Elements and Structure

The CompuRead Program features formal, systematic skills instruction presented before each story and continues throughout all grade levels, and forms a familiar format for student and teacher. The comprehensive introduction to each story provides a detailed story framework and gives the student necessary skills to be successful with each lesson.

In turn, the student learns the necessary skills to read and feel confident with the next lesson. Through this systematic presentation, reading now makes sense to children. 

 

The CompuRead Program features several structural elements contained in each story which provides the consistent framework for the entire program.

1) Reading and Picture Comprehension

 

Each story, from Level 1 through Level 6, has three levels of comprehension for both stories and pictures. Learners are encouraged to dig deeply into the story text to discover and compare the various levels of comprehension. Through these levels, the student can develop deeper meaning to the levels of comprehension.

 

2) CompuRead Instills Reasoning Power

 

Some children, previously thought to have little power of comprehension and reasoning, are given a new image of themselves when they can answer questions and reason on the higher levels of comprehension. CompuRead gives all children in all the educational categories listed above the opportunity to demonstrate and improve upon their reasoning power beginning from the first story in Level 1.

 

Reasoning questions are also an important part of the CompuRead preschool learning manual Early Intervention Techniques for the Prevention of Dyslexia in 15 Minutes a Day - Birth to Age Five.

 

3) Reading and Picture Comprehension Levels

 

Reading Comprehension levels are:

1) Literal: Lowest Level, simply stated facts, etc.

2) Inference: Average Level, Inference-stated facts to reason toward a logical conclusion, etc.

3) Critical: Highest Level, personal life, important and unimportant, etc.

Picture comprehension levels are:

1) Observation or Remembering: Lowest Level, such as identification of objects in the picture, etc.

2) Description or Translation: Middle Level, what is happening, finding obvious clues, etc.

3) Interpretation: Highest Level, prove true or false, make inferences about characters, etc.

5) Phonetic Structure

The phonetic structure is found story-by-story with one phonetic skill building upon another throughout the 68 stories within The CompuRead Program.

7) Advanced Vocabulary Through Phrases

Every story has approximately 10 to 15 phrases consisting of several words from the story. The lower vocabulary phrase is introduced to the reader first, followed immediately with a higher vocabulary phrase with the same meaning, thereby instantly increasing the student's vocabulary meaningfully and painlessly. Hundreds of higher vocabulary words can be learned.

8) Tracking Words Per Minute

The student can keep track his fluency rate by a chart contained in the Reading, Writing and Spelling Workbook  and how many words per minute he should be reading for his grade level. Smaller timing charts for sight words and story vocabulary are found throughout the workbooks.

9) Post Story Activities

There are many post-story activities relating to the story from which the teacher may choose. The activities reach all levels of reading skills.

10) Story Mapping

At the end of each story are Story Mapping skills. Story Mapping gives the learner the plan or strategy used by authors from early stories to novels. With this knowledge, students can use that same strategy to write their own stories.

11) Verbal Response

Every question in CompuRead, from Level 1 through Level 6, is planned around a verbal response. Oral responses give the learner practice and prepares a young child for the necessary confidence for the much sought after public speaking skill.

12) Life Long Learning

Perhaps the most important of all the skills for a student is to be able to tell another what he has learned. With the ability to verbally explain and answer questions taught throughout CompuRead at his command, a student is trained to explain so another can understand. High confidence is reached when one student can explain a concept to another. This is perhaps the greatest skill a child can acquire, and the greatest skill needed in the workplace and indeed the world today.
Spelling

Spelling is also taught in the same step-by-step way as is reading. Spelling uses the words from the story placed into different sentences. The spelling sentences emphasize correct capitalization, punctuation and manuscript and cursive handwriting. Visual and organizational skills are strengthened when the logic of spelling and phonetic rules are transferred to the student's reading and writing.
 
13) Story Questions

Story questions are asked in degrees of difficulty, written on the three main levels of comprehension; literal, inferential, and critical for the dyslexic as well as the gifted mainstream student and are meant for verbal discussion. This helps the student to "think on his feet"— learn to state his thoughts, thus strengthening verbal skills. Comprehension skills are emphasized in the stories and pictures from the learner's first reading experience.

Questions are constructed in a standardized national testing format.

