Dyslexia, Reading, Phonics & the Brain

Decoding in Reading - The Dyslexic Brain

Dyslexia

So what is dyslexia? Dyslexia is a specific learning disability that is often genetic, and that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language. Dyslexic learners find it difficult to recognize and process letters and sounds accurately and automatically, and can also struggle with paired associate memory and/or orthographic memory. (For more on dyslexia, what it is, and what it isn’t, click here.)  It’s a neurological, often genetic disorder that makes

Some researchers in the field, however, believe that dyslexia is not always organic, but the result of ineffective reading instruction and a lack of phonics skill acquisition at the earliest grade levels. Regardless, the specific learning challenges, deficits and observed behaviors are very similar, as is the need for instruction to circumvent the inherent areas of learner-weakness and tap into alternative areas of strength. And these learners have many areas of strength! Dyslexia does not affect intelligence, as most students with dyslexia are of average or even above-average intelligence.

Dyslexic children, as well as dyslexic adults, are often the quintessential “backdoor” learners—looking for effective “work-arounds” to solve problems, and often exhibiting high levels of creativity in doing so. For dyslexics, the “front” door might be closed, but the backdoor is WIDE open!

They may not move from “A” to “B” to “C” as per the traditional learning path, but they somehow find a way….even if it means having to skip “B” entirely, circle “F” twice, and then work they way back around to “C!”  Traveling these unconventional paths allows them to observe more, think differently, be creative and build tenacity.

The key to helping dyslexic learners struggling to read is to provide them with an easily accessible, backdoor approach, so as to accelerate access to the phonics skills needed to read and write, and from the earliest possible grade levels.

The answers lie in the brain science.
(Before reading on, learn more about “backdoor” skill-access for struggling readers, here.)

Phonics for Dyslexia

Reading Intervention for Dyslexic Learners

Beth Guadagni M.A., a Learning Specialist at The Yellin Center for Mind, Brain, and Education, explains how dyslexic children can make great progress with reading when they’re given appropriate, intensive, and high quality intervention early. The following is an excerpt from her original post, which can be found here.


There are lots of good interventions that can be very effective in improving reading decoding. Remember that early intervention is critical, so if you suspect your child may have real reading problems, it’s best to consult an expert without delay.
  • Multi-sensory instruction and teaching techniques that recruit a child’s sense of touch, as well as their eyes and ears, is one of the most effective methods for teaching letter-sound pairings to children with weak phonemic awareness or paired associate memory. Similarly, kids with weak orthographic memory may respond better to multi-sensory methods, like tracing sight words on a textured surface, rather than simply drilling with flashcards. Multi-sensory teaching allows students to absorb information through different channels and can be extremely effective. For very intensive multi-sensory instruction, look for specialists or centers that teach using Orton-Gillingham or Linda Mood-Bell’s curricula. 
  • For teachers and parents, one of our favorite interventions for students who struggle with weak paired associate memories (i.e. difficulty connecting the phonics patterns to their sounds) is Secret Stories by Katie Garner.  It pairs pictures of letters and letter combinations with stories that explain “why” the letters make the sounds they do. Our favorite is the explanation of the au/aw sound (They have crushes on each other, so whenever they’re together, they say, “Awww!”). This clever technique helps kids understand the “logic” behind letter sounds, instead of simply having to memorize information. Context, especially when it’s fun and already familiar, really help kids with poor paired associate memory learn quickly.

Phonics Stories for Reading - Secret Stories

  • Many children with decoding difficulties, regardless of the cause, can comprehend more sophisticated material than they are able to read independently. It is important to give these students access to reading material that is at their intellectual level. Reading aloud while the child follows along is one way to do this. It also provides the added benefit of repeated exposures to words paired with correct pronunciation. Over time, this will help strengthen their weak paired associate or orthographic memories and improve their skills. For busy parents or kids who want a bit more independence, audiobooks are fantastic for kids to practice this on their own, as long as they can follow along with the text as they are listening.

 

  • Finally, practice, practice, practice! Accurate, fluent reading is the result of hundreds of hours spent with written words, so as to become automatic with letter patterns. We encourage lots of practice reading at home, but with a few cautionary notes. First, be aware that continued drilling without results can be very frustrating for your child, and may even be futile if the method he’s using isn’t one that’s best for his kind of mind. If he’s reading as often as his classmates, but falling further and further behind, ask his teacher or a reading specialist what other techniques he should try. Secondly, remember that reading, particularly for younger kids, should be a fun! Try to strike a balance: kids should not forgo reading because it’s hard, but reading shouldn’t feel like a grueling obligation either.

I had the pleasure of being interviewed by Elisheva Schwartz on the Dyslexia Quest Podcast (links to broadcasts, below). I first became aware of this popular podcast on Dyslexia after listening to an interview with Harvard-trained neuroscientist and researcher, Dr. Mary-Helen Immordino-Yang, whose research on learning and the brain is incorporated into the Secret Stories “backdoor” approach to accelerate phonics for reading and writing.

