Bannatyne Reading, Writing, Spelling and Language Program

Third Edition

BANNATYNE PSYCHOLINGUISTICS

THE THREE BANNATYNE PSYCHOLINGUISTIC SYSTEMS AS THE BASIS FOR TEACHING READING, SPELLING, WRITING AND LANGUAGE

WHAT DOES PSYCHOLINGUISTIC MEAN?

Psycholinguistic refers to the psychological and sensorimotor functions involved in the reception or expression of language (Osgood and Sebeok, 1964). It also includes in its schema associated functions such as thinking and conceptualizing. I have had to extend considerably the rather limited traditional single model of psycholinguistics into my own triple system (Bannatyne, 1973). Thus, in order to give a complete picture of psycholinguistics, one that applies to all the processes involved in conversation, reading, handwriting, spelling and written composition, it is necessary for me to present the following three fully integrated systems.

DEFINITIONS OF THE THREE BANNATYNE PSYCHOLINGUISTIC SYSTEMS

First Bannatyne Psycholinguistic System (Visual-Spatial Meanings)

The First Bannatyne Psycholinguistic System involves direct spatial imagery, conceptualizing, and sometimes motor output, all without the use of language. It is important to note that real meanings in the mind are the NON-verbal images of objects and physical activities. For example, a watch-repairer may study (look at and image in his mind) a broken watch, deduce what is malfunctioning, work out how to repair it, and set about doing so--all without using even inner language. Artists, engineers, architects, surgeons and similar professions may utilize this first psycholinguistic system as their primary mode of mental operation in a sensory-motor field that is essentially continuous three-dimensional imaging, including the manipulation of those images. Even many abstract concepts have a real image as their basis as when a designer creates a new chair design from a generalized concept of physical "chair-ness." In the Bannatyne Program itself, this First Bannatyne Psycholinguistic System is represented by small pictures that illustrate the visual/spatial meanings of the words in the Second Bannatyne Psycholinguistic System. Note that, contrary to popular opinion, much thought is NOT mediated by inner language, especially in spatially competent people (see Chapter 3).

Second Bannatyne Psycholinguistic System (Auditory-Vocal language)

The Second Bannatyne Psycholinguistic System involves auditory-vocal language. A friend may listen to what you have to say in an auditory-vocal discussion, think about it for a few moments, formulate sentences, and say them to you as a reply. This second verbal psycholinguistic system is "superimposed on" or "layered over" the first one, inasmuch as the First System imaged-meanings (e.g., heavy rain images) of the topic are associated with the naturally acquired auditory-vocal words being spoken and heard (e.g., "Isn't it raining heavily"). This second auditory-vocal language, psycholinguistic system is innate (as an inherent potential to acquire language) inasmuch as babies and young students traditionally acquire the language of their parents and community without formal teaching, even though it may be supplemented in "civilized" societies with formal education in schools or the home.

Third Bannatyne Psycholinguistic System (Encoded-Decoded Printed Language)

The Third Bannatyne Psycholinguistic System involves the motorically encoded and visually decoded written or printed language. By phonetically coding the auditory-vocal (spoken and heard) language using visual-motor symbols, this written/printed language enables us to communicate through books, writing and other printed material. We read books (phonetically decode them), we think verbally about the content of the author's discussion, and we may write notes--or we may even write to the author to give him our own views and opinions. This third phonetically encoded-decoded verbal psycholinguistic system is "superimposed" on both the first and second psycholinguistic systems as a tertiary, formally-learned (almost always in school) layer which would just be a meaningless jumble of symbols without the first two natural layers. However, it is very important to note that, in all phonetic languages, the Third Bannatyne Psycholinguistic System involving Encoded-Decoded Printed Language is superimposed on the Second Bannatyne Psycholinguistic Auditory-Vocal language System NOT the First Psycholinguistic Visual-Spatial Meaning System. There is NO valid research evidence that the Third Visual-Motor Symbolic System is directly connected with the First Visual-Spatial Meanings System in phonetic languages, and this fact has profound implications for teaching English reading, writing and spelling. All brain studies show the auditory-vocal areas of the brain working "flat-out" even when very experienced adult readers are reading very rapidly. This Third Bannatyne Psycholinguistic System involving Encoded-Decoded Printed Language has to be taught to human beings through formal schooling (even if that schooling is at home) because it is NOT acquired or absorbed naturally from the community by natural "osmosis." In 2003 approximately one fifth of the people in this world are illiterate (they cannot read and write a simple sentence) because, even though they CAN converse naturally in their language, they have NOT been formally taught to read, write and spell in school. One thousand years ago almost everyone was illiterate because no one taught them to read and write, even though almost all of them could converse naturally.

