The answers to the stumbling blocks are briefly identified and described below:

1.  All phonemes in this program are taught using a multi-sensory approach.  The unique letter visualization, formation, and sound allows the children to identify, write, and hear the letter.

Each graphic representation of a letter reminds the children of the sound.  For example, children who have difficulty reading say, sss for the letter c.

Print a c and then add ears, eyes, whiskers, and a nose.  The children see a cat to remind them of the letter sound.

Ask, “What is the very first sound you hear out of my mouth when I say, cccat?”

The graphic visualization of the letter allows the children to remember the phoneme or letter sound.  The letter sounds in this program are displayed in this manner.

2.  Discrimination of the b d without reversals is simple using the “thumbs up”
for reading the letters.

4. Finger-Spelling

5.  Handwriting is one of the most important components to successful reading and language arts. Handwriting is the area where children exhibit their knowledge and take pride in their accomplishments; therefore it is essential children learn how to print correctly. Studies conducted by the University of Maryland have demonstrated that those first graders who had formalized handwriting lessons did better academically than those first graders who did not.

Using the Check, Check, Dash Method of handwriting, children learn to print in spaces.   In actuality, children print in spaces, and not on the lines.  They learn the placement of the letters by following the verbal directions. The placement of the letter can begin in the first check space or the second check space.  Only tails of letters (g, j p, q, y ) are allowed in the river!  This terminology enables the children to locate the area where they are to print.  Many children need explicit directions which provide clarity and understanding.

Example of letter placement using the Check, Check, Dash Method …