In the two-part podcast interview with Elisheva shared below, we discuss learning issues that are associated with dyslexia, and why the Secret Stories® are often referred to as “Phonics for Dyslexics”.  To play, click the arrow under each of the descriptions, and for additional podcasts on the topic, visit www.elishevaschwartz.com. You can also access Secret Stories® free video library by subscribing on YouTube.


The Dyslexic Brain: A Backdoor Approach to Phonics for Reading – Pt. 1

Phonics for Dyslexics

      CLICK THE ARROW (ON LEFT) TO PLAY PT. 1

The Dyslexic Brain: A Backdoor Approach to Phonics for Reading – Pt. 2

Phonics for Dyslexia

      CLICK THE ARROW (ON LEFT) TO PLAY PT. 2

Finally, I wanted to share this review that I stumbled upon online. I am always so grateful when parents take the time to reach out and share their child’s struggles and successes, and while this one wasn’t sent to me directly, it was filled with some good information and helpful insight that I thought I would share.

How I Helped My Dyslexic Child Learn to Read

This book changed our life. I’ve taught my dyslexic daughter to read using the Secret Stories®.

After trying the regular phonics “programs,” Secret Stories was recommended by our homeschool support group. With the Secrets, we didn’t have to give up learning phonetically, despite my daughter having auditory processing problems.

We sat down with a print out copy of the first McGuffey Reader, and when we came to a Secret Story (i.e. letters not making the sound that they should) we looked it up its “secret” the book. The pictures that went with each Secret made them so easy for her to remember, not just the phonics pattern, but the sound/sounds. The Secrets helped her brain easily retain the phonics patterns and sounds that before she could never get, no matter what we tried or how many times we practiced them.

I’ve also begun using Secret Stories with my severely language-compromised son, and he giggles as we “make” the Secrets he knows out of his Theraputty (another great product) and make the words come alive! I’ve also used the Secret Stories in a fun way at our homeschool group—I made little capes with the Superhero Vowels® sewn onto the back to wear when the vowels “say their names!”

Seeing my daughter now want to read and write ALL the time is such a blessing, as it’s been a long road to get here! If she hadn’t learned the Secrets, I don’t think we would have ever made it to where we are now.

I wish every school would use Secret Stories along with their reading curriculum, as it’s so easy, and it covers all of the learning bases: kinesthetic, visual, auditory, and even emotion. It can help everyone, but especially those who don’t learn the “normal” way.

phonics for dyslexia


Learn more about how Secret Stories® can help struggling readers access critical phonics skills for reading and writing.

Phonics Stories - TH

 

phonics stories

phonics stories for reading

 

Phonics Stories

Learn the “secret” phonics stories that go with the pictures here!

And to subscribe to the Secret email blast for the latest tips, tools and tricks here!


 

What Dyslexia Isn’t…

As promised, I’ve asked reading specialist, Heather Vidal, to come back and shed more light on dyslexia, what it is, and more importantly, what it isn’t—despite the common misconceptions. If you are a new subscriber, or if you missed Heather’s previous guest post about how she uses Secret Stories® in conjunction with Orton-Gillingham to meet the needs of her dyslexic students, you can read it here.

I would like to preface Heather’s post by addressing the recent debate on use of the term “dyslexia” and its efficacy as a diagnosis for struggling readers, along with the International Dyslexic Association’s definition of dyslexia—

“Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

It’s important to note that while most educational researchers and reading practitioners believe that a diagnosis of dyslexia can help to shed light on a reader’s struggles and identify the best form of intervention, others in the field (including my colleague, Dr. Richard Allington, with whom I presented a series of keynotes at the Vulnerable Readers Summits) feel that use of this label could be a disservice to children with difficulties learning to read.

That said, something that all sides agree on—labels aside—is that there is a wide gap between what we know about the brain and how we teach kids to read, and that the most critical variable in effective K-2 literacy instruction is teacher expertise.

Dyslexic Brain

It is vital that teachers know about and understand the brain science so as to properly align instruction with the basic tenets of brain based learning, particularly in regard to what research shows is the weakest link in our reading and writing instruction—teaching phonics.

So with that said, here’s Heather…


Hey All!
Katie has graciously invited me to share more about what dyslexia is (and isn’t!) and why the Secret Stories® method works within a curriculumfor dyslexic students. You can read my other post here) As a reading specialist, private tutor and curriculum developer who works specifically with dyslexic students learning to read, I often get questions about what dyslexia is.

Often times, it is easier to explain what Dyslexia is not:

Dyslexic Brain

  • Dyslexia does not mean that students read entire words or sentences backwards.
    While some dyslexic students do flip letters and transverse words, this is not the only sign of dyslexia, and some dyslexic students don’t do this at all.
  • Dyslexia cannot be outgrown.
    With the proper instructional approach, students can become excellent readers. However, this does not mean that they no longer have dyslexia.

Diagnosing Dyslexia

So what does all of this mean, and what does it have to do with Secret Stories?

At one of the first trainings I took regarding the Orton-Gillingham approach, the trainer explained dyslexia like this—
“Imagine comparing a page of text to a brick wall. An efficient reader can see the mortar in between each brick (letter sound) and the different color variations that each brick possesses (the possibilities of letter sounds). If you were dyslexic, you would know you were looking at a wall, but segmenting each brick would be very difficult.”

