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WO2003088183A1 - Methode d'enseignement - Google Patents

Methode d'enseignement Download PDF

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Publication number
WO2003088183A1
WO2003088183A1 PCT/NZ2003/000058 NZ0300058W WO03088183A1 WO 2003088183 A1 WO2003088183 A1 WO 2003088183A1 NZ 0300058 W NZ0300058 W NZ 0300058W WO 03088183 A1 WO03088183 A1 WO 03088183A1
Authority
WO
WIPO (PCT)
Prior art keywords
letters
sounds
words
sound
letter
Prior art date
Application number
PCT/NZ2003/000058
Other languages
English (en)
Inventor
Veronica Wai Yuk-Chun
Original Assignee
Woodroffe, Colin, John
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Application filed by Woodroffe, Colin, John filed Critical Woodroffe, Colin, John
Priority to AU2003222518A priority Critical patent/AU2003222518A1/en
Publication of WO2003088183A1 publication Critical patent/WO2003088183A1/fr

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Classifications

    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B17/00—Teaching reading
    • G09B17/003—Teaching reading electrically operated apparatus or devices
    • G09B17/006—Teaching reading electrically operated apparatus or devices with audible presentation of the material to be studied
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00—Teaching not covered by other main groups of this subclass
    • G09B19/06—Foreign languages

