Programs,materials and techniques

Abstract

Interest in word analysis tests and techniques is widespread in the field of learning disabilities. Yet, the role that word analysis, as it is commonly considered, plays in learning to read is still ambiguous. Because of the controversial nature of this topic, this month's column presents a detailed, critical review of the Sipay Word Analysis Tests (SWAT). SWAT is an individually administered series of phonic-related tests designed to reinforce the basis for the development of remedial programs.

Also included in this column are briefer descriptions of several programs, techniques, and materials of potential value to learning disabilities personnel and to parents. The Peabody Articulation Decks are a set of 10-card decks to be used with speech, language, classification, and association activities. Essentially a guide to organization, Planning Curriculum Development will appeal to persons charged with the design and implementation of curriculum projects. Teaching Interpersonal Social Skills is a notebook developed under Title III in San Diego County. It contains group problem-solving activities and individual behavior control techniques. Northcott's Curriculum Guide for young, hearing impaired children is recommended for some of the techniques and materials suggestions useful for the learning disabled student. Of interest to those who teach adolescents and young adults will be The Big-New-Mother Mind-Boggling Behavior Expander to teach the principles and applications of behavior modification. And finally, The Whole Kids Catalog for Adventure Seekers of All Ages is highly recommended. It includes several suggestions for special use with students labeled learning disabled.

Get full access to this article

View all access options for this article.

References

Burmeister, L.E. : Contents of a phonics program based on particularly useful generalizations. In N.B. Smith (Ed.): Reading Methods and Teacher Improvement. Newark, Delaware: International Reading Association, 1971.

Carroll, J.B. , Davies, P. and Richman, B. : Word Frequency Book. Boston: Houghton-Mifflin, 1971.

Hanna, P.R. et al.: Phoneme-Grapheme Correspondence as Cues to Spelling Improvement. Washington, D.C.: U.S. Office of Education, OE-32008, 1966.

Harris, A.J. and Sipay, E.R. : Effective Teaching of Reading (2nd ed.). New York: David McKay, 1971.

Morris, W. (Ed.): The American Heritage Dictionary of the English Language. Boston: American Heritage Pub., and Houghton-Mifflin, 1969.

Weir, R.H. : Formulation of Grapheme-Phoneme Correspondence Rules to Aid in the Teaching of Reading. (Final report, Cooperative Research Project No. S-039) Stanford: Stanford Univ., 1964.

Venezky, R.L. : English orthography: its graphical structure and its relation to sound. Reading Res. Quart., 1967, 2(3), 75–105.