Signs of DyslexiaDyslexia can manifest in many ways, but all of these ways come back to students having difficulty reading and spelling (and most often, segmenting words into individual sounds.) Since dyslexia is classified as a neurobiological learning disability, the best way to help dyslexic learners is to utilize instructional methods that are compatible with the way the brains works.

Dyslexia is classified as a learning disability that causes students to struggle with fluency, word recognition, and poor decoding and encoding skills (Lyon, Shaywitz, & Shaywitz, 2003, p. 2). Seventy plus years of research has shown that the best way to help dyslexic kids learn to read is to employ a multi-sensory, phonics and linguistics based approach to reading instruction that offers continuous feedback.

How to Fast-Track Orton Gillingham Phonics Instruction with Secret Stories®

All of these tenets are compatible with Orton-Gillingham and Secret Stories approach, but using the two together (in my opinion) is the best way to help students with dyslexia learn to read well. Secret Stories activates the brain’s earlier-developing social and emotional systems for learning (i.e. the brain’s “back-door”) and provides students with meaningful connections to all of the foundational phonics skills covered in an Orton-Gillingham based curriculum.

Are there differences between Orton-Gillingham and Secret Stories®?

When speaking with Katie a few days ago, she shared some of the questions she receives from teachers asking about the differences between the Orton-Gillingham and Secret Stories methods, so for those who are interested, I’ve made this handy chart of the two reading/phonics programs/tools.

Orton-Gillingham PhonicsHopefully this helps clear up some of the differences, but if you have any questions, please send them my way— TreetopsEducation@gmail.com. You can also check out my Teachers Pay Teachers Store here.

By applying a brain based approach to reading instruction through the combined use of these two powerful teaching tools, teachers can reach not only dyslexic students, but all students who struggle with learning to read—providing more meaningful (and fun) ways to learn!

For more information about dyslexia, visit The International Dyslexia Association

Guest Post by:  Heather MacLeod Vidal— Learning Specialist & Curriculum Writer for Treetops Educational Interventions, St. Petersburg, Florida

Orton-Gillingham and Secret Stories Phonics

 

 

 

 

 

 

 

 

 

References
Lyon, G.R., Shaywitz, S.E., & Shaywitz, B.A. (2003). Defining dyslexia, comorbidity, teachers’ knowledge of language and reading. Annals of Dyslexia, 53, 1-14.


I am so grateful to Heather for taking the time to share her insight and expertise! If you have any questions or comments for Heather, you can leave them in the comments below and she or I would be happy to answer them.

Orton Gillingham and Secret Stories Phonics Method

Learn the “Secrets” About Orton-Gillingham Phonics Instruction

I receive so many questions about whether or not Secret Stories® can be used with Orton-Gillingham phonics instruction, and if so, how.

If you’re familiar with or already use Secret Stories®, then you know that it is not a phonics program, but an “accelerant ” used to fast-track access to the whole code that kids need to read and write—and from the earliest possible grade levels! The Secrets are like “steroids” that pump-up your existing reading curriculum and/or phonics program to make the learning go “warp-speed!” Not more reading instruction, just better and more efficient, as the Secrets are always there….always teaching, and always ready for use to read and spell words! (This was the focus of my previous post, which you can read here.)

Orton-Gillingham phonics instruction, like Secret Stories®, is a multi-sensory approach to reading. I love seeing the two paired together, as they are a reading “dream-team!” They compliment each other beautifully, with Secret Stories® fast-tracking learner access to “high-leverage” phonics skills that can otherwise take years to acquire; and Orton-Gillingham providing an optimal reading and writing “playground” on which kids can use them! (This combination is especially effective with dyslexic learners and other struggling readers.)

Heather MacLeod Vidal, a learning specialist and curriculum writer from St. Petersburg, Florida, is an expert in Orton-Gillingham phonics instruction, and has been incorporating Secret Stories® into her OG lessons for years. I’ve asked her to share her insight and ideas here.

Orton-Gillingham and Secret Stories®


Greetings from sunny Florida!

I am so excited to write a guest post for Katie because I LOVE, LOVE, LOVE Secret Stories. You see, I work as a reading specialist in a fabulous school in St. Petersburg Florida, and I actually write my own Orton-Gillingham phonics-based curriculum to help meet the needs of my kiddos.

For those of you that aren’t familiar, Orton-Gillingham is a multi-sensory approach proven to work with students struggling with reading, writing, and spelling. It is primarily suggested for students diagnosed with Dyslexia (which some numbers put at 17% of the population!). Here’s the thing though….sometimes, working with the same approach every day can get a little bit stale for students. This is where Secret Stories comes in!

As a reading specialist, I have the amazing luxury of seeing students in a one-on-one environment, so I scaffold all of my lessons for each student. The amazing thing that I have found about Secret Stories is that I can jump around and hit the Secrets as they align with my Orton-Gillingham phonics instruction lesson plans.

This means that when we cover open syllables, I don’t have to teach “vowel y” anymore. Now my students know the Secret Story about Sneaky Y®, the “sneaky cape stealer of e and i!”

