**10. Results**

Phonological referencing in our programme is a taught process, which is not implemented at the outset, but is introduced after the child has established phonological and phonemic awareness, and has also been involved in foundation level programmes in which the child has been introduced to reading, writing and spelling through systematic phonics teaching. Once a basic level of competence has been established in reading and spelling phonically based material, the child is then taught how to map the associations between the letters and letter combinations used in printed words and the sounds in spoken language.

Following Jorm and Share (1985), not all children would need to be taught phonological referencing, as certain children would develop phonological recoding as well as the working memory associations for letters and strings of letters without





**137**

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*DOI: http://dx.doi.org/10.5772/intechopen.82812*

*Interactive Multimedia - Multimedia Production and Digital Storytelling*

used in printed words and the sounds in spoken language.

Phonological referencing in our programme is a taught process, which is not implemented at the outset, but is introduced after the child has established phonological and phonemic awareness, and has also been involved in foundation level programmes in which the child has been introduced to reading, writing and spelling through systematic phonics teaching. Once a basic level of competence has been established in reading and spelling phonically based material, the child is then taught how to map the associations between the letters and letter combinations

Following Jorm and Share (1985), not all children would need to be taught phonological referencing, as certain children would develop phonological recoding as well as the working memory associations for letters and strings of letters without

**10. Results**

**136**








*Training Reading, Writing and Spelling Fluency: Centre-Periphery Dissemination…*

being specifically taught these basic skills. However, the evidence from using the Seven Vowel Phonic Analysis System would suggest that a number of children have benefitted from being taught how to reference the letters and letter combinations involved in print-to-sound translation and then how to use working memory to

*Results of children who have worked on phonological and phonic skills, reading fluency, as well as writing and* 

The results presented in **Table 3** have been drawn on a case-by-case basis from the files of children in my practice. All of the 20 children have had reading, writing and spelling difficulties, and in each of the 20 cases, reading fluency work has been

recode these associations from sound back to print.

**Table 3.**

*spelling fluency materials and methods.*

*DOI: http://dx.doi.org/10.5772/intechopen.82812*






*Interactive Multimedia - Multimedia Production and Digital Storytelling*





#### **Table 3.**

*Results of children who have worked on phonological and phonic skills, reading fluency, as well as writing and spelling fluency materials and methods.*

being specifically taught these basic skills. However, the evidence from using the Seven Vowel Phonic Analysis System would suggest that a number of children have benefitted from being taught how to reference the letters and letter combinations involved in print-to-sound translation and then how to use working memory to recode these associations from sound back to print.

The results presented in **Table 3** have been drawn on a case-by-case basis from the files of children in my practice. All of the 20 children have had reading, writing and spelling difficulties, and in each of the 20 cases, reading fluency work has been undertaken in conjunction with phonic instruction and also in conjunction with phonological referencing focused on developing fluency in writing and spelling.

The results presented in **Table 3** indicate that there has been a backwash effect from application of the methods used in teaching phonic analysis into both proficiency in one word reading ability and fluency in reading sequentially, as well as reciprocal effects from use of reading fluency methods into competencies in writing and spelling (and vice versa). The indications would thus be that there is commonality of influence across the different areas of the fluency-based intervention programme described in this chapter. These underpin the results presented in this chapter, as well as the individual case studies, aggregated case study results and case contrasts presented in previous chapters on the programme [18, 26, 27].

## **11. Discussion of results**

Following Luria [1–3], the reason for commonality of influence across the different areas and components in our programme would be that the various language, reading, writing and spelling interventions are dependent on the mediation of speech processes. They would thus be dependent on the development of both phonological and phonic abilities, which would need to be the core skills taught in the language and reading comprehension, the reading fluency, as well as the writing and spelling fluency areas of intervention in the programme, as well as across different components within each of these areas, on a functional level.

In terms of more recent literature, commonality of influence could also be cited as evidence of a common linguistic awareness manifesting in phonological, orthographic and morphological awareness as suggested by Berninger et al. (2010), and of a universal phonic principle manifesting across different orthographies as suggested by Perfetti et al. (1992). Difficulties in developing linguistic awareness and the universal phonic principle would have been assisted, as suggested by McCutchen (1988), by introducing metacognitive strategies such as the Seven Vowel Phonic Analysis System.