 

14) Precise Introduction of Phonetic Sounds

Sounds for each story are introduced in an uncluttered presentation with a minimum of previously introduced sounds and words.

 

15) Original Poetry

Original poetry is read and taught with body movement and rhythm to repeat and reinforce the sounds presented in the stories again in multisyllable words. This gives the opportunity to hear the focus sound in a different setting from the limited phonetic story vocabulary and provides a pleasant release from controlled vocabulary.

16) The CompuRead Certificate of Completion

The Certificate of Completion accompanying every lesson gives a complete picture to the teacher, student and parent of the exact skills being learned. This certificate assessment is on-going from the first lesson in Level 1 to the last lesson of Level 6.

Students are aware of their progress with every skill learned. This gives the teacher and parent an outline of what is being learned and a "picture" of progress. Each previously learned skill can be easily found and reviewed. The student is very aware that present success builds future success in a higher level.

Parents and teachers can work solidly together in the learning process. If the parents have access to a computer with the same lessons the child is learning at school, progress is quick and efficient.

17) CompuRead's Detailed Approach in the Stories and Pictures

 

Teachers will enjoy teaching the levels of comprehension in both stories and pictures. Our world is now ruled by detailed knowledge which includes the comprehensive knowledge of the skills of reading. These levels and the skills within them were selected as the principal comprehension plan. These and dozens of other skills provide a comprehension focal point.

This comprehension knowledge is carried into other books and reading with the student asking the same meaningful questions. The student has learned the speaking and reading vocabulary necessary to prepare him for most comprehension situations.

When students have the vocabulary to describe what they are reading, it establishes a firm foothold toward confident learning.

 

18) Wall Charts

The Wall Charts are an 8 ½ x 11 easily handled and fully illustrated set of printed or narrated electronic charts that contains just about every phonetic sound of the English Language and provides hundreds of words that contain those sounds. The Wall Charts' vocabulary words are from 1st to the 6th grade.

 

19) Nine Steps to Teach Each Story

These teaching steps comprise the format of each story. The post teaching activities are written with the same phonetic sounds taught in the story, and are within the reading and spelling vocabulary of the stories. These activities are for fun and reinforcement of the related skills.


CompuRead uses an innovative and patented Nine Step process for all lesson presentations. Through this highly effective and organized method, the student can easily absorb the step-by-step lesson concepts enabling the learning process to be more easily used by the student. The story and lessons are printed in booklet form to be written on, underlined, circled, etc.  

The Nine Step process is:

 

  • 1) Main Idea and Value Theme
  • 2) Story Title, Background and Summary
  • 3) Listening to the Story Narrated Without Interruption
  • 4) Phonics, Writing and Spelling
  • 5) Fiction/Nonfiction Writing
  • 6) Vocabulary and Expressive Speaking
  • 7) Science Background
  • 8) Story Mapping
  • 9) Home Fun


Each succeeding story/lesson builds upon the preceding lesson, thereby enabling the student to fully test the skills learned and can apply to further learning and reading throughout The CompuRead Multisensory Program.

1. Main Idea and Value Theme - A narrated message depicting the Main Idea or Value Theme, begins each story with the Main Idea. This leads the discussion so the students understand what the author wants them to learn. Gifted, as well as challenged students, need much training from the beginning in this very important skill of being aware of the Main Idea Message that spans the entire story.

The message may be printed out and hung in the classroom (whether that ‘classroom’ is at home or school) while the story is being studied to remind the students of the Main Ideas of the stories and the character-building values being learned. When three or four story mottoes or story ideas are collected, they could be stapled together and made into a mobile.

Discuss the Main Idea motto with your own and students’ thinking to help the student give critical thought to how the story relates to his own life.

The picture also visualizes this important comprehension skill of the Main Idea message. The students should trace over the words in the workbook.


2. Story Title, Background and Summary - The student has increased comprehension and enjoyment if he understands the overall summary of the story before he begins. Comprehension is increased if the student has knowledge that leads to the story. The Background/Summary does not follow the phonetic structure of the stories but the student is urged to follow with the narration where many new words can be seen and heard. Some students will have had prior experience with the background to create a lively discussion to further enhance comprehension and enlighten other students. Each story brings out a character-building theme, which can also be a part of the discussion. The teacher can also bring their own experiences into the discussion.

