If you can answer, “YES” to the following questions,
then YesPhonics is for YOU!
1. Do you want to produce excellent readers and spellers that think and write well?
Yes Phonics joined the ranks of other Orton-Spalding methods of teaching reading in 1998. The earliest version was published in the late 1950s by Romalda Spalding. The outcomes have been the same: excellent readers all around.
Reading and spelling are connected in every way. With YesPhonics children actually learn how to sound out words and spell them before they can read them, but this is what leads them to reading. This requires critical thinking skills that are built into the method, and are taught and used every day. For example, children learn how to write certain letters using “points on a circle” to be able to see if they are making a letter correctly or backwards. For another sample, students are taught the differences between how we “say” a word and how we “think” it for correct spelling when it is necessary. i.e. The word little. “We say liddle, but we think it, lit tle.”)
2. Can you afford 45 minutes a day to spend with your students on the mechanics of writing, spelling, and reading, combined in one easy engaging method?
This method saves the teacher serious TIME. Writing, spelling, and reading are taught at the same time. There are no separate books for each subject. They are linked and cannot be separated. This saves a lot of precious class time and frees up the teacher to spend more time on reading aloud, reading comprehension activities, and other important subjects. The basic lesson can be covered easily in this time limit.
3. Are you able see how beneficial it is to use an integrative method that combines all of the necessary elements of reading, writing, and spelling in one notebook that each student generates on their own using their teacher as their guide?
YesPhonics is systematic in approach, organized in a self-generated spelling notebook with few extra tools needed to implement. Using a notebook with mostly blank pages and some workbook page-like pages that get filled in at certain times, students sound out and write dozens to hundreds of words, one sound, one syllable at a time. This happens as the teacher models and prompts student participation. The notebook is used for reviewing words already written, adding new words each day, writing modeled sentences, writing student’s own sentences, then writing short paragraphs and stories. The notebook also gets filled with lists of words from parts of speech such as nouns, verbs, adjectives, etc. This notebook becomes a valuable tool for reviewing, spelling, reading, writing, and a history of the student’s progress.
4. Are you willing to try a systematic comprehensive method that encompasses the 5 key components of any superior reading program?
Research shows that these five components are present in every excellent reading program. These five key parts are found in superior reading programs: phonemic awareness, phonics, fluency, vocabulary development, and comprehension.
5. Can you see the benefits of a program that uses all learning styles a student may exhibit, using their strengths and building up their weaknesses at the same time?
Using a student’s learning style is important in the learning process. YesPhonics, and Orton-Spalding method of reading, uses students’ strengths and weaknesses in their learning styles. Never used as flash cards alone, the phonogram cards (the sound symbols…letters of the alphabet and combinations of letters) are to be used in tandem with each avenue into the brain: the students see the phonogram, say it, hear it, and write it. Seeing=visual. Hearing=auditory. Saying=hearing and feeling the vibrations of the throat, lips, tongue, etc. Writing= kinesthetic, tactile.