Secret Stories Sneaky Y® Phonics Flash Card

Secret Stories Sneaky Y® Phonics Flash Card

Click to view the above Secret Stories® Phonics Flash Cards
(w/the Secret sound picture on one side & the story on the other!)

We act it out with pillowcases that have Sneaky Y® with /e/ and /i/ felt letters glued to them. My students can get into the role by simply clothes-pinning the correct cape to their shirt as they read a given word.

Secret Stories Sneaky Y® Capes

Sneaky Y® Capes

(For another cute “teacher-made” idea for Sneaky Y® storytelling with and hands-on fun, check this out!)

When it’s time for Secret Stories Mommy E® to make her debut, my hair goes up in a bun and my glasses are placed promptly on my face. My students love how insistently I ask them to speak up and “say your name”, and I love that they remember the Mommy E® rule!

Secret Stories® Mommy E® Phonics Flash Card

Secret Stories Mommy E® tells any vowel that’s one letter away, “You Say Your Name!”
(And to crack those tricky, multi-syllabic words, watch this video to learn the Secret Stories Babysitter Vowels® trick!)

You see, this type of multi-sensory activity is precisely what Orton-Gillingham phonics instruction is all about. Without getting too technical, in order to build connections (known as “synapsis”) in the brain, we need to provide students with meaningful ways to remember a given skill.  The more meaningful, the more connections, and the more the learning will “stick!”

You can repeat yourself 50 times, but if it is not in a way that is meaningful to your student, they still might not remember it! I promise you, your dyslexic students are much more likely to remember a skill if they have something special to connect it to!

Here’s the thing though, Secret Stories and OG do not have to be paced side by side. This year at my school, something really special started happening. One classroom teacher started using Secret Stories, and I saw glimpses of understanding in those students before having the Orton-Gilligham phonics instruction.

One of my kindergarteners who is severely dyslexic came to me on the day that I was planning to teach the /th/ rule in with Orton-Gillingham, and something amazing happened. She noticed that I had written several /th/ words on the whiteboard. I kid you not, my student said, “T and h are so rude to each other! They are always sticking their tongues out at each other!”

The NEW Secret Stories® Decorative Phonics Posters

The “TH” Secret Phonics Poster /NEW “Decorative Squares” Set

I nearly fell out of my chair! This was a student who had just recently mastered her consonant sounds after months of intensive Orton-Gillingham phonics instruction tutoring. Yet, here she was, teaching me about a skill that she had already learned after hearing it just a couple of times in her class. This initial introduction in her class stuck with her so that by the time she was ready to work with me on the skill, she already had an idea of what the consonant digraph should look and sound like. And that is the magic of the Secret Stories!

This is her writing sample after just one day of explicit /th/ phonics instruction. Notice that while she still has many areas to work on, she correctly identified the /th/ in both its unvoiced (“with”) and voiced form (“the”). These connections continued throughout the year, and my students from that classroom were more prepared to tackle new skills since they had been introduced to the Secret in their classrooms.

Kindergarten writing sample: “I go with my dad to the playground near my house.”

(Click here to view more kindergarten writing, as well as first grade writing with Secret Stories®)

Orton-Gillingham phonics instruction can (and in my opinion should) be used with Secret Stories brain based phonics stories in order to help build the neural pathways necessary for learning phonics skills. I am so glad to have found the Secret!

If you are interested in more on how Orton-Gillingham phonics instruction works with Secret Stories, I will be doing another post on this topic for Katie soon, so stay tuned!

Orton Gillingham Phonics Instruction

Orton-Gillingham Phonics Instruction Curriculum

Guest Post by:
Heather MacLeod Vidal
Learning Specialist/ Curriculum Writer for Treetops Educational Interventions
St Petersburg, FL


I want to thank Heather for taking the time to share this, as I think it’s great information for all those wondering if and how Secret Stories® and Orton-Gillingham phonics instruction could be used together. And as Heather mentioned, I will be sharing two more posts on this topic that Heather has written for my blog, which should be posted there within the week.

And if you would like to read more about Secret Stories®, I would invite you to check out this recently published article published in the Arkansas Reading Journal, which you can download here. I am excited to be one of the keynote speakers at the Arkansas Reading Conference this October.Arkansas Reading Journal Article by Katie Garner

Until Next Time,
Katie Garner
https://www.KatieGarner.com

 

Dear Katie,
I love reading your blog! I’ve used your free Zoo Keeper Writing Strategies with my kinder class and the children really related, always showing me “how many animals (i.e. sounds) they caught” in their words!

I’ve taught both 1st and 2nd grades for years, and now am in my seventh year of teaching kindergarten. As many of your letter pattern stories are, of course, geared toward 1st and 2nd, I was wondering if you had some that were more geared more toward kinder?

Also, at what point would you begin introducing the Secret Stories in kinder… after the majority know most of their letters?

You are such an inspiration—Thank you!

