A Creative Visualization Approach to Teaching, Spelling and Sight Words.

Autor/inn/en	Thomas, Ruth Fleming; Nagel, C. Van
Titel	A Creative Visualization Approach to Teaching, Spelling and Sight Words.
Quelle	(1988), (9 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Beginning Reading; Brain Hemisphere Functions; Decoding (Reading); Elementary Secondary Education; Eye Movements; Phonics; Reading Failure; Spelling; Spelling Instruction; Student Attitudes; Teaching Methods; Word Recognition; Word Study Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Erstleseunterricht; Dekodierung; Augenbewegung; Reading disability; Reading weakness; Leseschwäche; Schreibweise; Orthographieunterricht; Rechtschreibunterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Worterkennung; Wortschatzanalyse
Abstract	A creative visualization approach to spelling and word recognition has been tried successfully with both adults and children. Unlike the traditional phonic approach to spelling, which is a left brain, analytical approach, the creative visualization approach uses the right brain. In addition, the approach eliminates the unpleasant associations with spelling that have been conditioned within the individual. The approach has two phases: pre-assessment and instruction. In the pre-assessment phase, students' eye movement patterns as they are related to visually remembered material are calibrated. In the instructional phase ten words are taught over the course of five days. Day one activities include observing a word which is held in the direction of the student's eye movement accessing pattern, practicing blinking responses, picturing new words on the forehead or chest of a favorite hero, and spelling new words backwards, then forwards. On day two words are reviewed, and color is used in the visualization. On day three students correct misspelled words, and practice the visualization methods with difficult words (determined by spelling tests). On day four students practice visualization with "chunks" of the words they have difficulty with. Finally, on day five, students take a spelling test, and check and correct one another's work. Additionally, students should sit up straight while spelling and be motivated to maintain a positive belief system. (ARH)
Anmerkungen	Synergetic Psychology, Inc., 13370 Old St. Augustine Rd., Jacksonville, FL 32258 ($10.00; $8.00 each for larger quantities).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC