OUR SYSTEM IS PROVEN TO WORK

The Reading With Giggles & Games Learn-To-Read System works in a dramatically effective way because it uses several proprietary learning strategies, in combination, that create an ideal learning state in the mind and body of the student. No other system combines these learning strategies in the same way and no other system has been able to demonstrate more effective learning results. The children are happier, they learn faster and their teachers and parents are amazed at how much more quickly these students learn to read than other students who are taught with other outmoded, traditional teaching methods.

 

For over 30 years, Patty Tew, MEd has been teaching young readers to read. At first she employed traditional methods, but soon realized that the old-fashioned approach just wasn't working as she hoped that it would. Little-by-little, she observed that some things that she tried worked much better than others. She began to document these teaching strategies, and over time, developed a novel and unique curriculum and methodology to teach young readers to read, in far less time and with far less frustration than her peers who were using traditional methods. Her brain friendly systematic approach has now been proven to work with thousands of young readers.

Patty Montgomery
Patty Tew, MEd.
Giggler-in-Chief

 

HOW READING WITH GIGGLES AND GAMES WORKS

The Reading With Giggles and Games System works better than any other system by simultaneously tapping into several areas of the brain of the student as they participate in the activities guided by the system.

 

NEUROLOGICAL IMPRESS METHOD INCORPORATED

The neurological impress method (NIM) is incorporated into the System. Reading alongside a child and running a finger under the words as they are being read to, trains the child's eye movements and teaches one-to-one correspondence, two very important reading skills. In "Reading with Giggles & Games", neurological impress is incorporated into reading the lessons, song lyrics, and books. The more senses and learning modalities involved in the reading activity, the more the brain pays attention.

 

ATTENTION SPAN INCREASED 

Student's attention spans are increased by the system. Research on the effects of television on children's learning has shown that the methods used to promote children's TV and movie viewing, actually cause ADHD. The child's brain needs one-on-one interaction that no TV program or DVD, no matter how educational, can provide. The Reading with Giggles & Games System incorporates the human touch that only a parent or human teacher can provide.

 

IMMEDIATE AMAZING RESULTS

Immediate amazing results are exhibited by students using the System. The child thinks of himself as a reader from the first lesson in  the Reading with Giggles & Games System. Letter sounds are taught in groups of two or three because they are actually easier to discriminate between than one at a time. Immediately, those sounds are used to form words. Using these sounds immediately helps children remember the sounds because the sounds are being actively used on a daily basis. This method has been shown to be more effective than learning the whole alphabet first and then beginning to blend sounds to make words.

 

READING PROBLEMS PREVENTED 

Reading problems are prevented by the System. Many children requiring remediation are those who have not learned to blend sounds smoothly. The child's brain has difficulty deciphering a word that is chopped into parts. The Reading with Giggles & Games System first teaches the letter sounds that can be sustained so that children learn to blend smoothly. Also, the pure sounds of the letters are taught without the extra schwa sound many well-meaning methods, programs, or teachers add to the sounds. For instance, children using the Reading with Giggles & Games System learn to smoothly blend the word "man" in this manner: "mmmaaaaannnn" instead of "Muh "a" nuh". It makes a significant difference in children's ability to decode words! Children's ability to decode words predicts 80-90% of reading comprehen-sion. It is well known that the ability to read affects all other areas of academic success.

 

POSITIVE REINFORCEMENT

Each session is short (stop while it is still fun) and positive. When teaching new words or sounds, the system uses the 5/5/5 method. When the child does not say a word or sound correctly, the parent simply says, "Let's try again". If the child still does not respond correctly, the correct response is given. The inability to produce the correct response

shows the need to re-teach. When the child does answer correctly, positive, affirming remarks such as "super", "great", "fantastic", "wonderful", "good", and "marvelous" are enthusiastically spoken to the child to reinforce their learning.

WHY READING WITH GIGGLES & GAMES WORKS

 

IT'S FUN

It is said that a child's attention span is one minute for every year lived. Children learn easily and willingly where humor and music are involved. Humor and music are integral components of this program. The result is a significant increase in attention and retention, two critical elements in learning to read.

 

PARENTAL INVOLVEMENT

Parents are a child's most effective teacher! A parent's impact on learning cannot be duplicated by any other person or institution. With parents as the teachers, remedial action is immediate which prevents reading problems and oversights. Parents are very busy and don't often have the time to come up with their own reading program for their children. Reading programs can be very expensive and few of them provide a systematic way of teaching the skills most children need in order to learn to read. Knowing this, great care has been taken to make this program affordable and easy to use. Using the mini-book format has made it possible to have a library of over 100 child-tested skill-reinforcing books available without parents having to "rob the bank".

 

EMPIRICAL RESEARCH

This approach to teaching fundamental reading is based on empirical research and has been tested in the classroom resulting in successful application and achievement. This research is used to guide the sequence of instruction. The letter sounds are taught in a sequence found to be easiest and most effective for beginning readers. Instead of learning all of the letter names and sounds before beginning to read, the child learns a few letter sounds and then learns to blend those sounds to make words. The letter sounds that can be sustained or "held out" are taught first because they are easier to blend smoothly. Right from the beginning, the child starts using these sounds to blend words and then uses these words to read sentences. Because the sounds are used and reviewed, they are not forgotten. In most reading instruction there is little connection between the phonics lessons taught and the reading selections given.