The results to date indicate positive effects in children with whom both reading fluency and writing and spelling fluency methods have been implemented [18, 26, 27]. Following Berninger and McCutcheon's theories, greater metacognitive control as opposed to simply increasing encapsulated automaticity would account for the backwash effects from writing and spelling into reading, as well as the steady progress across different areas of the fluency-based programme observed by users of our programme.

#### **12. Effectiveness of the programme**

From first interventions using large-print phonically based materials in the 1990s to the present, positive results have been obtained using the programme described in this chapter [18, 26, 27]. Evidence has been drawn from the files of children in my practice with whom reading fluency work as well as writing and spelling fluency work has been conducted, and also from the files of children in the practice for whom there has been one or other systematic variation in the way in which the programme has been implemented.

Based on this evidence, three implementation variables are likely to affect the successful implementation of the programme. These variables are as follows:

• consistent and regular exposure to phonological and phonic instruction to provide a foundation of basic skills on which the fluency interventions in the programme can be built;

**141**

*Training Reading, Writing and Spelling Fluency: Centre-Periphery Dissemination…*

• consistent implementation of methods designed to improve both reading fluency and writing and spelling fluency to produce the greatest likelihood of

• consistent support from parents in programme implementation to produce the

These conclusions are based on the aggregation of case studies conducted by the author over a number of years and are also supported by case contrast analysis [26, 27]. They are also supported by the experience and evaluations of an increasing

The development of the first series of books occurred over a 5-year period in the 1990s [66], while over the last 6 years since 2012, a large number of additional graded reading books have been written. These are about a set of animal characters with stories set in a variety of settings and have been workshopped and used with South African children of different ages, and from different cultural backgrounds, whose parents report that they find them enjoyable. They are also being used by children in England, as well as in other countries adjacent to South Africa, whose parents are reporting that their children are learning to read more fluently and at the same time

Similarly, the writing and spelling methods used in the programme have been developed and modified over time, have been implemented clinically for a number of years and have over the past 6 years been implemented with an increasing number of children of different ages and cultural backgrounds. There is evidence indicating that other therapists working with children diagnosed as having learning disabilities have used these methods successfully. There is also evidence from the network of parents, teachers, therapists, and schools currently using the materials that others are able to use these methods successfully at home, in their practices, in

The evidence on the programme to date is thus based on the work of an expand-

ing network of users and would support Luria's view that, like any other skill, reading, writing and spelling need to become fluent to be of maximal use and that automaticity in reading, writing and spelling is a function of repetitive use. Following Dehaene [28], the use of the 3 × 3 oral impress method together with the large-print, phonically based materials in our reading fluency programme would be effective in stimulating the visual word form area in the left temporal cortex repeatedly and repetitively, thus developing the connections necessary to read fluently. Once observable differences in reading fluency are noted, phonological referencing methods are introduced. Following Jorm and Share [32, 34, 35], the repetitive phonological referencing methods used in the Seven Vowel Phonic Analysis System would be based on the teaching of skills for phonological recoding (print-to-sound translation, as well as translation of sound back to print). Working memory for the phonic associations developed through phonological referencing would then enable the learner to acquire the detailed orthographic representations necessary for fast, efficient visual word recognition, as well as the detailed orthographic representa-

tions necessary to spell both individual words and words in sequence.

In essence, the methods used in our fluency-based programme are based on use of a combination of repetitive paired reading and repetitive phonological referencing. The evidence from aggregated case studies of children who have worked with a combination of these methods indicates that there are benefits in improvement in reading, spelling individual words and spelling words in sequence, with backwash effects occurring across these areas. Case contrasts indicate lessened effects from programme implementation where there has been systematic variation in either the

*DOI: http://dx.doi.org/10.5772/intechopen.82812*

greatest likelihood of positive effects.

reading centres, as well as in the classroom.

number of users of the programme's methods and materials.

positive effects; and

enjoying the stories.