Gratefully,
Marian M.
Kindergarten Teacher

(Download the Free Zoo Keeper Strategy Pack and watch this video clip to see how it works!)
FREE Secret Stories® Phonics Writing Strategy Pack— "Zoo Keepers and M&M Quizzes"
“Zoo Keeper and M&M Quizzes” for Early Grade Writing!

I love Marian’s question, as it goes right to the heart of why I created the Secret Stories® in the first place, which was to break down the grade level walls of phonics instruction that limit early learner-access to the code!

Before I answer it specifically, I want to prepare you for the paradigm shift we’re about to take when it comes to what kindergarten can do and when they can do it, and I think these links will help! So here are a couple of guest posts by kindergarten teacher, Kjersti Johnson (post 1 and post 2) along with a couple of eye-opening, kindergarten-related video clips here and here.

So let’s get started by opening up a can of worms about WHY we do WHAT we do WHEN we do it when it comes to the “code” that kids need for reading and writing! 

If you really think about it, what are kids supposed to do with just bits and pieces of the reading and writing code? How can you read OR write about your pet mouse with only a third, or even  two-thirds of the code? And that’s all most early grade level learners have to work with, given that it takes multiple grade level years to teach it all…. and that’s if they’re on grade level!

The individual letter sounds (which kindergartners spend an entire year learning) provide very little bang for the buck when it comes to using them to reading and writing, as they are actually the least likely sounds that the letters will make when they get together in real words! This makes the brain’s job as a “pattern-making” machine extremely difficult, as it seems that letters are never actually doing what they’re supposed to!

And simply adding the blends and a few digraphs to the mix in first grade doesn’t help all that much,  which is why kindergartners and first graders can barely read or write anything! At least not anything that hasn’t been “memorized” (ENTER SIGHT WORDS, STAGE RIGHT!)

sight word don't work

And the sight word-parade begins…

Sight words are the “go-to” teacher tools used to compensate for beginning readers’ gross lack of phonics skills in order to meet the required text-level assessments. Sight words are more of a necessity, rather than a choice when you consider that phonics skills are only divvied-out in small bits and pieces— from PreK to 2nd— which leaves kindergartners in the worst boat of all. As Dr. Richard Allington likes to say, “Three to four grade level years is just too long to make learners wait for the whole code!” 

But while teaching kids to memorize words instead of actually reading them might feel like a necessity for kindergartners and first graders, this rote memorization is far from the ideal— developmentally or from a brain-based perspective. (You can read more about this here or by clicking the link under the picture below.)
Secret Stories® Phonics— Stanford University Brain Study on Sight Words
Why Kids Shouldn’t Memorize What They Could READ!

Moreover, the less skills kids bring to the table, the less value they take away from daily reading and writing experiences (Er, um…I meant to say, “word calling” and “word copying” experiences!)

Imagine that you’re a Morse Code operator, just assigned to a naval ship. 

But there’s a problem.

You are only in the first year of a three year Morse Code training program, which means that you barely know even one-third of the code. Yet you are expected to send and receive messages on day one.

You think to yourself……
“How can I possibly be expected to accurately send and receive messages with not even one-third of the code? What about all of the sounds I haven’t learned yet? How will I be able to figure out what the incoming messages say? And worse still, how can I send messages if I don’t know the code for all of the words? Should I just leave those parts blank, or just fill up the page with the parts of the code that I do know? Or maybe I could just forgo what the captain wants me to send and just write what I can spell instead?”

     Dear Captain, 
     I like the sub.  It is big.  It is fun.  It is really fun.
     I like it so so much. I really really like the big fun sub a lot!

These are common strategies that beginning (and struggling) learners will also use in order to get around all of the parts of the code that they don’t know or haven’t yet been taught— of which there are many!

A scope and sequence cannot accurately predict which parts of the code learners will need to read their favorite book or to write the stories they want to tell. The /th/ digraph is considered a 1st grade skill by grade level scope and sequence standards, even though /th/ can be found on every line of every page in every book! In fact, kindergartners will encounter the /th/ pattern literally hundreds of times on their very first day! (And don’t even get me started on the letter /y/!) The bottom line is that just like with Morse Code, you need ALL of it to do ANYTHING with it!

Secret Stories® Phonics Brain Research
Click here to learn more

So the burning question is how to provide our earliest grade level learners with access to the “whole” code when it takes an entire for many kids to just learn the alphabet? The answer lies in the brain science. Brain science lights a path straight through the brain’s backdoor via the earlier developing, social and emotional “feeling” networks. By targeting phonics instruction to the affective learning domain, we can bypass areas of inherent early (and struggling) learner weakness (i.e. the higher level, executive processing centers) and tap into alternative areas of strength.

Secret Stories® does this in a variety of ways, beginning with channeling the individual letters and sounds through muscle memory (i.e. body intelligence) for accelerated mastery in just two weeks to two months— and that’s for kinder and PK! (And we’re not just talking the “basic” letter sounds, we’re talking every possible sound that a letter can make by itself, from hard and soft /c/ and /g/, to the long and short vowel sounds, to the positional sounds of /y/, and even /qu/…. and all while they eat their shoes and lick the carpet. (And if you actually teach preK or kinder, then you understand exactly what I mean— Lol!)

