WELCOME TO READ QUICK BLOG !

Information contained in this post is a small portion of this article.  For more information, please contact:   support@readkwik.com …

Terms to be aware of when Using & Understanding Guilford’s “Structure of Intellect” (SOI) as Model for Questioning and Teaching.

COGNITION:   Being aware of visual, auditory and tactile responses that may/may not be used for other purposes. It is awareness without a process. This is the method used by nearly 95% of classrooms.

CONVERGENT PRODUCTION:  The right answer applied to a closed question. This skill and cognition are called the “school house” processes.

MEMORY:  There are 18 specific memory skills in the SOI.  Lessons must be planned, monitored and reformulated to achieve mastery in any subject.

DIVERGENT PRODUCTION:  Often called, the Creative Process; involves changes and elaborations in a figure, idea, language, etc.  Anything that is new, unusual or changed from the original is divergent.

EVALUATION:  The core of the other 4 processes. This involves the assimilation of information and used to solve problems, predict consequences, and develop a personal process of knowledge.  Each thinking skill may be used to formulate questions for mastery and knowledge.

To develop productive questioning strategies, ask questions with precise language to initiate student thinking and follow with a clarification or exploratory question. The first question is a ‘core question’ to focus on the “thought”. The second is to provide a method of “thought” through dialogue (conversation).

For more information, please contact:   support@readkwik.com

DIALOG & DISCUSSION - Ask Questions about the Current Topic or Lesson – prompting student to answer – DO NOT TELL STUDENT THE ANSWER!   PDFgallery / “Questioning Strategies” on this website will assist teachers/parents in practicing effective dialog for any subject.

Remember:  Use the 5-Ws:  WHO, WHAT, WHEN, WHY, WHERE, and HOW – with all subject matter.  When student responds, ask student to defend his/her answer.  After student responds to the ‘defend’ question, call on another student to ‘agree or disagree’ to first question and defend response.  Questions help students develop critical thinking during dialoging.

“In a sense, student responses are the windows of learning through which teachers can enter into the students’ minds.”

www.readkwik.com

Visual screening should occur in kindergarten and again in grade two. Identifying visual tracking problems and initiating visual training at this age will prevent enormous emotional pain and academic failure. Cost to the student, parents and society is too great to ignore the need. Certified Learning Systems has compiled a list of simple visual tracking tests for school or home use. A separate set of visual tracking lessons is also available. Lessons use simple, ‘around the house’ materials except for two very inexpensive items that are optional for successful training. Tests and lessons are available as a packet from Certified Learning Systems on the website store. All tests and lessons have been used and recommended by behavioral optometrist and/or through resources such as the Bernell Behavioral Optometric Supply, and the Optometric Extension Program Visual tracking exercises.

Visual tracking is the movement of both eyes together across a line of print from margin to margin. There are serious learning problems when either one or both eyes have difficulty in making a smooth sweep. To control such an irregular eye movement, a person must use some or all of the 10% nerve energy left after the eyes use about 90% of the same energy to focus on the visual stimuli, letters and words. The 10% remaining energy is used for understanding vocabulary, word pronunciation, and memory for the printed text. When there is a problem in the visual tracking, the amount of energy needed to control it results in poor reading skills with a significant loss in comprehension and memory for text topic.

Visual training is successful in improving eye tracking and overcoming the problem. Lessons are simple activities concentrating on practicing a smooth movement by training the mind to tell the eyes to track to eliminate the problem. This may be done in the home or classroom. What are the symptoms and why is it important to identify them?  Visual tracking is not visual acuity, where near and far vision needs to focus for a clear image. A simple flicking of one or both eyes when tracking or changing eye direction can reduce the ability of the reader to comprehend and memorize the material by as much as 90%. Approximately 80-90% of students in special education have a visual tracking problem. When treated and provided a proper intervention reading program, many may return to regular classes.

Approximately 20-35% of the general population has a visual tracking problem. Many individual difficulties go undetected and this group continues with reading dysfunction as adults and they often experience serious emotional problems from academic frustration in school.