*Training Reading, Writing and Spelling Fluency: Centre-Periphery Dissemination… DOI: http://dx.doi.org/10.5772/intechopen.82812*


These conclusions are based on the aggregation of case studies conducted by the author over a number of years and are also supported by case contrast analysis [26, 27]. They are also supported by the experience and evaluations of an increasing number of users of the programme's methods and materials.

The development of the first series of books occurred over a 5-year period in the 1990s [66], while over the last 6 years since 2012, a large number of additional graded reading books have been written. These are about a set of animal characters with stories set in a variety of settings and have been workshopped and used with South African children of different ages, and from different cultural backgrounds, whose parents report that they find them enjoyable. They are also being used by children in England, as well as in other countries adjacent to South Africa, whose parents are reporting that their children are learning to read more fluently and at the same time enjoying the stories.

Similarly, the writing and spelling methods used in the programme have been developed and modified over time, have been implemented clinically for a number of years and have over the past 6 years been implemented with an increasing number of children of different ages and cultural backgrounds. There is evidence indicating that other therapists working with children diagnosed as having learning disabilities have used these methods successfully. There is also evidence from the network of parents, teachers, therapists, and schools currently using the materials that others are able to use these methods successfully at home, in their practices, in reading centres, as well as in the classroom.

The evidence on the programme to date is thus based on the work of an expanding network of users and would support Luria's view that, like any other skill, reading, writing and spelling need to become fluent to be of maximal use and that automaticity in reading, writing and spelling is a function of repetitive use. Following Dehaene [28], the use of the 3 × 3 oral impress method together with the large-print, phonically based materials in our reading fluency programme would be effective in stimulating the visual word form area in the left temporal cortex repeatedly and repetitively, thus developing the connections necessary to read fluently.

Once observable differences in reading fluency are noted, phonological referencing methods are introduced. Following Jorm and Share [32, 34, 35], the repetitive phonological referencing methods used in the Seven Vowel Phonic Analysis System would be based on the teaching of skills for phonological recoding (print-to-sound translation, as well as translation of sound back to print). Working memory for the phonic associations developed through phonological referencing would then enable the learner to acquire the detailed orthographic representations necessary for fast, efficient visual word recognition, as well as the detailed orthographic representations necessary to spell both individual words and words in sequence.

In essence, the methods used in our fluency-based programme are based on use of a combination of repetitive paired reading and repetitive phonological referencing. The evidence from aggregated case studies of children who have worked with a combination of these methods indicates that there are benefits in improvement in reading, spelling individual words and spelling words in sequence, with backwash effects occurring across these areas. Case contrasts indicate lessened effects from programme implementation where there has been systematic variation in either the

*Interactive Multimedia - Multimedia Production and Digital Storytelling*

**11. Discussion of results**

**12. Effectiveness of the programme**

which the programme has been implemented.

programme can be built;

undertaken in conjunction with phonic instruction and also in conjunction with phonological referencing focused on developing fluency in writing and spelling. The results presented in **Table 3** indicate that there has been a backwash effect from application of the methods used in teaching phonic analysis into both proficiency in one word reading ability and fluency in reading sequentially, as well as reciprocal effects from use of reading fluency methods into competencies in writing and spelling (and vice versa). The indications would thus be that there is commonality of influence across the different areas of the fluency-based intervention programme described in this chapter. These underpin the results presented in this chapter, as well as the individual case studies, aggregated case study results and case contrasts presented in previous chapters on the programme [18, 26, 27].