Individual Letter Sound Mastery in 2 weeks to 2 months!

During the two week-two month time frame while the individual letter sounds are seeping in via muscle memory, they are also learning about the letters’ “secrets”, (i.e. Secret Stories) which are what they do when they don’t do what they should! The Secrets explain all of the crazy sounds that letters make when they get together, and even some of the strange things they can do when they are by themselves!

Shared as short little stories that are easy to remember and understand, they are ready for immediate use in both reading and writing! And because Secret Stories® aligns letter behavior to learners’ own behavior (by way of already familiar “social and emotional” frameworks) they can easily predict their most and next most likely sound behaviors, just as they could predict the behavior of their own classmates.

Download the Free Secret Stories® Mini-Poster Sample Pack!

 

FREE Secret Stories® Phonics Mini-Poster Sampler Pack
FREE Secret Stories® Phonics Mini-Poster Sampler Pack

 

FREE Secret Stories® Phonics Mini-Poster Sampler Pack
FREE Secret Stories® Phonics Mini-Poster Sampler Pack
Our brains thrive on patterns and making things make sense, and the Secrets make letters make sense!And the earlier the grade level, the MORE they are needed, as they have virtually nothing else to read or write with! Kinder will naturally pick up and remember the Secrets BEFORE all of the individual letter sounds have taken hold, as the time frame for muscle memory to kick in is between two weeks to two months, whereas the Secrets are instant! Stories are easy for kids to remember because stories are HOW kids remember! And stories are developmentally harmless, so when they are ready to plug it in and use it, they can… but until that time, it’s simply a story!

Shifting early grade reading/ phonics instruction from brain-antagonistic to brain-compatible requires that we FEED the brain, not FIGHT it, and Secret Stories Stories® are its favorite treat! They can (and should!) be given all day long, throughout the entire instructional day—anytime and anywhere they are needed to help read or spell a word. Every Secret you give them is one more “tool” in their tool belt that they can bring to the reading and writing table, so as to bring more value away!

So to answer Marian’s questions…

The Secrets are not bound by the traditional “grade level walls” for phonics instruction that limits learner-access to the code. To share only certain Secrets at certain grade levels would presume that learners at lower grade levels don’t need them, and how could that be true if they are reading and writing across the instructional day beginning in kindergarten? Nor can we possibly say WHICH Secrets a learner will need to read the book he picks from the library or to write a word in a story he wants to tell.

Like the Morse Code operators, they need ALL of the code….so NEVER wait to share a Secret!

Share them simultaneously with the individual letter sounds, whenever and wherever they are needed, whether it’s on the morning calendar or on the lunch menu! Remember that to a Morse Code operator (or to a beginning reader/writer) a /th/ is going to come in a LOT more handy than a /t/, so never hold back the tools that you know kids need to read and write every day!
Why Wait If We Don’t Have To?!!
Why hold back what kids so desperately need every hour of every day in our classrooms when they are working with text? If the brain science provides a “secret” backdoor passage through which we can so easily sneak phonics skills, why wouldn’t we use it?
Secret Stories® Phonics — Sneaking Skills through the Brain's Backdoor!
A “Backdoor Delivery System” for Accelerated Skill Access
Until Next Time,
Katie Garner :-) 
Katie Garner— Professional Development Literacy Consultant and Keynote Education Speaker
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Comments:

  1. I can’t wait to play The Better Alphabet song with my students tomorrow. Thanks for sharing!

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    Katie GarnerApril 1, 2014 at 2:34 PM

      At this point in the year, you might want to ‘go all the way’ and try the “Letter Runs” with them! Here’s the link to that- https://www.youtube.com/watch?v=iHUwuuXsh-0 ……….and don’t forget to try it BACKWARDS!!

     

  2. (you can also switch from ‘long’ to ‘short’ vowel sounds throughout to keep the challenge high :) as well as change the tune to: Happy Birthday, The Star Spangled Banner, etc…
    Looking forward to hearing how they do!

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  4. So many great ideas and a great song!!!! Definitely going to try this with my kids! Thanks!!!
    Julie

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  5. The Morse Code Operator is a great analogy! Thank you for this post. :)
    lorepuckett at gmail dot com

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  6. I subscribed!! I will be trying this with my kiddos as well!

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  7. I attended the Illinois Reading Conference last month and couldn’t get into either of your sessions! I couldn’t even get close to the doorway :(
    Folks were setting chairs out on both ends of the corridor to hear you, but unfortunately my ears are too old to hear from that far away so I gave up! I’m hoping to have better luck seeing you at the Natl Elementary Principals Conference this summer.

    You should know that your ‘Secrets’ are an ongoing topic of conversation at our school and have had an incredible impact on our student achievement this year. As a school administrator, it’s been truly amazing to witness the progress made at each grade level, especially by our most at-risk. I’m just in awe, as are our parents (which is always a good thing!)

    My teachers were so disappointed that I couldn’t get into your session, as they promised the kids that I would take a picture with you to show them. Apparently the teachers that came to your sessions last year tried, but it was too crowded and you had too many people around you afterwards. I told them that this year was even worse, given that I couldn’t even get through the door!