Definitions

  • This invention relates to a method of teaching and/or a teaching system which has been devised particularly, though not necessarily solely, for the teaching of persons with Specific Learning Difficulty (SpLD), of for example, dyslexia.
  • SpLD Specific Learning Difficulty
  • Dyslexia is a type of learning difficulty. It is believed that upwards of ten percent (10%) of the population of the world suffers from learning difficulties of one kind or another. In the case of dyslexics, they have substantial difficulty in spelling and in retaining what has been learnt in relation to spelling. This difficulty is inborn and manifests itself as a difficulty in associating letters with sounds. This difficulty is independent of the intelligence of the sufferer.
  • Spelling of course, is an essential part of writing. Although today, particularly with the help of computers, ability to spell is enhanced, there are still difficulties even with a spell checker. Where the misspelt word is in fact a valid word, the spell checker will not question the spelling. Also there are difficulties before a dyslexic child is able to use a computer.
  • the invention consists in a method of teaching persons with SpLD comprising the steps of; selecting words, grouping the words into sets having one or more letters, plurality of letters and/or sounds, providing the words on a selected medium so that the, or each selected letter, plurality of letters and/or sounds in each word in a set is given a common colour, and encouraging the person being taught to associate the letter, plurality of letters and/or sound with the selected colour.
  • the words are arranged in vertical columns.
  • the vertical columns have the selected letters, plurality of letters and/or sounds placed directly one above the other.
  • the selected letters, plurality of letters and/or sounds include a letter or letters providing sounds of a similar general nature.
  • long and/or broad sounds are indicated by an expanded font.
  • syllables are separated by an indicator symbol.
  • the invention consists in a teaching system comprising, a selection of words on a medium in which the words are grouped to have a common letter, plurality of letters and/or sound, in which the common letter, group of letters and/or sound in a group is indicated by a common colour different to the other letters in the word so that a person being taught can learn to identify words by the colour and/or colours alone of the letters, plurality of letters and/or sounds in the word.
  • the words are arranged in vertical columns.
  • the vertical columns have the selected letters, plurality of letters and/or sounds placed directly one above the other.
  • the selected letters, plurality of letters and/or sounds include a letter or letters providing sounds of a similar general nature.
  • syllables are separated by an indicator symbol.
  • Preferably letters having a sound associated with a different letter are marked.
  • FIGURES 1 to 10 show a selection of letters, group of letters and/or sounds and with a word according to a preferred form of the invention
  • FIGURES 11 and 38 show groupings of letters and/or words able to be provided, for example, in a work book.
  • a vocabulary is selected. It is desirable that the vocabulary, which is to be provided in word lists such as the list indicated at 1, in Figure 1, be chosen so that each individual word is distinct phonetically.
  • FIGs 1 to 10 show groupings of words. Referring to Figures 1 and 2, this shows words at 2 which have a short "a” sound. At boxes 3, 4, 5, 6 and 7 words having respectively short "o", “i”, “u”, “e” and “o” sounds are indicated. In the boxes in column 8, the vowel sound is indicated and these are each provided in a selected colour. In the example of Figure 1, this colour is red and this is indicated by writing the word "red” as at 9, but in a working set the vowel sound would simply be coloured the colour red.
  • a short "oo" sound is indicated, again preferably in red.
  • a longer sound as shown in the lower part of Figure 3 and shown in box 21, can be indicated by a further selected colour, in this case purple. It is desirable to use a wider font so as to give a visual indication of the longer duration of the sound.
  • a font that is (one hundred and fifty percent) 150% wider is suitable.
  • the wider font can also be used for broad sounds such as the word "father” as shown in Figure 7.
  • Figures 3 and 4, at boxes 22, show long "a”, “e”, “i”, “o”, “u” and “oo” sounds and again a selection of words using these sounds. In this example therefore all long vowel sounds are coloured purple. The consistency of colour emphasises the sameness of sound even though the position of the vowel in the word has changed.
  • Figure 4 shows soft vowel sounds and indicates that in the embodiment described again a unique colour is selected. This, in the example, is a pink colour and again in the right- hand boxes 31 can show words which include the soft vowel sounds.
  • Figure 5 also indicates a colour for a hard "g" sound, which in this embodiment uses a black colour as for the hard "c".
  • FIG. 6 shows “sh”, “ch”, “th”, “th” (different sound), "qu”, “wh”, “gh”, “ph, “ch” (where substantially equivalent to “k”) constructions, again suggesting a selected colour, in this case lime.
  • the division between syllables could be indicated by a selected symbol.
  • This is shown at 40 in Figure 7 and it is suggested that a stressed syllable may be written in bold and if desired a larger font as indicated at 41.
  • the sound of a letter in a word would suggest a different letter. It is proposed that the sound be indicated in a shaded version (for example, a yellow background), such as shown at 46, where the written letter "y” is pronounced as a long "e” in the case of the word "body”.
  • the ear symbol with the “e” indicates how the word "body” is pronounced.
  • Figure 8 suggests that a different font, for example Monotype Corsiva is used where a vowel, consonant, or set of letters is again pronounced in a different way to the written word.
  • Figure 8 shows indications of this, for example the vowel "e” in the word “pocket” is pronounced as though it were a short "i”.
  • the treatment of words in which letters or groups of letters are differently pronounced is consistent throughout the programme.
  • Figure 9 also illustrate the use of shading or highlighting and alternative fonts where the sound is different to the spelling.
  • This material can be provided on any visually readable medium, for example on cards, in book form, on a computer screen or in any other readable form.
  • column 50 the vowel is shown as a red letter "a”.
  • the consonant column 51 shows the consonant "t” in blue and the column headed "colour phonics” uses the "at” sound, along with black consonants on the left-hand side.
  • the column is aligned to the right to illustrate that these words have the same rhyme.
  • the row 53 shows a sentence using many of the words above, and the line 54 shows the tips which are indicated at 55 in a foreign language, usually the first language of the reader.
  • an ear symbol is shown in the panels 70.
  • the ear symbol indicates at, for example, the letter "y” which is shown against a shaded background (in yellow) sounds like a long "i". When in colour the use of the colour purple and the 150% wider font indicate the longer sound.
  • Figure 18 shows the ear symbol as before and different arrangement of sounds. Again, colours are used as before. Thus the “a” is red, the “r” is black, and the “e” is green.
  • Figure 20 uses a long "a” sound in purple, a green “i” and an “n” sound in black. As can be seen, it is written underneath, that the green "i” has no sound.
  • the top part of Figure 22 shows the use of the long "oo” sound shown in purple with the consonants in column 85 shown in black.
  • the foot of Figure 22 and the top of Figure 23 shows a long "e” sound and a silent “e” sound respectively in columns 86 and 87 in purple and green and the use of these along with black consonants in column 88.
  • Figure 24 again shows the use of the ear sound and shading to indicate letters with changed sounds or which sound like another letter.
  • Figures 25 and 26 also continue to build on words with a red “e”, a green “a” and black consonants.
  • a double frame in column 100 is shown to indicate syllable division. This construction is used for a short vowel and double consonants on the right.
  • Figure 31 shows the use of frames in association with an ear indicating similar sounds and it should be noted that the colour coding is continued.
  • Figures 32 and 33 carry on the theme of syllable division using the diamond shape and using a red underscore in column 101 to indicate that there is a preceding short vowel.
  • column 102 shows a pair of opened scissors which is used to indicate division after a long vowel sound (open syllable) and column 103,
  • Figure 35 again shows a symbol which I have selected to use between two differing consonants following a short vowel sound
  • Figure 37 shows a more complicated arrangement and the coloured theme is consistent with what has previously been provided.
  • the second "m” and first “e” are in bold with a large font to indicate the stressed syllable and the second "i” in the alternative font to indicate that the "i” is pronounced differently (in this case as an "e”).
  • the shaded “i” and the ear symbol also indicates that the sound is different to the spelling.
  • the “ate” at 121 indicates the correct spelling.
  • the “a” at 122 is in red and the alternative font indicating that the "ate” sound sounds like "it"'
  • the person being taught is able, by associating the colours with the sound or type of sound, to quickly learn how to pronounce various words by knowing the type of sound that is associated with the elements of the word. This knowledge is transferred to that person's ability to spell the words.
  • the teacher is able, by building a knowledge of the association of various letters, plurality of letters, or sounds, to coach or encourage the student into being able to sound and spell words.
  • the system can be used to develop into the teaching of substantially difficult words of which the word "immediately" is a good example.
  • a method of teaching and/or a teaching system which has the advantage that people using sounds singularly or jointly in words allows persons with learning difficulties such as dyslexics to pronounce or read groups of letters in words by seeing colours.
  • word lists based on a simple set of rules can build up a strong vocabulary base.
  • This vocabulary base can be taught to young children and provides a sufficient base to assist through at least secondary education. By decoding the colour by sight, the learner will be able to read new words easily and correctly thus adding to the vocabulary base.
  • the system uses the dyslexic's inherent sensitivity to colour as an aid to the learning process.