Following Luria [1–3], the reason for commonality of influence across the different areas and components in our programme would be that the various language, reading, writing and spelling interventions are dependent on the mediation of speech processes. They would thus be dependent on the development of both phonological and phonic abilities, which would need to be the core skills taught in the language and reading comprehension, the reading fluency, as well as the writing and spelling fluency areas of intervention in the programme, as well as across dif-

In terms of more recent literature, commonality of influence could also be cited as evidence of a common linguistic awareness manifesting in phonological, orthographic and morphological awareness as suggested by Berninger et al. (2010), and of a universal phonic principle manifesting across different orthographies as suggested by Perfetti et al. (1992). Difficulties in developing linguistic awareness and the universal phonic principle would have been assisted, as suggested by McCutchen (1988), by introducing metacognitive strategies such as the Seven Vowel Phonic Analysis System. The results to date indicate positive effects in children with whom both reading fluency and writing and spelling fluency methods have been implemented [18, 26, 27]. Following Berninger and McCutcheon's theories, greater metacognitive control as opposed to simply increasing encapsulated automaticity would account for the backwash effects from writing and spelling into reading, as well as the steady progress across different areas of the fluency-based programme observed by users of our programme.

From first interventions using large-print phonically based materials in the 1990s to the present, positive results have been obtained using the programme described in this chapter [18, 26, 27]. Evidence has been drawn from the files of children in my practice with whom reading fluency work as well as writing and spelling fluency work has been conducted, and also from the files of children in the practice for whom there has been one or other systematic variation in the way in

Based on this evidence, three implementation variables are likely to affect the

• consistent and regular exposure to phonological and phonic instruction to provide a foundation of basic skills on which the fluency interventions in the

successful implementation of the programme. These variables are as follows:

ferent components within each of these areas, on a functional level.

**140**

implementation of repetitive paired reading or repetitive phonological referencing using the methods described in this chapter and in previous chapters on the programme [18, 26, 27].

## **13. Linked delivery of materials and methods**

At this stage in the development of the programme, there is a database of materials, a set of tried and tested methods that are theoretically based, experience in usage of both the reading fluency and the writing and spelling areas of the programme and promising results. Our phonically based, large-print materials are also being increasingly used by other therapists and teachers, who are reporting positive evaluations from parents as well as improved reading, writing and spelling results in children.

There is thus potential for wider usage of the programme and for implementation at greater scale than at present. The materials are in electronic form and provide a form of elearning, which can be used in contact, as well as at distance. The ebooks are designed to be used by parents and can also be used by therapists, teachers and schools to develop fluent reading. As the books are large-print and phonically based, they can also be used for developing writing and spelling fluency.

The programme can thus be described as a fluency-based intervention, which can be used to introduce children to reading as well as develop the reading, writing and spelling skills necessary to reading fluently, and writing and spelling fluently. As all materials in the database are electronic, the programme can be implemented through use of multimedia, including email, cellphone as well as computer-based access and delivery.

Assessment and evaluation are built into the programme's structure, linked to an awards system for children using the materials. The model is both evidence-based and interactive in its emphasis on assessment and evaluation.

#### **14. Availability of materials in our database**

Both the repetitive paired reading methods used for developing reading fluency and the methods of repetitive phonological referencing used for developing writing and spelling fluency are based on use of the resource of phonically regular, large-print materials in our database. These materials are used for the development of fluency, which is conceptualised as based on the coding and recoding of phonic associations.

There are over 80 phonically based large-print ebooks in our database. These are graded according to reading level and divided into different libraries of materials. The individual books as well as the libraries of materials are presented in a format in which they can be made available electronically at low cost to others.

There are also particular methods we have developed to implement both the reading fluency and the writing and spelling fluency areas of our fluency-based programme. These are presented in a number of manuals, which are also made available at low cost to those working with our materials.

#### **15. Training of therapists, teacher and parents, and outreach to schools**

The books in the 'The Tales of Jud the Rat' reading fluency programme were originally developed in a form in which they could be delivered by email and then downloaded and used by parents at home. As the reading fluency materials were designed to

**143**

reading clubs.

*Training Reading, Writing and Spelling Fluency: Centre-Periphery Dissemination…*

complement the sessional work done in contact sessions in my practice, parents were provided with tutorial support by email, as well as questions and answers by cellphone. The aim was to provide a large body reading fluency materials, which were appropriately graded, which were readily available and inexpensive and which could be used daily at home. As the materials were written to meet the needs of parents of children in my practice who had rate of work problems linked to reading fluency difficulties, parents became partners in the learning process through use of

As the programme evolved and other therapists, teachers and tutors who were working with the children also saw promising results [65], there were requests from outside my practice to use the materials and methods. This led to the development of a set of manuals to be used with the materials, to be used by those working with the materials either at home, or in reading centres, or in tutoring centres, or in schools. This led to demand for more formal training to complement the informal support provided to users of the programme's materials and methods, and an imple-

*DOI: http://dx.doi.org/10.5772/intechopen.82812*

the materials in the practice's database.