Symptoms:
· Homework involving reading, especially for a test, requires 3 or 4 hours when students with normal visual tracking may only need one hour or less;
· student reads a page in a textbook, and then reads 3 or 4 more pages; they cannot recall what was read, even on the last page they read. . Schools and parents
identify this type of student as having a “poor short term memory”;
· reads for 5 or 10 minutes and stops;
· they complain of being tired;
· the assignment is boring;
· they ” hate” school and avoid school work;
· they are angry with parents for making them study;
· always identified by teachers as having some kind of behavior problem;
· referred for remedial classes, especially reading and spelling;
· always below grade expectancy in reading tests;
· are dysfunctional readers in middle school, high school and as adults;
· complain of headaches and often become irritable;
· may have poor eye-hand coordination;
· improperly identified as being ADD or ADHD;
· recommended for medication to control problems but problems remain and
student’s medication only hides the causes;
· visual screening at optometrist or school will not usually detect visual tracking
problem;
· generally dislikes sports and is often clumsy when trying to learn or play;
· prefers physical over visual hobbies;
· becomes a high school dropout;
· has truant problems at school;
· seeks social relations with students having same general behavior and attitudes;
· is a significant part of the 60-70% of identified dysfunctional readers in high school and as adults;

Any person that has an eye that hesitates, jumps, flicks while tracking, or other irregular eye movements, impacts the educational challenges for reading and academics requiring reading. When this group of problems is combined with the right brain, kinesthetic and ESL population, a tremendous void is left unidentified and not corrected in schools. This should not occur in American education but our entire educational process is based on profits for book publishers, political overtones at all levels, and a teacher training system that frequently emphasizes the wrong concepts and skills.

Read Quick teaches a new reading strategy to students in special education by eliminating the often confusing syllables, difficult for special needs students to remember and apply.  As a consequence, they are unable to decode key words that greatly decrease their comprehension.  When meeting an unknown word, they may ‘skip’ over it or ask for help from a teacher, aide or parent.  As they mature, asking for help becomes “tiresome” to the students and they accept reading failure as their ultimate fate.  Accepting failure is the fourth step in Dreikur’s, “Maintaining Sanity in the Classroom” and “Natural and Logical Consequences“.  (Books should be required reading for all teachers, particularly those working with special needs learners.)

Read Quick Reading Program is a departure from the standard phonetic “sound-out-the-syllables” methods historically taught.  This 3-Step System replaces the confusing rules and sounds of inconsistent syllables that make up the English language.  Students are taught to apply 47  letter clusters of 2-5 letters, we call Combinations; 5 rules to control and C, G, & Y; and 2 rules to control vowel sounds.  This simple 3-Step System allows students to decode (unlock/pronounce) nearly every word in the English language. This is the reading key that provides the difference between reading success and failure.  Visit us on line at www.readkwik.com

Right brain and left brain students process language differently. 

Using the Gestalt method, all mental processes for learning and mastery are accessed and reinforced daily on as-need basis for both right brain and left brain students, by-passing the methodical process using phonics and syllables that are usually mastered by left brain, right eye students.

Kinesthetic learners are right brain, right eye and right ear. 

All processing is on the right side, closing down normal channels for learning language and reading.  Learners have difficulty staying ‘on task’ as a result of random attention to the lesson.  They need both oral and visual input at the same time for learning to read.

See website - Special Education for additional information on this subject.

Prior to an appointment at our reading clinic in CA  one late afternoon, a mother brought her 11th grade boy to us for tutoring.  He had been in special education his entire school years and was diagnosed with dyslexia by a number of “professionals” and had never read. All his curriculum had been furnished in “cassette tape” format provided by the State of CA so he could learn. We recall he and his mother were in an argument outside the clinic door and she asked if he would agree to one more final attempt to learn to read. She had heard about the Read Quick 3-Step method.  They entered and the young student spent about 45 minutes with the clinic director. The boy showed remarkable success and after 9 clinical hours, using the Read Quick 3-Step System on a one to one basis, he read one-half of the story, “Outcast of Poker Flats,” making one pronunciation error and in general, read orally with normal emphasis and grade level comprehension.”

The boy’s mother related the story with TEARS OF JOY for her son.  This is a true and actual statement.  The Read Quick program is now available on interactive software.

Read Quick has been tremendously successful with students identified as dyslexic and we are currently authoring a post regarding dyslexia based on years of experience and research.

Thank you

WHO ARE THEY AND WHY ARE THEY IMPORTANT ??

Dr. Rudolf Dreikurs (1897-1972)

Dr. Dreikurs – A social psychologist was born in Vienna, Austria on February 8, 1897. His contributions to society were plentiful up until his passing on May 25, 1972 in Chicago, Illinois.

Dreikurs was an “American psychiatrist and educator who developed the Austrian psychologist Alfred Adler’s system of individual psychology into a pragmatic method for understanding the purposes of reprehensible behavior in children and for stimulating cooperative behavior without punishment or reward.”

