Don: I’d like to thank Dr. Bierman for taking the time to be interviewed and for his passion for helping children and adults read better. I’d love to hear your thoughts, readers, on whether you are curious about vision issues as they pertain to your (or your child’s) reading challenges.

About Dr. Bierman: Dr. Arnold Bierman graduated with honors from the Pennsylvania College of Optometry. He is a fellow of the American Academy of Optometry and a member of the American Optometric Association and the Pennsylvania Optometric Association. He was a clinical instructor and associate professor at the Pennsylvania College of Optometry and served for some years as president of the Eastern Pennsylvania’s chapter of the American Academy of Optometry. Dr. Bierman also served as visual consultant for Montgomery County Intermediate Unit’s preschool screening program for physically handicapped children for eleven years and was a member of U.S. Healthcare’s Eye Care Quality Assurance Committee from 1991-1999. He has been in private optometric practice since 1968, specializing in visual performance-related remediation of reading and learning problems in children and adults.

 

If you’re looking for a series of exciting adventure books to engage reluctant readers, take a peek at the award-winning Sir Kaye series published by Progressive Rising Phoenix Press.

Building a Pre-literacy Foundation in Children From Birth

[image error]I never tire of talking about my favorite childhood memories, which include the times I spent with my grandmother. Being with my grandmother was special no matter what we were doing, but the times we spent in shared reading are my fondest memories. We had a routine each night before bedtime. I would sit in her lap and read along with her from a large children’s dictionary. She would then ask me questions about the words, and in turn, I would ask her questions. Looking back, I realize the dictionary was less important than the interaction I had with my grandmother. I credit this time I spent with her in laying a good pre-literacy foundation.

Shared reading is nothing new. Another term for shared reading is lap reading and it has been around for generations. Sadly, it has often been replaced by an electronic babysitter, like the television or other electronic devices, and although these have their place, they cannot replace the benefits derived from shared reading. I cannot overemphasize the value of shared reading time with children.

[image error]

Back in 2010, there was an article in the New York Times about a Florida State University study that showed the link between lap reading (shared reading) and improved literacy. The study stated that lap reading “makes children more willing to read and increases the frequency of their reading.” Citing the use of Curious George images in a recent literacy campaign put forth by the Advertising Council, the copy supporting the images reads: “What makes a curious reader? You do…Read to your child today and inspire a lifelong love of reading.”

On my Cardboard Box Adventures Radio Show, I recently interviewed Dr. Blanche Podhajski, President of the Stern Center for Language and Learning about Building Blocks for Literacy ®. Building Blocks for Literacy® is a play-based program that fosters pre-literacy skills in children through fun and engaging activities, which includes shared reading.

[image error]Think about it—between birth and 5 years of age, the human brain develops more rapidly than at any other time. Children are literally sponges for learning, so the preschool years are an ideal time to establish a good literacy foundation. The Building Blocks for Literacy video course is available free online for educators and parents and provides fun and easy activities that can help build a good pre-literacy foundation and will prepare kids to be readers.

Here’s another opportunity: there are over 19 million children in day care today. If teachers working in childcare can be trained to instill Building Blocks for Literacy into their curriculums, over 65% of the future students in America could get the foundation they need to become successful readers.

Are you interested in helping your children develop a pre-literacy foundation? Then read with them! Start before they are born. See below for some tips, ideas, and inspirations to get you going.

Shared reading or lap reading may not be the norm in our digital and fast-paced world, but it’s okay to be different.

[image error]

Parents and early childhood educators can use my (Don Winn’s) Cardboard Box Adventures (CBA) picture books to lay a foundation for literacy long before children can read. How? Through shared reading time together. Ask kids questions when you read together to get them involved in the stories. All of my CBA picture books include questions for discussion. Don’t shy away from big words—kids love learning new, grown-up words, and my picture books contain an abundance of great grown-up words. The meter and rhyming words build phonological awareness in kids, helping them predict upcoming words and teaching them to break words into syllables long before kids even know what syllables are. Draw kids’ attention to rhyme, alliteration, and any instances with repetitive sounds to help them recognize the sounds of different letters. By doing these things, you’ll be teaching kids essential skills that will make learning to read much faster and easier when the time comes.

All CBA picture books are great for shared reading. There are lots of fun pictures to help parents and kids interact, and questions for discussion at the end.
All CBA books include discussion questions. Sample questions from Chipper and the Unicycle: What did Chipper do to find a new act? Was riding a unicycle as easy as Chipper thought it would be? What is perseverance and why do people need it?
All CBA books include fantastic vocabulary growth words. Sample words from Twitch the Squirrel and the Forbidden Bridge: daring, nerves, lunge, fleet, ravine, rapids, chasm, perilous, tattered, frail, banned, steady, stride, bounding, severed, strands, slack, hurtling, desperate
All CBA books help teach phonological awareness through rhyme, poetic meter, and alliteration.

Click here to view a .pdf with a more detailed description of each of Don Winn’s picture books along with ways to utilize them to get the most out of shared reading time.