**16. The implementer training course**

theory underpinning the programme.

books and 6 activity books.

menter training course for therapists, teachers and parents.

ment of pre-reading skills at the foundational level.

The implementer training course has eight modules, as follows:

a.*Module 1: Introductory module.* This focuses on course orientation and on the

b.*Module 2: Assessment.* This module focuses on work with the four core tests used in the programme to establish needs for fluency-based work, as well as assess-

c.*Module 3: Reading fluency.* This module focuses on use of our 3 × 3 oral impress method to address reading fluency needs at basic and intermediate levels in the programme. A pdf library is also provided with the module, consisting of 12 reading fluency books (6 at basic and 6 at intermediate levels in the programme).

d.*Module 4: Foundational skills for reading, writing and spelling.* This focuses on work with children having difficulties establishing the basics of reading, as a basis for intervention using our foundational level materials. A pdf library is also provided with this module, consisting of 15 foundational level reading

Participants who have completed Module 4 are awarded a certificate for successful completion of the reading fluency side of the implementer training course. At this point, participants are competent in working with the reading fluency area of our programme and also have a library of 27 reading books and 6 activity books with which to work at foundation, basic and intermediate reading levels. The methods and materials can then be used for learning support with individual children and groups of children, as well as for the development of classroom-based reading fluency programmes and

a.*Module 5: Assessment of phonic skills.* This focuses on assessment of phonic skills and phonic difficulties. The module focuses in particular on use of phonic inventories to establish needs for phonic instruction, as well as needs for work

in the writing and spelling fluency area of the programme.

#### *Training Reading, Writing and Spelling Fluency: Centre-Periphery Dissemination… DOI: http://dx.doi.org/10.5772/intechopen.82812*

complement the sessional work done in contact sessions in my practice, parents were provided with tutorial support by email, as well as questions and answers by cellphone.

The aim was to provide a large body reading fluency materials, which were appropriately graded, which were readily available and inexpensive and which could be used daily at home. As the materials were written to meet the needs of parents of children in my practice who had rate of work problems linked to reading fluency difficulties, parents became partners in the learning process through use of the materials in the practice's database.

As the programme evolved and other therapists, teachers and tutors who were working with the children also saw promising results [65], there were requests from outside my practice to use the materials and methods. This led to the development of a set of manuals to be used with the materials, to be used by those working with the materials either at home, or in reading centres, or in tutoring centres, or in schools.

This led to demand for more formal training to complement the informal support provided to users of the programme's materials and methods, and an implementer training course for therapists, teachers and parents.

## **16. The implementer training course**

*Interactive Multimedia - Multimedia Production and Digital Storytelling*

**13. Linked delivery of materials and methods**

programme [18, 26, 27].

results in children.

access and delivery.

implementation of repetitive paired reading or repetitive phonological referencing using the methods described in this chapter and in previous chapters on the

At this stage in the development of the programme, there is a database of materials, a set of tried and tested methods that are theoretically based, experience in usage of both the reading fluency and the writing and spelling areas of the programme and promising results. Our phonically based, large-print materials are also being increasingly used by other therapists and teachers, who are reporting positive evaluations from parents as well as improved reading, writing and spelling

There is thus potential for wider usage of the programme and for implementation at greater scale than at present. The materials are in electronic form and provide a form of elearning, which can be used in contact, as well as at distance. The ebooks are designed to be used by parents and can also be used by therapists, teachers and schools to develop fluent reading. As the books are large-print and phonically based, they can also be used for developing writing and spelling fluency. The programme can thus be described as a fluency-based intervention, which can be used to introduce children to reading as well as develop the reading, writing and spelling skills necessary to reading fluently, and writing and spelling fluently. As all materials in the database are electronic, the programme can be implemented through use of multimedia, including email, cellphone as well as computer-based