    Hopefully I’ll have better luck seeing you in July!

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  8.  

    I know… it was CRAZY! The committee tried to avoid the overcrowding problem that happened last year by putting both sessions in the ballroom but I think their overall attendance this year was just too high, which ultimately is a good thing (but understandably frustrating when you can’t get into what you want to see).

    I will most definitely be at the Principal’s Conference in July and I’ll even save a seat for you, just in case ;)

    Thanks for your kind email, and please let your teachers (and students) know how happy I am to hear of their progress (and we’ll definitely take that picture, as well!)

    Looking forward to meeting you in July,
    Katie

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  10. This is incredible. I appreciate the work that has been put into programs like this and the accessibility of them to other educators and parents. Thank you and well done.

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  11. Thank YOU and I’m so glad you found the post here on Mrs. Jump’s Blog!!

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  13. This was an amazing find. Thank you Deanna Jump for sharing this! I am purchasing the alphabet vertically as I write this. I am so inspired by this motor memory approach. Thank you!

     

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    So glad you found the post, and be sure to use the vertical alphabet for the “Letter Runs” too… they’re so much fun!! I put the link in the answer to the first comment at the top :)

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  16. I am so glad I am subscribed to your blog so that I can find and appreciate programs like this. As a first year teacher, this information makes me see things in a new perspective. I would love the opportunity to use this program in my classroom for my students. I would love the opportunity to share this approach with others given the scientific research that has gone into this. Thanks so much to the developer(s) of this program and the difference it is going to make in teaching.

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  18. You’re so welcome, and as a new teacher, you would probably get a better perspective/ context if you watch the VLOGS, starting with #1 here….https://www.youtube.com/watch?v=ziT4bautiGk ……

    I am gearing up to make the next set before I have to leave town again for conference, with the focus being on “What to do when a “Secret” doesn’t work?!!” as that’s actually where the fun begins for learners with regard to their daily interactions with text becoming a virtual “playground” for critical thinking!!

    In the meantime, don’t hesitate to ask, should you have any questions, and thanks again for your comment!

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  19. I’m excited to have a song to share with my kiddos. I would love to win your kit as I am always looking for ways to reach my struggling readers.

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  21. I just discovered Secret Stories and the Better Alphabet Song today and I’m in love! I love how engaging it is and how it can meet so many different learning styles! I really like how you put so much thought into the position of the mouth when you did the action for short a on the you tube video. I’m always looking for new ways to make learning meaningful and fun for my kids (why I was on this blog) and feel like I have hit the jackpot with this find! I wish I could go back in time and could have done this with my class since day one. We review letter sounds and phonograms daily- and I’m embarrassed to admit but it b-o-r-i-n-g the way I’m doing it now and definitely something I want to improve on. This is just what I needed and will totally transform how I teach phonics. So excited to make something that was not so fun into something I know my kids will not only love doing but truly benefit from.

     

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    LoL…. I remember feeling the same way when I’d stumble upon something that would completely change the way I teach! I’d always feel SOOO badly for my previous classes, who I sometimes felt, learned ‘in spite’ of me….especially my very first year – ugh :(

    I remember wanting to buy my whole class t-shirts with- “I survived Mrs. Garner’s 1st Year Teaching!!” written across the front!! ;)

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  24. I think this sounds fabulous and I will be trying this out with my title students. I notice that my title students DO NOT know their alphabet-ever, nor their sounds. This should be the answer!

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  25.  

    It’s funny you mention this, as often readiness issues are more pervasive with Title I learners, for a variety of reasons.

    These ‘work-around’ strategies (i.e. motor/ muscle memory for individual letters and sounds; social/ emotive connections/ cues for complex pattern sound retrieval) are crucial for learners struggling with cognitive readiness.

    For these learners, in particular, the ability to GIVE these core reading and writing skills, rather than having to wait on ‘developmental readiness’ in order to TEACH them, truly makes all the difference!!

    So many of the problems that Title I learners face stem from the fact that in the first few years of school, they are ‘slaves’ to their own developmental readiness, resulting in their having to continually play on an uneven playing field!

    By using brain research findings to circumvent these pitfalls, we can actually avoid these deficit areas in the brain entirely, targeting the stronger, more capable areas instead!

    (Hope this makes sense…. have had glass of wine!!! :)

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  27. I think this sounds fabulous and I will be trying this out with my title students. I notice that my title students DO NOT know their alphabet-ever, nor their sounds. This should be the answer!

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  28. I am a HUGE Secret Stories fan….I use your very first Secret Stories set! Every year, my students amaze me with their writing and reading and they looove their “stories”.
    I am so glad to view your videos and your updates here. I learn something new everytime. Thanks so much !
    Denise

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    Oh my! You HAVE been using them for a while then!!

    I’m so glad you found the videos and updated info on the Secret Stories website, as I’ve really been working hard to ‘flesh-out’ the basic strategy-base.

    I’m curious if you’ve been in the same grade level since you started using them or if you’ve moved around a bit?