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  • Engineering & Computer Science (AREA)
  • Business, Economics & Management (AREA)
  • Physics & Mathematics (AREA)
  • Educational Administration (AREA)
  • Educational Technology (AREA)
  • General Physics & Mathematics (AREA)
  • Theoretical Computer Science (AREA)
  • Multimedia (AREA)
  • Entrepreneurship & Innovation (AREA)
  • Electrically Operated Instructional Devices (AREA)

Abstract

La présente invention a trait à une méthode d'enseignement de personnes ayant une difficulté d'apprentissage spécifique par la sélection de mots, le regroupement des mots en des ensembles contenant une ou plusieurs lettres, une pluralité de lettres et/ou de sons, la disposition des mots sur un support sélectionné de sorte que la pluralité de lettres et /ou de sons, ou chaque lettre sélectionnée, dans chaque mot dans un ensemble soit attribué(es) une même couleur, et la stimulation de la personne enseignée à associer la lettre, la pluralité de lettres et/de ou sons à la couleur sélectionnée.
PCT/NZ2003/000058 2002-04-12 2003-04-07 Methode d'enseignement WO2003088183A1 (fr)

Priority Applications (1)

Application Number Priority Date Filing Date Title
AU2003222518A AU2003222518A1 (en) 2002-04-12 2003-04-07 Method of teaching

Applications Claiming Priority (2)

Application Number Priority Date Filing Date Title
NZ51833302 2002-04-12
NZ518333 2002-04-12

Publications (1)

Publication Number Publication Date
WO2003088183A1 true WO2003088183A1 (fr) 2003-10-23

Family

ID=29245079

Family Applications (1)

Application Number Title Priority Date Filing Date
PCT/NZ2003/000058 WO2003088183A1 (fr) 2002-04-12 2003-04-07 Methode d'enseignement

Country Status (3)

Country Link
AU (1) AU2003222518A1 (fr)
TW (1) TW200306503A (fr)
WO (1) WO2003088183A1 (fr)

Citations (5)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US3715812A (en) * 1970-12-07 1973-02-13 L Novak Color coded pronunciation symbol system
US5328373A (en) * 1993-03-30 1994-07-12 Regna Lee Wood Method and apparatus for teaching reading
WO1997016810A1 (fr) * 1995-10-31 1997-05-09 Rachel Luzann Procede et appareil d'enseignement de l'anglais
US5934708A (en) * 1997-05-22 1999-08-10 Batjuk; Vladimir Grigorievich Dictionary of an alphabetic foreign language
US6077080A (en) * 1998-10-06 2000-06-20 Rai; Shogen Alphabet image reading method

Patent Citations (5)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
US3715812A (en) * 1970-12-07 1973-02-13 L Novak Color coded pronunciation symbol system
US5328373A (en) * 1993-03-30 1994-07-12 Regna Lee Wood Method and apparatus for teaching reading
WO1997016810A1 (fr) * 1995-10-31 1997-05-09 Rachel Luzann Procede et appareil d'enseignement de l'anglais
US5934708A (en) * 1997-05-22 1999-08-10 Batjuk; Vladimir Grigorievich Dictionary of an alphabetic foreign language
US6077080A (en) * 1998-10-06 2000-06-20 Rai; Shogen Alphabet image reading method

Also Published As

Publication number Publication date
AU2003222518A1 (en) 2003-10-27
TW200306503A (en) 2003-11-16

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