Assessment and evaluation are built into the programme's structure, linked to an awards system for children using the materials. The model is both evidence-based

Both the repetitive paired reading methods used for developing reading fluency and the methods of repetitive phonological referencing used for developing writing and spelling fluency are based on use of the resource of phonically regular, large-print materials in our database. These materials are used for the development of fluency, which is conceptualised as based on the coding and recoding of phonic associations. There are over 80 phonically based large-print ebooks in our database. These are graded according to reading level and divided into different libraries of materials. The individual books as well as the libraries of materials are presented in a format in

There are also particular methods we have developed to implement both the reading fluency and the writing and spelling fluency areas of our fluency-based programme. These are presented in a number of manuals, which are also made

**15. Training of therapists, teacher and parents, and outreach to schools**

The books in the 'The Tales of Jud the Rat' reading fluency programme were originally developed in a form in which they could be delivered by email and then downloaded and used by parents at home. As the reading fluency materials were designed to

and interactive in its emphasis on assessment and evaluation.

which they can be made available electronically at low cost to others.

available at low cost to those working with our materials.

**14. Availability of materials in our database**

**142**

The implementer training course has eight modules, as follows:


Participants who have completed Module 4 are awarded a certificate for successful completion of the reading fluency side of the implementer training course. At this point, participants are competent in working with the reading fluency area of our programme and also have a library of 27 reading books and 6 activity books with which to work at foundation, basic and intermediate reading levels. The methods and materials can then be used for learning support with individual children and groups of children, as well as for the development of classroom-based reading fluency programmes and reading clubs.

a.*Module 5: Assessment of phonic skills.* This focuses on assessment of phonic skills and phonic difficulties. The module focuses in particular on use of phonic inventories to establish needs for phonic instruction, as well as needs for work in the writing and spelling fluency area of the programme.

**Table 4.**

*Operational model of Dr. Charles Potter's Reading Fluency Programme.*


After completing Module 8, participants are awarded a certificate for successful completion of the writing and spelling fluency side of the course. This is accompanied by a letter that states that at this point, participants have successfully completed all eight course assignments and are competent in working with

**145**

**Table 5.**

*Centre-periphery model of Dr. Charles Potter's Reading Fluency Programme.*

*Training Reading, Writing and Spelling Fluency: Centre-Periphery Dissemination…*

each module, which are doable, within an agreed time framework.

**17. Outreach to schools, reading centres and tutoring schemes**

both the reading fluency area and the writing and spelling fluency area of our

Assignments are completed with each of the eight modules, and these are designed so that after completing all eight modules, participants are competent to work with our materials in learning support work and in the integration of our methods and materials into the classroom. The methods and materials can then be used to support fluency-based work with individual children and groups of children, as well as to support classroom-based spelling, sequential spelling, language

The course as a whole is implemented flexibly and is designed to fit in with the programme user's other commitments. This is done by negotiation of deadlines for

Outreach to schools, reading centres and tutoring schemes involves provision of a library of 27 reading fluency books and 6 activity books, which are leased from the programme. Training is then provided on how to use the materials and methods to optimal effect. This focuses on providing information about the potential uses of our materials and methods, as well as training key members of staff in use of our

*DOI: http://dx.doi.org/10.5772/intechopen.82812*

and reading comprehension programmes.

materials and methods.

programme.

*Training Reading, Writing and Spelling Fluency: Centre-Periphery Dissemination… DOI: http://dx.doi.org/10.5772/intechopen.82812*

both the reading fluency area and the writing and spelling fluency area of our programme.

Assignments are completed with each of the eight modules, and these are designed so that after completing all eight modules, participants are competent to work with our materials in learning support work and in the integration of our methods and materials into the classroom. The methods and materials can then be used to support fluency-based work with individual children and groups of children, as well as to support classroom-based spelling, sequential spelling, language and reading comprehension programmes.

The course as a whole is implemented flexibly and is designed to fit in with the programme user's other commitments. This is done by negotiation of deadlines for each module, which are doable, within an agreed time framework.