If our modern literate societies required (by law) that everyone to be able to draw a fine portrait of the human face, or compose a simple symphony, how many of YOU would be disabled artists, or disabled music composers? Learning to read, contrary to popular belief, is NOT an inborn human ability but a learned one--like learning to read music, shorthand or the Morse code. Of course, learning one's auditory-vocal language as a baby and infant IS an inborn ability, but coding and decoding that language is NOT. We all love and appreciate music but how many of us can read music fluently? Why not? Because we have not been taught! Therefore much of what we call "disabilities" or "disorders" are nothing more than a lesser ability to easily learn an artificial skill that had been imposed on everyone by everyone! Even so, in the case of reading and spelling, if the correct, highly efficient methods are used (as they are in the Bannatyne Program) even almost all "reading disordered" students can be taught to code and decode even an irregular phonetic language such as English, and regular students can learn to read, write and spell much more rapidly.

My point is that reading, spelling and writing are NOT spontaneously and naturally acquired, even though the auditory-vocal language is! Therefore, so-called reading disability students are not "abnormal" or "disabled" or "handicapped" just because some people pass an arbitrary law that they must learn an unnatural skill in an unnatural setting called school, up to an achievement level artificially determined by invalid statistical procedures, and then using flawed programs and non-existent motivators to teach them. By analogy, would it be fair to people with short legs if the government passed a law that all its citizens have to learn to run 100 meters in 16 seconds (the low average after incompetent training) and all those who did not want to run, or who could not reach that arbitrary low average standard were then classified as well below grade, disabled, handicapped and definitely abnormal, and therefore lots of specialists in this athletic ADD, athletic dyslexia will do all kinds of CAT scans and neuropsychological evaluations, psychological assessments and measurements to determine the underlying nature of their abnormality! After all, if Joe and Sue can run 100 meters in 16 seconds, why cannot Bill and Mary? Yet this is what we say about those who find it difficult to learn to read to the eighth grade level in traditional school settings.

Even so, when we use a very effective, proven, psycholinguistic-based and orthographically regular method of teaching reading, writing and spelling, such as the Bannatyne Program, almost all so-called handicapped, dyslexic and disabled readers CAN be brought up into the average range of literacy if the statisticians do not then eliminate the resulting skew in the "normal" distribution bell curve of the standardized achievement tests used.

THE FIRST (NON-LANGUAGE) BANNATYNE PSYCHOLINGUISTIC SYSTEM

In DIAGRAM I, we again use the example of the watch-repairer. DIAGRAM I provides a psychological description of what is happening in everyday meaningful experiences. Begin with Cell Number 1 and proceed upwards through the numbered Cells, across the top Cells, down the right-hand side, finishing up in the center Cell Number 9 (memory). Memory is a basic ingredient of all the input, processing, and output functions (in Cells 1-8), which is why it is the center Cell. The Non-Language Psycholinguistic System shown in Diagram I deals with the non-verbal imaged meaning of anything perceived in physical reality. Note that most of the psycholinguistic events in the descriptions below are semi-automatically formulated and expressed, even though full conscious awareness is involved.

DIAGRAM I Non-Language Bannatyne Psycholinguistic System

THE SECOND (AUDITORY-VOCAL) BANNATYNE PSYCHOLINGUISTIC SYSTEM

In Diagram II, listening and speaking are paramount. The Diagram refers only to what is going on in the verbal areas of ONE person's mind/brain, even though, for example, two people might be involved in a conversation. To understand this Second (Auditory-Vocal) Psycholinguistic System Diagram, again follow the sequence of the Cells numbered 1 through 9. Note that most of the psycholinguistic events in the descriptions below are automatically formulated and expressed.