3. Listening to the Story Narrated Without Interruption - The purpose is to establish the story foundation for reading and comprehending.

   Step 1: Main Idea
   Step 2: An informal introduction to the targeted phonics for that particular story
   Step 3: Correct study strategies are learned from the beginning stories to survey the entire lesson before attempting to complete it.

The story now is narrated from beginning to end without orally asking questions or further discussion. This strategy pattern starts in Level 1 and continues through Level 6 for every story.

The student reads along with the narration. Some students will read every word with the narrator. Continue the listening of the narration if the student only reads one word. The student may wish to listen to the narration two, three or more times until he/she follows with ease. Even if the student knows no words at all, he can recognize them in meaningful context and join in the reading when he can.

It is recommended the story be read without interruption, listening also to questions that follow each frame. This allows the student to get a complete overview of the story. It allows him to listen to the correct pronunciation, inflection, phrasing, expression and fluency of oral reading.

It sets the mood and establishes the setting for the story. The questions are listened to but not discussed on the first reading. Skip the answer page with the answers in red on the first reading.

On the second or third reading, or when the student is able to follow the narration to read the story, the questions can be discussed. Additionally, encourage the students to ask their own questions. Some questions are not answered in red on the answer pages because they require the reader’s opinion and experience.

It is appropriate, at your discretion, to stop the narration in the middle of the story and ask the students as, 1) Predict how the story will end, 2) Tell how they would hope the story ends, 3) What would the student do if he/she were in the story situation?

The story is written in the same direction as the manuscript font in which the student writes. This established directional pattern carries through reading, writing and spelling.

Instructions are given before each lesson on how to write each letter, blend and word. In this manner, spelling, along with reading and writing becomes a natural process. Every story is first written in the manuscript font.

Following the story narration, the student now has the opportunity for independent reading - The student, at this point, can know the Main Idea and purpose of the story, study the Phonics and Vocabulary, discuss the Science Background and has heard and read the Phrases for fluency. He is ready to read alone knowing all the skills for success. He, now, can express himself verbally in the discussion of the story with prior knowledge. This prior knowledge greatly enhances confidence in his self expression. This is his chance to shine. Give the student the opportunity to read the story several times. He may want to read to younger pupils, or even older ones.

 

With permission, allow pupils to visit the principal and read for him. Joy is enhanced in the heart of a principal when a group of students who know the structure of the English Language and can express themselves in fluent reading and confident oral comprehension and are learning these skills in his school.

 

Starting in Level 3, the story is also written in other fonts for further practice in reading the many fonts of the English Language. Slant Manuscript is introduced in Level 3. Cursive writing is introduced in Level 4.

 

4. Phonics, Writing and Spelling - All levels of phonetic study are presented here. As the stories progress, the appropriate skill is taught. Some of the skills taught are: 1) beginning and ending blends, 2) phonetically regular spelling words, 3) sight words, 4) spelling and reading rules, 5) prefix and suffix meanings, 6) compound words, 7) contractions, 8) possessives, 9) parts of speech and other grammar skills and 10) proper names.

 

This section is where the target phonetic elements are first informally introduced with games and verbal responses. With Listening to My Own Voice, the student is taught which part of his head, throat, gums, mouth, lips and tongue produce the sounds of the English Language. The little poem or saying can be repeated but not memorized unless the student wants to. This part of CompuRead is done with a mirror so the student can see his voice mechanism in action. These include language arts and written work, for example: spelling, handwriting, grammar, workbook writing, the student's own efforts at fiction and content writing, letters, test-taking strategies, review of concepts previously taught, etc. Written activities are very plentiful throughout The CompuRead Program.

The Sound Word and Sound Sentence in the early stories are visually introduced in this step with a cartoon, game or humor.

Jokes, Riddles and Tongue Twisters on the sounds and subject of the story are sprinkled throughout these pages to start the lessons with a smile and to help the learner repeat sounds. The jokes in CompuRead poke a bit of gentle fun of the topic of the story.

