Bannatyne Reading, Writing, Spelling and Language Program

Third Edition

EIGHTY-EIGHT PLUS TECHNIQUES OF THE BANNATYNE PROGRAM

YOU SAY THERE ARE 88-PLUS TECHNIQUES BUILT INTO THE BANNATYNE PROGRAM. WHAT ARE THEY?

The "88-plus" techniques and components listed below are built into the Bannatyne Program Workbooks in a fully integrated way.

Note also that the contents of all the Workbooks have been set by hand by the author to take into account each factor in the list below, including word-spacing, syllabication, phrasing, punctuation and even the absence of hyphenated end-of-line words. (See the GLOSSARY for definitions.)

MULTI-SENSORY-MOTOR INVOLVEMENT PROGRAM

1. Multi-Sensory-Motor Involvement: The Bannatyne Reading, Writing, Spelling and Language Program is an integrated multi-sensory-motor involvement program, which means that seeing, hearing, articulating and hand-movements are being actively used at the same time by students throughout the Workbook Activities. In effect this means that the words the students are learning to read are the same words they are simultaneously learning to comprehend, to write, to spell, and to use in a wide variety of Activities--all in the same lessons.

LISTENING SKILLS 

2. Identification of 50 Phonemes: Identification of 50 separate phonemes (heard sounds), one at a time.
3. Discrimination of 50 Phonemes: Discrimination of 50 separate phonemes, one at a time.
4. Sequencing memory for Phonemes: Sequencing memory for phonemes in words.
5. Auditory Closure on Phonemes: Auditory closure on sequenced phonemes in words.

ARTICULATION SKILLS

6. Identification of 50 Articulemes: Identification of 50 separate articulemes (speech sounds), one at a time.
7. Discrimination of 50 articulemes: Discrimination of 50 separate articulemes, one at a time.
8. Sequencing Memory for Articulemes: Sequencing memory for series of articulemes.
9. Splitting-up of Articulemes: Splitting-up of articulemes in words.
10. Blending of articulemes: Blending of articulemes in words.

VISUAL/SPATIAL SKILLS

11. Identification of Optemes: Identification of individual optemes (visual letter shapes), one at a time.
12. Discrimination of Optemes: Discrimination of individual optemes, one at a time.
13. Association of Phonemes and Articulemes with Optemes: Association in memory of phonemes and articulemes with unit optemes.

MOTOR/KINESTHETIC/TACTILE SKILLS

14. Identification of Graphemes: Identification of individual handwritten/printed graphemes (letter-shapes), one at a time.
15. Discrimination of Graphemes: Discrimination of individual handwritten/printed graphemes, one at a time.
16. Sequencing of Graphemes: Sequencing of hand-written/printed graphemes within words.
17. Association of Graphemes with Optemes, Articulemes and Phonemes: Association in memory of each handwritten/printed grapheme with each phoneme, articuleme and opteme.

LARGE SIZE PRINT (This is highly successful with and acceptable to students of all ages)

18. Tracing and Printing: Large size print facilitates motor/kinesthetic tracing and printing (tracing is always done prior to printing a grapheme).
19. Visual Identification and Discrimination: Large size print facilitates visual identification and discrimination.
20. Systematic Reduction in Grapheme Size: Because in the Jewels Series of Workbooks the initial introductory presentation of each opteme/grapheme moves from a 6 inch (15cm) super- size, decreasing to a 2 inch (5cm) large, then to a I inch (2.5cm) medium, then to a regular one-fourth inch (.5cm) size, a true mastery of both opteme and grapheme registration in long-term memory is achieved. In the Ships Series of Workbooks the size of print is one-fourth inch, except for the Dot Game where tiny print is used deliberately. In the Planets Series of Workbooks the size of print is between 3/16 (.4cm) and 1/8 (.3cm) of an inch, except for the Dot Game where tiny print is used deliberately.

EYE-MOVEMENT TRAINING

21. Left-to-right eye-tracking: Left-to-right eye-tracking training is built into the Bannatyne Program.
22. Saccadic Eye-Movements: Training in spot-to-spot eye motion and fixation (the saccadic movements) so essential to fluent reading is also built in.
23. Line-by-line visual progression fixation: Line-by-line visual progression fixation (right-to-left return motion) down the page is also trained.

VOCABULARY (WORD) MEANINGS AND COMPREHENSION (See also: COMPREHENSION)

24. Word Meanings: Word meanings are taught systematically and specifically throughout the Bannatyne Program, and this is accomplished through extensive conversational discussion between teacher and students.
25. Pictorial Facilitation of Word and Story Meanings: The understanding of word meanings is facilitated by the frequent use of pictures (illustrations as in a picture dictionary) as well as by discussion. No word is used anywhere in the Bannatyne Program until it has been thoroughly taught by the teacher--almost always in the Key Words or Story Words Activities.
26. Comprehension: The comprehension of words, sentences, paragraphs and stories is extensively trained from the beginning of the Bannatyne Program to the end, and (in the Ships and Planets Series) this training involves students in recall, inference, deduction and induction discussions.