DIAGRAM II Auditory-Vocal Bannatyne Psycholinguistic System

THE THIRD (OPTEME-GRAPHEME CODE) BANNATYNE PSYCHOLINGUISTIC SYSTEM

The system shown in Diagram III is often thought of as visual or graphic, but this is only partially true, because, in a printed phonetic language, the whole auditory-vocal system presented in Diagram II is embedded in the opteme-grapheme code. Furthermore, the first non-verbal system (Diagram I) is embedded in the second auditory-vocal system since it is there that the pure reality-meanings (which are carried by communicative language) reside. This Third Opteme-Grapheme Code Bannatyne Psycholinguistic System in Diagram III provides the opteme-grapheme code which "carries" the voice in publications or writing when direct speech is not possible. To understand this, remember that a book or newspaper is only "canned" speech, even if it polished and edited. In the past, when I created my books, I did not physically write them because my secretary did; she typed (wrote/coded) them after I had spoken them into a dictation machine! Note that most of the psycholinguistic events described below are automatically formulated and expressed, but only after having been thoroughly taught and learned.

DIAGRAM III Opteme-Grapheme Code Bannatyne Psycholinguistic System

MEMORY

The Part Played By Memory (Cell 9) in the above Psycholinguistic Diagrams

In all three diagrams memory holds a major key to the functioning of all the other stages numbered one through eight. The following list defines the multiple "dimensions" of memory.

TIME DIMENSION

(a) Short-term memory

(b) Long-term memory

SENSORIMOTOR DIMENSION

(c) Visual memory (optemes, graphemes and designs)

(d) Auditory memory (phonemes)

(e) Manual and vocal motor-kinesthetic memory

(f) Tactile memory (touch, pressure, etc.)

UNIT/SERIES DIMENSION

(g) Memory for units (IDENTIFICATION and DISCRIMINATION of individual phonemes, individual articulemes, individual optemes, individual graphemes)

(h) Memory for sequences (sequences of phonemes, each phoneme in the sequence being associated with its individual articuleme)

(i) Memory for chunks (combinations of phonemes, each phoneme being associated with its individual grapheme)

(j) Memory for cross-modal associations (phoneme-to-grapheme, meaning-to-assembled auditory word)

STIMULUS DIMENSION

(k) Recognition of presented stimulus (reading)

(l) Recall of absent stimulus (spelling, writing or printing without copying)

CONTENT DIMENSION

(m) Memory for item content (things)

(n) Memory for systems and meaningful relationships (processes such as 3 x 2 = 6, or, "every word has a vowel phoneme in it")

Each of the above thirteen types of memory operates somewhere in each of the three diagrams and from each diagram to the other diagram immediately "above" it. It can be appreciated that language processing as a whole is very complex, but fortunately it can be simplified into a step-by-step process for the purposes of teaching reading, spelling, and writing. To a considerable degree this has already been accomplished in previous chapters. The step-by-step process is built into the Bannatyne Reading, Writing, Spelling and Language Program. However, this is an opportunity to bring it all together in an integrated set of successive psycholinguistic steps which my own task-analysis of the English language and the construction of the Bannatyne Program closely followed. Note that, in practice in the Bannatyne Program, the order of the Steps shown below may vary slightly for a variety of reasons associated with the order of introduction of specific phonemes, graphemes, words and sentences to students.

For those who wish to appropriately insert the psycholinguistic steps or stages outlined into the three diagrams and the above memory list, a reference code is provided in parenthesis under the headings.

PSYCHOLINGUISTIC STEPS IN LEARNING TO READ, WRITE AND SPELL AND COMPREHEND WORDS AND SENTENCES IN STORIES

For those who are involved in the teaching or analyzing the fundamental THEORY of reading, writing, spelling and language the following list represents the irreducible components of the process in a cumulative hierarchical system which is the entire basis of the Bannatyne Reading, Writing, Spelling and Language Program.

NOTE: The italicized first word or two in each Step below indicates the main memory function involved, even though you will see from the information in parenthesis that other memory functions may be involved as well. Within the parentheses the initial Roman numeral indicates Diagram I, II or III. The numbers (digits) indicate the Cells involved within the Diagram numeral immediately preceding them, while the lower case letters indicate the memory functions involved from the list above. For clarification I have added one example of each psycholinguistic process or function students must master while learning to read, write, spell and cope with language. The following list can be adapted and used for the analysis of any phonetically coded language (e.g., French) in which phonemes are symbolized by graphemes.

1. IDENTIFICATION OF A PHONEME

(II 1 2 9, a b d g k m)

Example: Can student hear /t/ in words spoken by teacher?

