**9. Summary and evaluation**

This chapter has presented eight major assets of 'The Tales of Jud the Rat' series.


**h.** The implementation and evaluation procedures are simple, and can be used by parents and peer tutors, as well as by teachers and therapists.

**Children in Reading Fluency Programme**

**Improvement in Reading Accuracy**

298 E-Learning - Instructional Design, Organizational Strategy and Management

**Table 4.** Summary of Qualitative Evaluations by Parents: 2014 Cohort

at the rate of one ebook a month make substantial progress.

**9. Summary and evaluation**

be applied at a distance.

theory.

**Improvement in Reading Rate**

Child A *\* \* \* \* \** Child B *\* \* \* \* \** Child C *\* \* \* \* \** Child D *\* \* \* \* \** Child E *\* \* \* \* \** Child F *\* \* \* \* \** Child G *\* \* \* \* \** Child H *\* \* \* \* \**

Overall, the experience has been a very positive one. While the results we have are preliminary, the evidence so far would also suggest that parents can use the programme with their children and that schools, teachers and therapists can also use the materials to support the work they are doing. The evidence also suggests that those children who proceed through the programme

**a.** The material has been developed based on clinical teaching as well as neurolinguistic

**d.** There is plenty of material available, and there is enough for the core reading materials to be used for as long as is necessary to develop reading fluency, even with readers who require a 2-year intervention (or more) as their reading problems are severe or intractible,

**e.** The material is available in electronic ebook form. This implies that all material can be sent out by email and used at a distance. All core tests and evaluation procedures can also

**f.** There are established procedures for implementation, which include visual tracking.

**g.** Once downloaded, 'The Tales of Jud the Rat' material is implemented using repeated

**c.** The material is set in large print to increase visual cues as well as reduce crowding.

This chapter has presented eight major assets of 'The Tales of Jud the Rat' series.

**b.** The material is graded, based on structured phonic principles.

paired reading to develop automaticity in reading.

**Improvement in Reading Hesitancy and Confidence**

**Improvement in Ability to Read New Material**

**Improvement in Reading Comprehension**

While the research evidence reviewed in this chapter would suggest that automaticity forms the foundation for both increases in reading rate and accuracy as well being associated with improvement in reading comprehension, there are a number of disadvantages of the pro‐ gramme.


Despite these potential weaknesses, we have had good results with 'The Tales of Jud the Rat' series, and there are probably a number of reasons why this is so. The first reason is that the material is phonically based and proceeds up in level very gradually. There is plenty of repetition. The programme is also compatible with other instructional programmes. If one believes in Gillingham and Stillman's approach, for example (and many therapists still do), what this means is that 'The Tales of Jud the Rat' material can be used to reinforce remedial teaching done within the Orton/Gillingham paradigm [208], teaching done using an analytical phonics approach (e.g.[209]), as well as teaching done within more modern phonologically based paradigms (e.g. [210]).

Given the potential for increase in time on task in reading using material which involves frequent repetition of phonic associations, there are also probable benefits at a neurological level. In addition, visual tracking is built into programme implementation and this is also likely to lead to probable benefits at a neurological level. In short, increased time on task would be likely to develop automaticity in reading, implying stronger associations at a central level. As the literature suggests that the directionality in these associations is two-way, automaticity at a central level would be likely to lead to positive results in reading more generally, and the studies reviewed in this chapter indicate that this is indeed likely to be the case.

Based on the literature, there are also a number of other probable reasons for positive results. One is that 'The Tales of Jud the Rat' materials are repetitive, and take into account visual attention as well as visual features of text [211, 212]. The ebooks are set in large print and make use of short sentences and paragraphs as well as large amounts of white space on the page. What this means is that the material is likely to avoid crowding, which has been emerging in the literature as a feature affecting dyslexics on a visual level (e.g. [213, 214]). In addition, there are theoretical reasons why a combination of phonically based material and large print would be helpful on a magnocellular level, especially in a situation in which both repetition of phonic associations and visual tracking are built into programme implementation.

However, it is important to state that there is no empirical evidence that this is actually so, and these theoretical bases of a programme remain possibilities until there is empirical evidence available to support assertions like these, or prove otherwise. Though the results presented in this chapter are positive, they are small-scale and preliminary. In addition, there are many weaknesses in data from pre-test, post-test and pre-experimental designs, especially when these designs are used clinically. Specifically, difficulties in weak research designs are likely to be compounded where therapy or instruction is undertaken with the aim of improving test scores and where a variety of teaching strategies are used to do so.

As they are based on clinical evidence and case study, the results presented in this chapter are positive but difficult to disaggregate, and larger-scale comparative research would be neces‐ sary to do so. Nevertheless, the clinical evidence presented is recurrent and indicates that there is likely to be benefit from using the materials even in the absence of both longitudinal and/or comparative studies. The value of both partner reading and peer tutored reading as well as parental involvement in assisting children with their reading is already clear from the literature (e.g. [215, 216, 217, 218, 219]). This is essentially what 'The Tales of Jud the Rat' programme provides, and the evaluative issue may thus not be whether this particular method is better than any other, but whether it is able to provide an appropriately structured and low-cost way for parents or peer tutors to achieve improvements in reading fluency.

The results we have obtained would support the indications in the literature of the value of increasing the amount that children read, as well as providing exposure to accessible texts. As Fisher and Berliner [220] have suggested, the amount that students read in classrooms is critically related to their reading achievement. In addition, Hiebert and Fisher [221] have suggested that children of lower primary school age performing in the bottom quartile require the following experiences with text:

#### Accessible Text

Provision of text which is accessible through being decodable, which includes both highimagery and high-frequency words, which limits the number of unique words per text, and which repeats key words.