PUNCTUATION, GRAMMAR AND SYNTAX--CONTROLLED INTRODUCTION

27. Punctuation: Punctuation is carefully taught throughout the Bannatyne Program. No end-of-line hyphenations of words are used.
28. Grammar: Grammar is also deliberately taught as it occurs all the way through the Bannatyne Program. This includes the definitions and use of nouns, verbs, conjunctions, adverbs, adjectives, etc.
29. Syntax: Syntax (the organization of words in sentences) is trained in particular activities throughout the Bannatyne Program, even in the Jewel Series. This includes such practical features as the physical spacing of phrases and other word groups.

PHONEME AND GRAPHEME--CONTROLLED INTRODUCTION AND REGULARIZED ORTHOGRAPHY

30. Totally Controlled Introduction of Phonemes, Graphemes and Words: One of the most important aspects of the Bannatyne Program is that NO phoneme, opteme or grapheme or word is ever used anywhere until it has been thoroughly taught by the teacher in specifically designed activities. This complete phoneme/ grapheme/ word control applies to all the Stories as well as all the other Activities, and all phonemes and graphemes are taught in their most logical order of placement. There are 17 vowel phonemes in English and 76 ways to spell them, and the Bannatyne Program teaches each one separately and with a regularized orthography. This regularized orthography also extends to the 33 consonant phonemes and 48 consonant graphemes in English.

BLENDS, DIGRAPHS AND TRIGRAPHS (AND IN WORDS)--CONTROLLED INTRODUCTION

31. Blends, Digraphs and Trigraphs: Blends, digraphs and trigraphs are systematically introduced and taught throughout the Bannatyne Program in their most logical order of placement.
32. Controlled Introduction of Blends, Digraphs and Trigraphs: The introduction of blends, digraph and trigraphs is fully controlled, in that NONE are used in the stories or games until after they have been deliberately taught by the teacher.
33. Initial, medial and final blends: Initial, medial and final blends and digraphs are specifically taught.

PREFIXES, SUFFIXES, WORD-PARTS, SYLLABLES, CORE-WORDS, CHUNKING AND WORDS THEMSELVES--CONTROLLED INTRODUCTION

34. Prefixes: Prefixes and word beginnings (usually called word-parts) are systematically introduced in their logical order of placement within the Bannatyne Program.
35. Suffixes: Suffixes and word endings (usually called word-parts) are systematically introduced in their logical order of placement within the Bannatyne Program.
36. Syllabication: Syllabication is used as a major continuous technique. Polysyllabic words are split into discrete syllables by means of dotted lines or tiny spaces, so students can recognize, use and reuse those syllables.
37. Syllable Word Families: Syllable word families are used as a policy in the Bannatyne Program.
38. Gradual Introduction of Polysyllabic Words: Frequently used polysyllabic words are appropriately introduced in their most logical order of placement using a strictly controlled system of word introduction.
39. Jewel Series Three-Letter Words: Three-letter words (apart from the last phoneme/grapheme qu and an occasional added plural s are used in the Jewel Series Workbooks as a preparatory forerunner to syllable learning techniques.
40. Core or root words: Core or root words are also taught (for example: -tract- means pull)
41. Words Within Words: Words within words are taught (for example: headlight, starlight, firelight).
42. Chunking of Words in Memory: Common, frequently used words (and some word-parts, such as -ing) are chunked in memory for instant recognition after they have been thoroughly learned through splitting, blending, tracing, printing, etc.
43. Orthographic Regularization of Word Spelling: The regularity of the orthography of the spelling of words is strictly controlled throughout the Bannatyne Program. All words in the Program are orthographically regularized.

STORIES AND ILLUSTRATIONS

44. Age-Neutral Themes and Plots for Stories: The themes and plots of the Stories are age-neutral, so they appeal to all students aged four through seventy. They contain tales from legends, adventure, history, science fiction and humor.
45. Full Vocabulary Preparation for Story Reading: The words used in the stories are taught and learned first, so there is full preparation before students read a Story. The meanings, pronunciation, tracing and printing of each word is separately taught at one time, almost always in the Key Words or Story Words Activities.
46. Character Identification: In many of the illustrations teenagers or adults are used because young students (through TV, videos and Barbie dolls, etc.,) can easily identify with teenagers and adults, but teenagers cannot easily identify with younger children. This is a great help to LD and MH teenagers and adults who may enter the Bannatyne Program for remediation. Younger students also like this feature.
47. Topic Paragraph Story Analysis: Story theme analysis by paragraph topics and ideas is introduced for quite a number of the stories in the Ships and Planets Workbooks.

FLUENCY AND WORD SPEED READING

48. Specific Speed Reading Activity for Fluency: The specific Speed Reading of (already learned) words in lists (across the page) trains students to read words quickly and accurately, and to instantly recognize words they have previously learned when presented randomly. This makes for fast, fluent reading in all life-situations where reading is involved.
49. Key Word and Story Word Speed Reading for Fluency: The vocabulary Activities (Key Words and Story Words) are also be used to train fluency through speed reading. (Note that the type of Speed Reading referred to throughout the Bannatyne Program has nothing to do with adult type so-called speed reading/scanning courses.)
50. Speed Reading of Stories for Fluency: The words in the Bannatyne Program are also read in the Story Activities in a meaningful context. Speed Reading the Stories increases fluency in the consecutive flow of sentences.

SPELLING--CONTROLLED INTRODUCTION, ORTHOGRAPHICALLY REGULARIZED

51. Spelling is Taught in Every Activity: EVERY activity in the Bannatyne Program involves students in learning to spell words correctly. In English the vowels cause most spelling problems because their orthography is very irregular, but the Bannatyne Program regularizes all vowel and consonant orthography completely.
52. Four Specific Spelling Activities: There are four activities specifically designed to teach recall spelling. They are, (a) Spellwell Memory Game, (b) Word Game (c) Crossword Puzzles and (d) Name It Game.
53. All Spelling is Orthographically Regularized: ALL vowel spellings are orthographically regularized in the Bannatyne Program by the use of student-provided color-coding in which each of the 17 vowel phonemes has its unique color--which is embedded as the first vowel in the NAME of its color. For example: Azure /a/, Yellow /e/, Green /ee/, Purple /ur/, and Scarlet /ar/. This memory device (embedding the vowel phoneme in the name of the color) makes the color-codes very easy to remember. The students add the color by tracing or printing the vowels using colored pencils. All consonants are traced or printed using regular lead pencils. Once any particular vowel/word combination is thoroughly learned, its vowel color-coding is, in part, phased out and lead pencils are then used for that vowel. Note that the use of colored pencils and the color-coding of vowels is optional, but highly recommended. Students enjoy the color-coding process which causes them to focus on the vowel spellings intently.

REVIEW IS BUILT-IN AT EVERY STEP OF THE BANNATYNE PROGRAM

55. Review: Review and spontaneous "testing" for acquired knowledge of the language content already learned is continuous throughout the Bannatyne Program.
56. Phoneme-to-Grapheme Associations Review: Phoneme-to-opteme/grapheme associations are under continuous review.
57. Blends, Digraph and Trigraph Recognition Review: Blends, digraph and trigraph recognition is under continuous review.
58. Review of Word-Parts: Word parts (syllables, chunks, etc.) is under continuous review.
59. Spelling Review: Spelling is under continuous review and spontaneous "testing"--which is something that most "separated-from-reading" regular school spelling programs do not do.

MOTIVATION AND REINFORCEMENT (See: MOTIVATION)

60. Points: A strong positive reinforcement system of points is built into the Bannatyne Program.
61. Praise: Praise is strongly recommended throughout the Teachers Guides for building good academic self- concepts in students.
62. High Interest Materials: The content of the Workbooks is based on high interest materials which appeal to students.
63. Variety: A wide variety of activities and content stimulates continual interest through frequent changes of direction and content.
64. Humor: Humor is used judiciously as a motivator in Cartoons and Stories.
65. Success: Continual success motivates students who become frustrated on traditional non-controlled programs. The Bannatyne Program, because the steps are tiny task-analyzed "bits" enables the student to be successful at all stages. Remember, nothing is ever used in the Bannatyne Program until it has been thoroughly taught by the teacher.
66. Illustrations: The Illustrations and other pictures stimulate visual interest and obviate the boredom of pages of solid print. The coloring of pictures by students acts as yet another reinforcer for good work.
67. Layout: The varied layout of the pages also stimulates interest. The Activity layouts vary in helpful, practical ways throughout the Bannatyne Program.
68. Speed Timing: The use of Speed Timing using stopwatch (or sweep second hand) is a strong motivator which is built into several types of Activities.
69. Physical activity: Physical activity, such as frequent tracing and printing, stimulates interest, concentration and involvement.
70. Group competitions: Group competitions in classes stimulate interest and are recommended for certain activities in the Teacher Guides for the Ships and Planets Series.
71. Games: Many games such as Word Tic-Tac-Toe, and Secret Codes (Jewel Series), and Crossword Puzzles and Name It Games (Ships and Planets Series) encourage students to participate enjoyably in the ongoing Program, (see next section).

SPECIFIC GAMES ACTIVITIES (This is not the order of appearance in any section of the Program)

72. Cartoons (reading sentences).
73. Be An Artist (word reading for meaning).
74. Tic-Tac-Toe (word reading and written spelling).
75. Crossword Puzzles (reading and spelling).
76. Name It Game (spelling word meanings in writing).
77. Unscrambling Game (syntactical reorganization in sentences).
78. Word Game (reorganizing phonemes and graphemes in words, and written spelling).
79. Dot Game (extensive word reading review and phoneme-to-opteme association review).
80. Quiz Game (understanding meanings in Stories in terms of who, how, what, where, when, questions).
81. Secret Code Game (practice of encoding and decoding skills; teaches use of symbols and capital graphemes).

SPECIFIC KEY WORD ACTIVITIES--CONTROLLED INTRODUCTION OF KEY WORDS

82. Key Words: Several Key Words of each and every spelling in the language (excluding some foreign words) is specifically and systematically taught and constantly reviewed. These Key Words are defined, articulated, split, blended, traced, syllabified, written, and read. They are also used in the Stories. No words are ever used in the Bannatyne Program until they have been thoroughly taught by the teacher.
83. Story Words: These are the words to be prepared for use in the forthcoming Story within one Vowel Section of a Workbook. They are defined (with pictures and discussion) articulated, split, blended, traced, written, syllabified and read. No words are ever used in the Bannatyne Program until they have been thoroughly taught by the teacher.

THE FOUNDATIONS OF THE BANNATYNE SYSTEM

84. Research based: The Bannatyne Program is founded in extensive research (by the author and other workers) most of which is reported in the publications listed in the resume/vita of the author [on Disc 1 See: RESUME (VITA)].
85. Task-analyzed: The Bannatyne Program has been built on a complete task-analysis of the English Language as it is spoken, written, read and spelled. (In this respect, by analogy, it compares very favorably with a fully task-analyzed modern mathematics program.)
86. Integrated Teacher Guides: The teacher is fully informed, Step-by-Step, of all the necessary requirements when using each Workbook to teach students. There is one detailed Teacher Guide for each of the 13 Workbooks.
87. Student Entry Points and Quick Placement Test: Students can enter the Bannatyne Program at the beginning of the Jewel Series (Workbook 1) or at the beginning of the Ships Series (Workbook 6). This last entry is mostly for L.D. students who know their short vowel sounds and simple consonant usage in many words. However, please use the Quick Placement Test to establish the correct placement for all except beginning readers who are just beginning school.
88. Modified Letter Shapes: This is another unique feature of the Bannatyne Program. Students can instantly recognize (for example) the soft c grapheme, the soft g grapheme, the /shun/ t grapheme and all 15 silent letters. They can also discriminate the graphemes d and b. Letter mirror imaging and word reversals are minimized in the Bannatyne Program because of these modified graphemes.
89. Type Face: The type face was chosen for legibility and its closeness to manuscript printing.
90. Grapheme Book: This is a valuable clear reference book for the key graphemes, phonemes, etc., as well as for sample Key Words. The Grapheme Book is very useful for both students and teachers.
91. Audio Sounds of Phonemes and Sample Words: The Grapheme Book contains not only very detailed descriptions of how the phonemes/articulemes of the English language can best be articulated, but (on the CD-ROM Disc 1 Grapheme Book) it also contains actual AUDIO articulations of these phoneme/articulemes and their sample words. Just click on the appropriate buttons whenever you have the Grapheme Book on-screen.
92. Student Progress Record Forms: Individual Student Progress Record Forms are provided for printing out by the teacher. The entire content of the Bannatyne Program is included in these forms so that no further writing of curriculum content is called for--only check-marks (ticks) and/or dates. These Record Forms are on Disc 1.
93. The Nature of Phonetic Language: Remember, the Bannatyne Program teaches students an awareness of the intrinsic nature of words, word parts, sentences and language so the students can come to an efficient mastery of reading, writing, spelling and language as a complete system of integrated task-analyzed units. This may carry over into any future learning of foreign languages.

REMEMBER:

Only those phonemes and graphemes that have already been taught, or are currently being taught, are used in any Workbook Activity including the Stories and Games. This is a unique feature of the Bannatyne Program. Students are never presented with phonemes/graphemes that they have not previously been deliberately and carefully taught by the teacher. This is a major reason for the successful results obtained with the Bannatyne Reading, Writing, Spelling and Language Program with all kinds of school students.

The Bannatyne Reading Program uses over eighty-eight techniques and is based on the results of studies and research findings. The Bannatyne Reading Program is unlike any other reading programs currently available. This means you will find many features which are only in the Bannatyne Reading Program. In some Commonwealth countries the program may be referred to as: Bannatyne Programme, or Bannatyne Reading Programme. 

Bannatyne Reading, Writing, Spelling and Language Program -- Copyright © 2003 Alexander Bannatyne, PhD