2. IDENTIFICATION OF AN ARTICULEME

(II 1 2 6 7 8 9, a b d e g j k m)

Example: Can student articulate (t) clearly by itself and in spoken words?

3. DISCRIMINATION OF A PHONEME

(II 1 2 9, a b d g k m)

Example: Can student discriminate /t/ from /d/ and /p/ when hearing them?

4. DISCRIMINATION OF AN ARTICULEME

(II 1 2 6 7 8 9, a b d e g i k I m)

Example: Can student discriminate /t/ from /d/ and /p/ as an articulation exercise?

5. IDENTIFICATION OF OPTEME/GRAPHEME

(III 1 2 6 7 9, a b c e f g j k I m)

Example: Student learns to print (write) t by watching teacher form t, by tracing t, and by printing (writing) t. Capital letters and the use of them are learned along with lower-case letters.

6. ASSOCIATION OF PHONEME/ARTICULEME WITH OPTEME/GRAPHEME

(II 1 2 6 7 8 9, III 1 2 6 7 8 9, a b c d e f g j k I m)

Example: Student articulates phoneme-articuleme /t/ as he reads, circles, traces, prints (writes) the opteme/grapheme t in a variety of exercises.

7. DISCRIMINATION OF OPTEME/GRAPHEME

(III 1 2 6 7 8 9, a b c e f g j k I m)

Example: Student discriminates t from f, d, p, etc., by circling and tracing t.

8. POSITION SEQUENCING OF PHONEMES IN WORDS

(II 1 2 6 7 9, a b d g h k I m)

Example: Student listens to short words, such as /sit/, /hits/, or /top/, and he or she then states where the phoneme /t/ comes--at the beginning, middle, or end of the word.

9. POSITION SEQUENCING OF ARTICULEMES IN WORDS

(II 1 2 6 7 8 9, a b d e g j k I m)

Example: Student articulates short words from memory when teacher asks for a word with t in a specific position--beginning, middle or end.

10. POSITION SEQUENCING OF PHONEMES/ARTICULEMES WITH ASSOCIATED OPTEMES IN WORDS

(II 1 2 6 7 8 9, III 1 2 6 7 8 9, a b c d g h j k I m)

Example: Student circles only these optemes in a specified position (in this case the final grapheme) in a list of short words most of which have t in them in a variety of positions--lit, tip, ate, sip, fit, tot, fin, etc. Student articulates all words carefully as he works.

11. POSITION SEQUENCING OF SPECIFIC PHONEMES/ARTICULEMES WITH ASSOCIATED OPTEMES/GRAPHEMES IN WORDS

(II 1 2 6 7 8 9, III 1 2 6 7 8 9, a b c d e f g h j k I m)

Example: Student traces, prints (writes) only those short words with t in specified position--lit, tip, ate, sip, fit, top, fin, etc. Student articulates all words carefully as he works.

12. ASSOCIATION OF MEANING WITH PHONEMIC/ARTICULEMIC WORDS

(I 1 2 3 4 5 6 7 8 9, II 1 2 3 4 5 6 7 8 9, a b d e g h k l m n)

Example: In conversation with the teacher, student discusses meaning or meanings of each word (say, Atlantic, Pacific) to be subsequently learned in that lesson in terms of reading, printing, etc. Teacher explains with maps what oceans are and where the Atlantic and Pacific are.

13. POSITION SEQUENCING OF SEVERAL PHONEMES/ARTICULEMES WITH ASSOCIATED OPTEMES/GRAPHEMES IN WORDS

(II 1 2 6 7 8 9, III 1 2 6 7 8 9, a b c d e f g h j k I m)

Example: Student traces, prints (and in the process spells) those words which contain sequences of those phonemes/articulemes and optemes/graphemes which have already been individually memorized in steps 1 through 11--Atlantic, Pacific.

14. ASSOCIATION OF MEANING WITH PHONEMIC/ARTICULEMIC AND OPTEMIC/GRAPHEMIC WORDS

(I 1 2 3 4 5 6 7 8 9, II 1 2 3 4 5 6 7 8 9, III 1 2 3 4 5 6 7 8 9, a b c d e f g h j k I m n)

Example: Teacher and student continue on from Step 12 by tracing, printing (writing) and reading the words discussed. Usually, for any given word, this Step is combined with Steps 15 -18 below, but the Steps are taught in the correct sequential order.