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  31. I have only taught Kindergarten…30 years total. I can’t remember exactly how long I have had my set of Secret Stories…maybe since 2000/2001?? .they are just part of my routine. Like I said….my kids constantly amaze me with their progress.
    My best teacher friend went to your workshop …she was so impressed, she came back and told me all about this great new program. I was so excited I purchased the set with my own money and have been using it ever since.

     

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  33. I will be sharing this with my new teammates of next year’s Kindergarten. Soooo excited!

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  34. Hello. I have a question. Why don’t you do all three A sounds– A as in apple, A as in gate, and A as in about? I have a chant that I made up years ago with the sounds, but it has all three common A sounds that beginning readers come across in their reading. Just wondered why three Y sounds, but not three As. Thanks for letting me know. Kathleen
  35.  

    Great question! And the answer actually lies in the ‘rule-of-thumb’ I used when creating the “Secrets” in the first place, which was to “avoid having too many cooks in the kitchen” when it came to identifying the most useful phonics rules!!
    (and by useful, I mean ‘only what’s necessary to be able to read and write,’ given that the goal is to give learners at the earliest grade level EVERYTHING they need to jump into working with text…. both reading and writing!!

    Because the brain will require an explanation for anything encountered on a fairly frequent basis in text- there could be ‘no stone left unturned’ when it comes to accounting for the various letter patter sound possibilities. This, however, is different from teaching “rules for rules’ sake” (i.e. the less useful and/ or less frequently occurring phonics rules/ sound patterns).

    My rule of thumb was to account for only those patterns/ sounds that occurred ‘5 times or more’ in text, given their likelihood to be encountered often enough by learners to require an explanation.

    Patterns/ sounds occurring LESS than five times would are either put in “Word Jail” OR ‘rehabilitated’ …. so as to avoid having an ‘overcrowded prison system’ / overcrowded word wall, both of which are equally ineffective ;)

    As for your specific question regarding the letter a and providing the ‘uh’ or ‘schwa sound’ being taught/ included in the “Better Alphabet Song” as an additional sound option…. this would be an example having ‘too many cooks in the kitchen,’ in that there is too little value/ purpose in teaching it.

    What I mean by this is, if a beginning learner knows the SECRETS, he will attack a word like ‘about’ or ‘around’ with a ‘short a’ sound, as he knows that Mommy e isn’t ‘one letter away’ and thus can’t make a ‘say its name.’ Attacking these words with the short a sound will STILL result in learners (even lower level Kindergartners!!) still being able to ‘get the word.’ In other words, they will still recognize that the word is ‘about’ or ‘around,’ regardless of the fact that they attacked it with the short a sound …… The presumption is that learners can and will apply at least a “grain of common sense” in recognizing the word, and my experience with the ‘lowest of the low’ kindergartners proves this out!!

    By taking into account the differences between how words can sound, depending upon how they are sounded out, I was able to determine which required SECRETS and which were, for lack of a better term….”figure-out-able!!” LoL!

    With the Sneaky Y, all THREE sounds had to be accounted for, as they are all vastly different (y as in yellow, y as in July, and y as in mommy) ….. Each are entirely different sounds and thus, each must be accounted for with logical explanations as to what / why causes each to occur.

    Again, with the ultimate goal being to GIVE learners EVERYTHING they need to read and write at the EARLIEST grade level, so as to allow EXPERIENCE to be the best teacher….. it was necessary to think in terms of training “ER Doctors” ….. preparing them for what’s ‘most likely’ to roll through the door, while spending less time preparing them to handle the “plague” ;)

    I hope this helps to clarify the basis for the SECRETS, and I promise to get into more detail about exactly this in upcoming posts…. you’re just one step ahead with your great question!!!!

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  37. Thanks for this. I get the frequency point. We could never teach beginning readers all the sounds that letters CAN make in this isolated way– look at the VERY many sounds that ‘o’ can make when paired with ‘h’ when ‘ho’ comes at the beginning of a word! :) The only reason I added the ‘a’ sound heard at the beginning of words like around and about as a third sound in my chant, was because my guys weren’t getting that kind of word by knowing just the first two possible ‘a’ sounds… but maybe it was not the isolated sound that ‘a’ makes in that case that was the issue, but the fact that they were saying “ar…” as the beginning ‘sound’, instead of the necessary two syllable “a-r…” When they kept saying ‘ar, ar, ar” instead of ‘a’ when starting words like around, they got stuck. They seemed to get it better when they had that third ‘a’ sound to try. Thanks for sharing why you do it this way– always more food for thought– I can teach 100 years and I’ll still be growing my own brain :)

     

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  39. This sounds awesome! I’ve been looking for a way to help my kinder. Can’t wait to try it!
    Jada
    jadawtolbert@gmail.com

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  40. What a great idea! LOVE this and can’t wait to use it with my kinders! Thanks for sharing!

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  41. This article really intrigued me! As I was reading the “why” of certain discrepancies, I was picturing specific students I’ve had along the way. thanks for sharing

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    Getting learners to ask “why” is actually our goal,
    as the “WHY” equals “CRITICAL-THINKING!”
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  44. I LOVE secret Stories! My students Love hearing the stories behind each letter or letter pair.

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