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Abstract

The Glass-Analysis Method focuses the learner's attention on a stimulus; distinctive clusters of graphic features related to particular sounds. The end result is perceptual learning, an increase of visual and auditory memory through association of redundant letter clusters of sounds-symbols. The placement of letter clusters patterns in initial, end of the word positions, as well as embedded within words ensures the student searching for, and thus learning the distinctive features of the cluster. The presentation of the clusters with a visual word develops connection between the graphic symbols and the sound pattern of talk. Different types of words are used in the program; one-, two-, three-, and four-syllable words. Through the redundancy of actively searching and locating the clusters, the student gains practice, learns the structure of the words; the orthographic rules or intra-word relations within a word, all of which aid retention. A learning set is developed. This contributes to a student's ability to transfer the skill learned, which is the ultimate goal.

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Teach Reading Disabled Students to Perceive Distinctive Features in Words

Abstract

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References