15. SEPARATION (SEQUENTIAL SPLITTING) OF PHONEMES/ARTICULEMES IN WORDS

(II 1 2 6 7 8 9, a b d e g j k I m)

Example: Student learns to break up a "known" word auditorially and vocally into separate phonemes-articulemes. Spelling while using phonemes/articulemes is also partially learned through this word-splitting technique. Usually, for any given word, this Step is combined with Steps 16 -18 below, but the Steps are taught in the correct sequential order.

catalog

c-a-t-a-I-o-g

c--a--t--a--l--o--g

16. SEPARATION (SEQUENTIAL SPITTING) OF PHONEMES/ARTICULEMES AND ASSOCIATED OPTEMES/GRAPHEMES IN WORDS

(II 1 2 6 7 8 9, III 1 2 6 7 8 9, a b c d f g h j k I m)

Example: Student continues the exercise from Step 15 by separating the "known" word into individual components. This time the graphemes in each word are individually printed (written) as they are articulated. Tracing the graphemes as they are articulated may be done before the graphemes in the word are printed. Spelling while using phonemes/articulemes is partially learned through this word-splitting technique. Usually, for any given word, this Step is combined with Steps 17 -18 below, but the Steps are taught in the correct sequential order.

17. BLENDING (SEQUENTIALLY) OF PHONEMES/ARTICULEMES IN WORDS

(II 1 2 6 7 8 9, a b d e g h j k I m)

Example: Student learns to blend or synthesize components of "known" words auditorially and vocally into complete words. This blending technique also teaches spelling as well as reading skills. Usually, for any given word, this Step is combined with Step 18 below, but the Steps are taught in the correct sequential order.

c--a--t--a--l--o--g

c-a-t-a-I-o-g

catalog

18. BLENDING (SEQUENTIALLY) OF PHONEMES/ARTICULEMES AND ASSOCIATED OPTEMES/GRAPHEMES IN WORDS

(II 1 2 6 7 8 9, III 1 2 6 7 8 9, a b c d e f g h j k I m)

Example: Student continues the exercise from Step 17 by tracing, printing (writing), and reading words as they are gradually blended. Each word is articulated slowly as it is blended in printed (written) form. Spelling while using phonemes/articulemes is also partly learned through this technique.

19. CHUNKING (SEQUENTIALLY) OF ASSOCIATED PHONEMES/ARTICULEMES AND OPTEMES/GRAPHEMES IN WORDS

(II 1 2 6 7 8 9, III 1 2 6 7 8 9, a b c d e f g h i j k I m)

Example: Student learns the syllables or other obvious chunks in a word to aid sequential memory in articulation, spelling and reading. Whole single syllable words (such as and) can also be chunked. However all chunking is learned only after all the above Steps (1-18) and processes have been thoroughly taught and learned for any given word.

yesterday = yes - ter - day

catalog = cat - a - log

20. AUDITORY CLOSURE (USING SEQUENTIAL MEMORY) ON PHONEMIC/ARTICULEMIC WORDS

(II 1 2 6 7 8 9, a b d e g h j k I m)

Example: Using only auditory-vocal techniques, the teacher trains the student to match slightly distorted words with student's own inner language version of that word.

ulaphant = elephant

pano = piano

catlog = catalog

21. AUDITORY CLOSURE (SEQUENTIAL MEMORY) ON ASSOCIATED PHONEMIC/ARTICULEMIC AND OPTEMIC/GRAPHEMIC WORDS

(II 1 2 6 7 8 9, III 1 2 6 7 8 9, a b c d e f g h i j k I m)

Example: Continue the exercise from Step 20 as the student finds and reads the word(s) already "closed" correctly. Subsequently (not necessarily in the same lesson) the student should print (spell) the words graphemically while articulating the articulemes.

22. SEQUENCING (SYNTAX) OF PHONEMIC/ARTICULEMIC WORDS IN MEANINGFUL SENTENCES

(I 1 2 3 4 5 6 7 8 9, II 1 2 3 4 5 6 7 8 9, a b d e f g h I j k l m n)

Example: Teacher discusses with student how the order of the words in a sentence determines its meaning, as in /Can Bob fly?/ and /Bob can fly/.