 

PHONICS IS NOT TAUGHT AS AN ISOLATED SUBJECT

Appropriate practice is critical to learning! The more closely the conditions of practice approximate the conditions in which the learning will be used, the more valuable the practice. In "Giggles and Games", the phonics program is integrated with the total reading program. This enables early readers to associate phonics with reading rather than as an isolated subject. Reading materials in the form of mini-books are provided for opportunity to practice, extend, and refine knowledge of letter-sound relationships. This enables children to have confidence right from the very beginning. The reading practice pages in the manual are rightly named ,"Look, I Can Read!" pages because that is what children say after just a few lessons. "Look, I Can Read!" is music to the ears!

 

BRAIN-FRIENDLY FUN ENCOURAGED

Structures in the brain's limbic system, which controls many essential human behaviors, also contribute to the production of laughter and learning.

 

"Reading With Giggles & Games" uses the shapes of the letter as cues to their sounds enabling children to remember the letter sounds after a single exposure! The songs, games, and silly review methods used in this reading program are there to eliminate stress and produce laughter (the best medicine). The Reading With Giggles & Games System creates an extremely fun, learning environment in which the child often laughs out loud. Laughter reduces levels of certain stress hormones. In doing this, laughter provides a safety valve that shuts off the flow of stress hormones and the fight-or-flight compounds that swing into action in our bodies when we experience stress, anger or hostility. This process has the effect of making the brain very receptive to learning and retaining new information, such as letters, phonemes and words.   See: http://health.howstuffworks.com/human-nature/emotions/other/laughter4.htm

 

The System encourages brain-friendly fun. All children can learn when the presentation is fun and frustration free. Studies have shown when children, as well as adults, experience stress, the brain receives an overload of a hormone called cortisol. Too much cortisol will shut down thinking and learning, and can cause learning difficulties.

EXPLICIT, SYSTEMATIC INSTRUCTIONS

The System uses an explicit, systematic instructional approach. Research has shown that most children need a systematic approach to learning to read. "Effective reading instruction not only improves reading ability, but actually changes the brain's functioning so that it can perform reading tasks more efficiently." (Duane Alexander, M.D., Director of the NICHD.)

 

 

BRAIN TOTALLY ENGAGED THROUGH MUSIC 

Music is also an important part of the Reading With Giggles & Games System. Music has the effect of totally engaging both sides of the brain of the student. Songs act as important mnemonic devices for remembering new learning. Children love the songs in the "Reading with Giggles & Games" program!

 

EASY-TO-USE SIDE-BY-SIDE INSTRUCTION

The Side-by-Side layout of the system enables the parent or teacher to easily guide the student through the course materials. Ideas for remediation, review, extension, and reinforcement are also provided. When the parent/teacher is feeling secure, so is the child. The parent's emotional well-being is the single greatest predictor of academic success.

 

PRACTICE PROVIDED TO THE POINT OF AUTOMATICITY

Most children need to encounter new words 15 to 20 times before the word can be retrieved from the brain with automaticity. Through lessons which incorporate memorization strategies, reading practice pages, worksheets, refrigerator magnets, and over 100 books, automaticity is maximized more effectively than in any other reading program available. The text in the mini- books is tied to the children's independent reading level and provides practice of the specific skills, letter phonemes (commonly referred to as letter "sounds"), and sight words being learned. This enables them to understand what they read. "Reading with Giggles & Games" uses systematic review to keep prior learning in the forefront of the brain.

 

 

IT'S SIMPLE TO USE

Parents, tutors or teachers simply follow the instructions for each lesson as outlined in the manual. The script does not need to be said word for word.

 

Instructions are to guide and provide, not to rule. The following procedures demonstrate how the system works.

 

MUSIC & SONGS

Each new letter sound has an accompanying song to be sung with your child. Lyrics are provided in the songbook. Children do not care how you sing, just that the teacher or parent sings along with them. The parent and child learn the words to new songs together, pointing to the words to the songs as they go. The child will learn to read the words to the songs. The songs are repeated often. If the child forgets a letter sound, the parent or teacher goes back and reviews the song that goes with that letter. The lyrics are reviewed often with the child and any unfamiliar information mentioned or implied in the songs is discussed and explained.

 

GAMES

Each new letter sound comes with an accompanying game. The child will benefit in many ways from playing games with the teacher or parent. Games provide important language and social experiences while having a giggling good time. Active games get your child"s brain active and ready for learning. Taking turns choosing a song and game to play before or after each lesson rewards the child. It's easy to adapt any game to fit the child's circumstances, interests and available supplies.

 

MINI-BOOKS AND WORKSHEETS

The mini-books and worksheets are labeled according to corresponding lessons.

(Lesson 4 = L-4) The child is encouraged to review the mini-books often. However, these books should not take the place of reading vocabulary rich picture books to the child. Children are encouraged to build a home library of books to be read to, with, and by the child. Children are encouraged to visit the public library often.

 

Success comes quickly and easily, wearing a big grin when using the Reading With Giggles and Games FUN-damental Reading Instruction System.

 

IT'S EASY TO USE

The format of the lessons makes it easy to pick up the manual and teach a lesson without a lot of preparation. Each lesson has a guide page with instructions to follow. There are ideas included for positive reinforcement and enrichment, as well as assessment.

 

IT REALLY WORKS!

Because of the fun, the songs, the giggles and games, and the built-in systematic instruction/review/practice, this program works! On a daily basis, you can help your child learn the skills resulting in a lifetime love of reading.

 

Reading has an impact on all other areas of life!

 

  

 




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