#### Increased Text

Provision of increased opportunities for reading involving exposure to text during classroom instruction, with the aims of increasing both word recognition and fluent reading skills.

#### Repeated Text

Provision of opportunities for repeated reading of text, with the aims of increasing exposure to new words and developing reading fluency.

The evidence from my practice would suggest the value of providing greatly increased time on task in reading accessible, graded texts using a methodology combining repetition with visual tracking. Both parents and children in my practice report steady improvement in reading fluency, and evaluate the 'Tales of Jud the Rat' reading fluency materials positively Positive qualitative evaluations have been accompanied by the changes in test scores presented in Tables 3 and 4 in this chapter.

are theoretical reasons why a combination of phonically based material and large print would be helpful on a magnocellular level, especially in a situation in which both repetition of phonic

However, it is important to state that there is no empirical evidence that this is actually so, and these theoretical bases of a programme remain possibilities until there is empirical evidence available to support assertions like these, or prove otherwise. Though the results presented in this chapter are positive, they are small-scale and preliminary. In addition, there are many weaknesses in data from pre-test, post-test and pre-experimental designs, especially when these designs are used clinically. Specifically, difficulties in weak research designs are likely to be compounded where therapy or instruction is undertaken with the aim of improving test

As they are based on clinical evidence and case study, the results presented in this chapter are positive but difficult to disaggregate, and larger-scale comparative research would be neces‐ sary to do so. Nevertheless, the clinical evidence presented is recurrent and indicates that there is likely to be benefit from using the materials even in the absence of both longitudinal and/or comparative studies. The value of both partner reading and peer tutored reading as well as parental involvement in assisting children with their reading is already clear from the literature (e.g. [215, 216, 217, 218, 219]). This is essentially what 'The Tales of Jud the Rat' programme provides, and the evaluative issue may thus not be whether this particular method is better than any other, but whether it is able to provide an appropriately structured and low-cost way

The results we have obtained would support the indications in the literature of the value of increasing the amount that children read, as well as providing exposure to accessible texts. As Fisher and Berliner [220] have suggested, the amount that students read in classrooms is critically related to their reading achievement. In addition, Hiebert and Fisher [221] have suggested that children of lower primary school age performing in the bottom quartile require

Provision of text which is accessible through being decodable, which includes both highimagery and high-frequency words, which limits the number of unique words per text, and

Provision of increased opportunities for reading involving exposure to text during classroom instruction, with the aims of increasing both word recognition and fluent reading skills.

Provision of opportunities for repeated reading of text, with the aims of increasing exposure

The evidence from my practice would suggest the value of providing greatly increased time on task in reading accessible, graded texts using a methodology combining repetition with

associations and visual tracking are built into programme implementation.

300 E-Learning - Instructional Design, Organizational Strategy and Management

scores and where a variety of teaching strategies are used to do so.

for parents or peer tutors to achieve improvements in reading fluency.

the following experiences with text:

to new words and developing reading fluency.

Accessible Text

Increased Text

Repeated Text

which repeats key words.

The evidence from my practice would also support Hiebert and Martin's [222] comment that repetition has been the forgotten variable in reading instruction. Both parents and therapists have commented positively on the phonic structure of the programme as well as the use of repetition within the texts as well as in the methodology used in implementing the programme. It is also of interest that, despite the large amount of repetition which is a feature of the programme, the stories have been rated as entertaining by both children and their parents.

There have also been wider benefits. One parent reports that her child receives the books. His older sister then reads them. The family's domestic help then reads them, and her children then also use them to learn to read. The ebooks are also currently being used as the basis for reading fluency programmes being implemented with ten higher- and twenty lower-income families in Mpumalanga province. I await the results of these pilot programmes with interest.

In summary, I have found in my own work that 'The Tales of Jud the Rat' material provides a way of enabling parents to provide graded daily reinforcement of reading, by using ebooks which target reading fluency and automaticity in decoding at home. The majority of the children I work with have reading difficulties, and in this context 'The Tales of Jud the Rat' programme has been very helpful.

In implementing the programme, clear guidelines are given to parents in how to engage productively in improving the reading fluency of their children, and this enables me to ensure that time on task in reading is increased at home. The involvement of parents then leaves me with more time to focus in therapy on programmes which improve other aspects of reading and writing ability. These include programmes for developing synthetic and analytical phonic skills and word attack, as well as tasks involving oral and written language skills designed to build oral and written language comprehension skills. I am also able to spend more time in assessment and counselling of children and parents, as well as in working on programmes for developing skills in silent reading, as well as word analysis, single word spelling and sequen‐ tial writing and spelling.

What can be claimed is that a great deal of material in 'The Tales of Jud the Rat' programme is already available but I am still developing parts of it, and also revising aspects of the material where formative evaluation has shown that this is necessary. It can also be claimed that the programme has provided clear benefits based on observable differences as well as changes in test scores. Based on positive evaluations, the materials are being added to, but are already in a form in which they can be used by others.

The number of families using the programme has increased rapidly, and the material may also have wider relevance for use in the classroom. Low-cost material of this type is often difficult to obtain especially in developing world contexts, or where parents, teachers and therapists live at distance from major towns or from educational bookshops. Positive results with the 'Tales of Jud the Rat' series so far suggest that the material provides a low-cost path to reading improvement which can be used in direct contact or at distance by parents, peer tutors, teachers, therapists and schools.

### **Author details**

Charles Potter\*

Address all correspondence to: pottercs@gmail.com

Private Practice, Johannesburg, South Africa

#### **References**


[14] Carbo M. Teaching reading with talking books. The Reading Teacher 1978;32(3):267– 73.

**Author details**

Charles Potter\*

**References**

Address all correspondence to: pottercs@gmail.com

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