Dr. Dreikurs practiced pediatric medicine and found a greater need for behavioral intervention. His clinic was very successful and he wrote several books on “Natural and Logical Consequences.”

Dr. William Glasser was born in 1925 and raised in Cleveland Ohio. Dr. Glasser is an internationally recognized psychiatrist who is best known as the author of “Reality Therapy,” a method of Psychotherapy he created in 1965 and that is now taught all over the world.

“Reality Therapy” teaches that we NOT be victims of our past or our present unless we choose to be.” – Dr. William Glasser

“Schools Without Failure,” by Dr. Glasser, emphasizes counseling with decisions by the person to take a path for mental health or a path for destruction. Decision on the path entirely is up to the counselee.

WHY DREIKURS AND GLASSER?

Teachers and parents are limited in their time and possibly knowledge on how they discipline for positive behavior change and a strategy to process the procedures for both discipline and guidance. Getting involved in the theoretical implications of Dreikurs & Glasser may result in “No Change” in a teacher, administrator, or parent in how they deal with irresponsible and disruptive behavior. An adult may select punitive measures that only reinforce the behavior in the short and long term. What have they accomplished? To clarify, I am referring to the quick solutions of punishment. If punishment worked, why do so many convicts return to their illegal practices? Why do disruptive students continue their negative, disruptive behavior?

We identified, using the Structure of Intellect (SOI), by Dr. Mary Meeker (deceased), a consistent inability of students and prisoners to understand the consequences of their irresponsible behavior. This group of people, young and old, does not have the ability to understand and predict the consequences of their behavior, resulting in repeating the behavior and defying authorities attempting to help them.

When combining Dr. Dreikurs’ and Dr. Glasser’s methods in a simple and effective guidance process, writing and agreeing to a behavioral plan, adults are able to eliminate punishment that may be detrimental to the person while developing an understanding of consequences and providing a choice of paths for success.

I testified before a Senate committee on discipline and related the Dreikurs/Glasser methods I had combined and used as an administrator. The head of the Children’s Psychiatric Department at U.C.L.A. followed me in his testimony. He stated, “You really don’t need my testimony; just follow the program the person ahead of me outlined. If this method was practiced in schools and communities, there would be a significant drop in irresponsible behavior in schools, society, and illegal behavior, resulting in hospitalization and confinement.”

The method: Dreikurs practiced the therapy that everyone is motivated by behavior and their goals.

FOUR GOALS OF BEHAVIOR:

1. To gain undue attention

2. To seek power

3. To seek revenge or “get even”

4. To display inadequacy

GOAL #1 – ATTENTION

1. Active – Constructive

2. Active – Destructive

3. Passive – Constructive

4. Passive – Destructive

GOAL #2 – POWER SEEKING

A person seeks power when ‘attention getting’ mechanisms fail. In a power contest, adults seldom win. This leads to a struggle for power, which then leads to more problems, not less. In a classroom or home, the adult should say, “You are in a power struggle with me and I cannot win the struggle, but you are to do what I ask you.” (Adult creates a consequence that he/she can control.)

GOAL #3 – REVENGE SEEKING

When a person feels that circumstances are unfair and someone may hurt them; they become determined to ‘get even’. Their response is to take their revenge out on anyone, not just the person or group that ‘hurt’ them. When this is identified as a goal by the adult, it must be discussed openly and quickly with the person, stating that revenge is not acceptable in their environment and any acts of revenge will result in a written plan and specific consequence.

GOAL #4 – DISPLAY OF INADEQUACY

The fourth goal is reached when the person finds the other 3 goals have failed for them. This person needs a plan that will support their inadequate feeling and result in steps to improve their self-concept. This can be achieved with the plans described below. Observing the person will reveal, in most cases, their goal(s). Multiple goals are frequently used, depending on circumstances and the person may go back and forth into the different goals instantly.

Dr. Glasser identifies goals through discussion (therapy) with the person. The basic question he asked, “Do you want to follow the path of love, happiness and fulfillment, or the path of unhappiness and failure? Are you successful in your choice? Many people want to follow the first path but lack the skills and knowledge to succeed. Dr. Glasser suggests the person makes a plan to succeed.

PROBLEM – If the person fails, they only need to make another plan and continue with their behavior.

CONCLUSION – Make a plan with the irresponsible person. Plan may be short in hours or days with a simple reward for success. If plan is broken, the next plan is in writing with a consequence for breaking the plan and time will be extended. Base the time of plan carefully. Can the person reasonably complete it?  The second plan, and subsequent plans, as needed, must have time – exact behavior expected – precise ways student may be helped for success to solve the problem and who will help – make plan visible to student daily but not openly – include what person wants as reward for completion – signed by adult, student and authority, parent or school. This complete process is quick. Instruct person to use a written format of the plan, then have conference about length of plan, consequence, reward, and how adults or others could help person be successful. This approach will help you as it has worked with individuals, classes, entire schools, and violent gangs.

CONSEQUENCE – A previously identified condition, that if observed, results in a previously agreed upon action. Responsible adult must immediately apply the consequence as made by student, student and adult or adult only, when a more severe consequence is needed.

PUNISHMENT – An adult response given to a person with irresponsible behavior. The response may be fair or unfair and only implemented by the adult when they have had enough of the behavior, usually after several episodes that failed to be corrected by the adult. Once the person finishes the punishment, they have a feeling that everything is okay and they continue with their behavior.

For more information on this subject, read Dreikurs, “Maintaining Sanity in the Classroom,” and Glasser’s therapy procedures in several new printed materials. Follow Glasser for discussion procedures and Dreikurs for goal direction behavior and  consequences.

The following information “About The Author” can be found on the Read Quick website: www.readkwik.com

Jerry & Patti Coker, developers of  Read Quick-Learn Quick,  are retired and reside in a small town in Oregon.

Most of their time is dedicated to promoting Read Quick-Learn Quick, an educational software, developed by Jerry, after
devoting over 40 years teaching every type of learner from age 4 to adult.

Jerry served as principal and superintendent in various public schools, consultant for school districts throughout the United States and Canada, in-service trainer and workshop leader, prior to starting his own K-12 private school. He holds (6)lifetime
credentials to teach every subject at every grade level, including special education.

Following points highlight Jerry’s successes and unrivaled dedication to education:

• Orcutt, CA – Public school under
  Jerry’s administration was recognized by the National Council of English
  Teachers of Right to Read as one of the top 25 schools in reading from
  15,000 schools investigated in the U.S. and Canada.
• Administered first known elementary
  public school to implement Socratic dialog teaching methods, part of a
  school wide implementation using critical and creative thinking skills
  as primary objectives.
• Administered schools that improved
  their reading scores from the 22-28% in the state to 95-98% in reading.
• Wrote and supervised largest Title III curriculum
  development program, $500,000, in the history of California at that
  time.
• Project developed first increments for group tests of
  remedial lessons for the Structure-of-Intellect, (SOI) founded by Dr.
  Mary Meeker, based on Dr. Guilford’s work at USC.  Used throughout
  the U.S. and in foreign countries for preventing and
  correcting school failure.
• Jerry developed a K-6 mathematics program using a
  developmental sequence of intelligence by Piaget, world renowned French
  child psychologist.  Piaget research and tests were allowed to be
  used for the first and only known time in American schools.
• Jerry was commissioned to develop a comprehensive
  education program for the U.S. Air Force where airmen could attend
  classes, leave, return and still complete courses for a high school
  diploma or college credits with same instructor.  Adopted by
  Vandenberg and shared with other military facilities.
• Testified for State Senate Committee on school
  discipline and effective techniques.
• Jerry’s entire school organization, his refined
  teaching strategies in all subjects, his methods for training staff and
  curriculum, were adopted 3,000 miles from school site and implemented as
  several pilot schools in No. Carolina.
• College instructor and consultant in using the
  Structure-of-Intellect (SOI) for special needs and Mentally Gifted
  Minors; he taught strategies for teaching special needs students, taught
  elementary mathematics, reading and school discipline.

Jerry combined his experiences with curriculum programs, research in educational psychology, research in effective teaching methods, teaching students, ages 4 to adult, including prisoners, all possessing a  variety of reading skills and deficits, to develop the current version of Read Quick.

Others examining Read Quick have advanced the relationship of letter sequence, their sounds and control, to an even more
effective and reliable system.  Such research and improvement are encouraged.

Recently, Read Quick was recognized by a leading university as having a “revolutionary approach for decoding, based on new technology”.

Thank you for your kind comments.

“PULL-OUT PROGRAMS” have NOT demonstrated to be permanently beneficial.  When students return to the classroom, if the “classroom teacher” is not a strong “reading teacher” the “pull-out student” fails to maintain growth provided by “pull-out reading teacher.”

More information regarding National Research Reports are found on website:  www.readkwik.com    Certified Learning Systems “Read Quick”  is constantly in search of significant findings on brain research, vision research, teaching methods and techniques, best learning strategies for students, and educational programs that work to be more educationally efficient, rather than current methods that are not effective.