The Sound Word gives the student a word from the story to remember the sound, as: /wh/. The Sound Word leads into the: Sound Sentence, as: "wh" in whip says /hw/

Remembering the Sound Word and Sound Sentence helps the student to:

   1) know the name and sound of the letter
   2) know the word and picture that helps to remember the name and sound
   3) know the diacritical marking found in a dictionary
   4) write the sound and sound word


5. Fiction/Nonfiction Writing - CompuRead believes in the well rounded student and includes many opportunities for Fiction/Nonfiction Writing and Art through our specifically designed workbooks. CompuRead's workbooks include “story starters” and a “character rhyme” to assist the child in his nonfiction writing efforts.

 

Every story in CompuRead has been written and labeled around its own genre. Those genres are: 1) Fantasy/Science Fiction, 2) Historical Fiction, 3) Myths and Legions, 4) Folk Tales, 5) Poetry, 6) Animal Tales, 7) Mystery, 8) Realistic Fiction, 9) Nonfiction.


6. Vocabulary and Expressive Speaking - This step is done verbally. It allows the student to express in his own words the many skills taught and gives opportunity for self-expression. On the appropriate level, skills and subjects are discussed by the students. Discussion questions are also after every page in every story. Although some questions have a “correct” answer, many give the opportunity for the student to express his/her own opinions.

 

All levels of vocabulary study are presented here. As the stories progress, the appropriate skill is taught. Some of the skills taught are: 1) story phrases, 2) higher vocabulary phrases, 3) sound sentences, 15) reading strategies, plus many others.

 

7. Science Background - When the science article for the story is heard the student listens to the questions with the intent to discuss them. The questions could be read before the student hears the article to give an opportunity to focus on the proper responses. The science articles give further background to understanding the story subject. This increases the depth of comprehension and story appreciation and curiosity. This enables the student to more confidently and accurately express himself with his newly acquired science vocabulary. His new science vocabulary can be used immediately in the discussion of the science article and the discussion of the story.

8. Story Mapping

 

How a Story is Mapped


   1) Name of Story -- Why is the title a good name for this story?
   2) Main Idea or Value Theme -- What is the purpose of the story? What does the author want the reader to learn and remember?
   3) Setting -- Where and when the story happens or takes place. How the characters behave in different settings in different parts of the country or in another country. How would children behave a long time ago and now?
   4) Problem -- Every story has a problem to be solved.
   5) Goal -- What the characters are striving to accomplish. What happens to the characters and what problems do they have as they try and struggle to reach the goal.
   6) How the problem is solved -- the result of their trying. Are the characters and readers satisfied with how the problem is solved?

Use the Story Mapping questions along with the other comprehension questions for every story. Children welcome the knowledge that stories are written according to organization and are surprised to feel in control of their stories in reading. When they become aware that all stories are put together in basically the same way, they will write their own creative efforts with the knowledge of these same elements used by professional authors.
 
They will have recalled many stories and will become aware of how authors write, no matter if the story is a short one or a whole book, a movie or a TV show. This important skill will stand them in good stead for the rest of their lives.

Story Mapping questions, of necessity, must be given orally until the reading vocabulary of the students increase. Assist the students through each story as story mapping will probably be a new concept.

As the students grow in concepts and vocabulary, an activity could be:

List the Story Mapping sections across the chalkboard and have the class choose a story all class members have read. This could also include a book, movie, fairy tale, etc. As the students become familiar with the Story Mapping sections, decide these sections as you outline the story.

Students find immense satisfaction in tearing stories apart and putting them back together in Story Mapping form.

9. Home Fun - Each story has an extension for parents and students to explore. This extension, at times, involves other members of the family.

Home study is an important part of CompuRead and progress is made swiftly with parental involvement. The Parent Insights section has many ways to help teach.

Following each story a Certificate of Completion is reviewed by the teacher, parent or instructor of each concept learned during the lesson. This provides a quick review for the student and solidifies the lessons learned. The certificate can be proudly displayed for everyone to see and admire.

 

Teacher Preparation

 

It is highly recommended the teacher become familiar with the instructions that precede the reading and the directions that accompany each lesson. The activities that accompany each lesson can be used at the discretion of the teacher for the student's individual needs.

Contact Us Today!

If you need more information about CompuRead, please email. We will get back with you usually within 12-24 hours. We're always happy to assist you.

 

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