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THE GOLDEN KEY TO READING
The Paula Di Intensive Phonics Method of Reading - Writing - Spelling - a teaching system by Paula DiGiovanni
Author:
Paula DiGiovanni
Genre: How-To

Registry #: how001

 

Incredibly as it may sound, with the Paula Di Method, by the end of Kindergarten, many children learn to read, write and even spell up to the third grade level, and some even up to the sixth grade level by the end of first grade.

The system includes a teacher's Instructions (3 books, 3 booklets and 15 one-hour Audio Tapes with special locator labels for specific titles. The primary objective of this program is to give students a thorough phonics background, which is the key to decoding and spelling any word without having to depend solely on sight-memory. Learning the phonics for reading and spelling is analogous to learning the techniques of a musical instrument, but a phonics foundation is much easier to grasp than the technical preparation of a musician.

The program, heavily phonics-oriented, yet multisensory, shows the following:

1. Children of average intelligence can learn to read, write and spell very well.
2. Bright children can achieve much more in a far shorter time.
3. Slow and even dyslexic children are able to learn to read and spell, but, understandably, at a slower rate.
4. Most children are ready to start their formal education between 4-5 years old, and that by waiting until they are six, many form bad learning and writing habits, some of them even impossible to eradicate later.
5. A great number of "learning disabilities" are the result of improper teaching methods, especially during a child's earlier years.
6. Most standard workbook activities are a complete waste of precious learning time.
7. The English language is much more phonetic than we have thought: understanding the phonics of our language gives us a powerful reading and spelling tool.

The relatively few teachers throughout the years and throughout the country who have been faithful to the phonics method have been forced to teach outside school systems and have had to develop their own phonics material.

Background of this system:
The author did not publish any of her material until after more than thirty years of working with all levels of students. She has knowledge of several languages. Her work has been tested by Queens College, New York, and has been approved by the New York City Board of Education. This approach of teaching is unique in that the phonics, reading, writing and auditory (spelling) exercises correspond with and complement each other.

 

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