23. SEQUENCING (SYNTAX) OF PHONEMIC/ARTICULEMIC AND OPTEMIC/GRAPHEMIC WORDS IN MEANINGFUL SENTENCES

(I 1 2 3 4 5 6 7 8 9, II 1 2 3 4 5 6 7 8 9, III 1 2 3 4 5 6 7 8 9, a b c d e f g h i j k I m n)

Example: Continue the exercise from Step 22, but with student tracing, printing (writing) and then reading the various sentences.

24. CHUNKING (SEQUENTIALLY) OF COMMON WORD-PARTS IN WORDS: PREFIXES, SUFFIXES, ROOT-WORDS, etc.

(I 1 2 3 4 5 6 7 8 9, II 1 2 3 4 5 6 7 8 9, III 1 2 3 4 5 6 7 8 9, a b c d e f g h i j k I m n)

Example:   

ex - tract (tract means pull)

de - tract

pro - tract

sub - tract

25. SEQUENCING (SYNTAX) OF TYPES OF SENTENCES

(I 1 2 3 4 5 6 7 8 9, II 1 2 3 4 5 6 7 8 9, III 1 2 3 4 5 6 7 8 9, a b c d e f g h i j k I m n)

Example: Teach the student sequential sentence formats, exclamations, questions, etc.

26. MEMORIZING PUNCTUATION

(I 1 2 3 4 5 6 7 8 9, II 1 2 3 4 5 6 7 8 9, III 1 2 3 4 5 6 7 8 9, a b c d e f g h i j k I m n)

Example: Teach the student punctuation in appropriate places during exercises in Steps 23 through 25.

27. FLUENCY: SEQUENTIAL AUTOMATIZATION OF READING GROUPS OF WORDS OR WORDS IN SENTENCES

(I 1 2 3 4 5 6 7 8 9, II 1 2 3 4 5 6 7 8 9, III 1 2 3 4 5 6 7 8 9, a b c d e f g h i j k I m n)

Example: Encourage the student to speed-read fluently and rapidly against a stopwatch, using well prepared groups of words, or passages from stories.

Other Points About Psycholinguistic Methods of Teaching Spelling, Writing and Reading

Reading and writing (and the spelling that is inherent in spontaneous writing) are "final" processes of the mind/brain. They are the processes of decoding and encoding which involve incredibly complex, integrated sensorimotor, thinking, and language systems (Bannatyne 1971, 1973). The traditional viewpoint held by teachers of "sight" methods, and which is taught in many university departments of reading, is that reading is a simple visual process which is highly involved with meaning, but little involved with the auditory-vocal language. From the analysis presented in the previous sections of this chapter (an other research findings), one can see that this "visual/meaning" point of view is erroneous.

Reading, Writing and Spelling as Habitual (Automatized) Memory Systems of Coding and Decoding

Meaning is a characteristic only of the auditory-vocal language. The written language code represents the spoken language by means of simple visual symbols. The code has to be memorized until it functions purely on an automatic level. In fact, the more automatic (in terms of memory) that reading, spelling and writing become, the happier we educators are. We train our students not only to decipher the phonetic (symbol to sound) code when reading but also to encode it in writing as rapidly as possible. The student reads the phonetic code (symbol to sound) by converting it into inner auditory-vocal language. The inner auditory-vocal language then, through association, supplies the word meanings, if those meanings are already in his vocabulary. Therefore, one essential task of the reading teacher is to ensure the decoding and encoding (sound to symbol) function as automatically as possible in terms of habitual memory. Only when this is achieved is the student (or adult) freed from the mechanics of language coding conversions so that he can get on with thinking. Remember that language is only a communications vehicle that carries thought.

Memorizing and the Orderly Introduction of each Unit of Language

In the Bannatyne Reading Writing Spelling and Language Program the vowels and consonants (both phonemes and graphemes) are introduced one at a time. As each one is learned by the student, the vowels and consonants which have already been learned are continuously reviewed. Morphemes, grammar and punctuation are all introduced at the appropriate point in the psycholinguistic sequence. Not one unit of language has been placed in the system on a whim; each one is introduced in its correct logical order.

CHAPTER REFERENCES

Bannatyne, A. D. (1971) Language, Reading and Learning Disabilities. Springfield, Illinois: Charles C Thomas

Bannatyne, A. D. (1973) Reading: An Auditory Vocal Process. San Rafael, California: Academic Therapy Publications

Osgood, C. E. and Sebeok T. A., (1965) Psycholinguistics. Bloomington, Indiana University Press, 1965.

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