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Fast ForWord® Reading ReadinessTeacher Manual

Reading Prep is Now Reading Readiness New Name — Same Great Product!

Fast ForWord® Reading Readiness

2 | Fast ForWord reading readiness

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Third Edition

Fast ForWord reading readiness | 3

FaST FOrWOrD reaDInG SKIllS MaTrIX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

InTrODucTIOn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

The learnInG enVIrOnMenT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

PrODucT OVerVIeW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

FaST FOrWOrD reaDInG reaDIneSS eXercISeS . . . . . . . . . . . . . . . . . . . . . 15

InSIDe The TuMMy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

how Students Work on Inside the Tummy 18 how Students Progress through Inside the Tummy 19 how Students advance in Inside the Tummy 19 Inside the Tummy content 20

hunGry TuMMy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

how Students Work on hungry Tummy 22 how Students Progress through hungry Tummy 23 how Students advance in hungry Tummy 23 hungry Tummy content 24

PacKInG PIG GOeS TO WOrK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

how Students Work on Packing Pig Goes to Work 27 how Students Progress through Packing Pig Goes to Work 27 how Students advance in Packing Pig Goes to Work 28 Packing Pig Goes to Work content 29

cOnTenTS


PacKInG PIG haS lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

how Students Work on Packing Pig has lunch 33 how Students Progress through Packing Pig has lunch 33 how Students advance in Packing Pig has lunch 34 Packing Pig has lunch content 35

hOunDInI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

how Students Work on houndini 38 how Students Progress through houndini 39 how Students advance in houndini 39 houndini content 40

cOaSTer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

how Students Work on coaster 44 how Students Progress through coaster 44 how Students advance in coaster 45 coaster content 46 GlOSSary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47


Fast ForWord ReadiNG SeriesThis chart demonstrates how Fast ForWord reading exercises are designed on a continuum to effect positive change in core reading skills .


aligns to essential Reading Skills


InTrODucTIOnWhat is Fast ForWord Reading?Fast ForWord Reading is a reading intervention solution that develops reading skills through intensive, adaptive software exercises. It is based on more than 30 years of research on how the brain learns and how this connects to language and reading. It increases processing efficiency and builds critical reading skills so districts get the most from their existing instructional approach.

Who Should uSe FaSt FoRWoRd ReadiNG?Fast ForWord Reading software is for K-12 education institutions and clinical specialists worldwide whose students are reading below grade level.

What doeS FaSt FoRWoRd ReadiNG ReadiNeSS teach?Fast ForWord Reading Readiness is designed for early literacy development, helping students who are having trouble moving from the spoken word to the written word. The pre-reading skills addressed include:

➤ Letter recognition➤ Letter naming➤ Phonological awareness➤ Letter-sound associations

The exercises also help students build cognitive skills and develop brain processing efficiency in four key areas:

➤ Builds memory by developing the ability to hold a spoken word in working memory while retrieving picture-concept relationships.

➤ Improves attention by developing the ability to focus on tasks and ignore distractions.➤ Develops processing of images and sounds quickly enough to discriminate between their

differences.➤ Develops sequencing by using positional cues to identify missing letters.

Just as physical exercise increases muscle strength and efficiency, Fast ForWord Reading Readiness software exercises the brain, increasing its ability to learn better and faster. Each exercise targets and develops the processing efficiency needed for successful reading and learning.

In addition to the computer-based instruction, activity strategies and materials are provided for teachers. They can be used to provide guidance on appropriate student placement within the products as well as to give direct instruction, motivation, intervention, and supplemental instruction. Some of


the activities are designed as individual activities. Others are appropriate for small-group instruction or for integrating into classroom reading curriculum.

hoW doeS FaSt FoRWoRd ReadiNG WoRk?Four key components of this intervention product work together to create dramatic changes in brain function required to achieve universal literacy:

➤ Frequency and Intensity—Neuroscience research demonstrates that completing a set of learning tasks in a frequent, intense timeframe accelerates learning.

➤ Adaptivity—Exercises adapt with each key stroke to individual skill levels and responses, keeping students continuously challenged but not frustrated.

➤ Simultaneous Development—Exercises develop major cognitive and reading skills simultaneously to produce lasting improvements in learning.

➤ Timely Motivation—Tiered rewards are designed to maximize motivation from start to finish.

Online and offline activities combine to provide instructional opportunities and reinforcement that support each student’s journey toward reading proficiency.

hoW doeS FaSt FoRWoRd ReadiNG helP StRuGGliNG ReadeRS?The exercises challenge students to remain focused on completing the exercises to obtain the maximum benefit from the product. To lessen any distraction and discouragement, Fast ForWord Reading exercises include points and on-screen rewards that can be combined with motivational activities. These rewards and activities are effective ways to provide students with positive reinforcement. Rewarding students for their hard work encourages them to maintain sustained and focused attention. Motivation is a critical factor in whether students achieve the high levels of participation and completion necessary for success (80% or higher). Lab coaches, teachers, administrators and parents can work together to create an effective program for building intrinsic and extrinsic motivation.

Timely intervention is key to supporting students’ effective performance on the exercises. Teachers can use informal and formal assessment strategies to identify when a student is experiencing difficulty.


What kiNd oF ReSultS caN be exPected?Students can achieve, on average, a 1 to 2 year gain in reading skills in 4 to 16 weeks using our prescribed protocol: 30 minutes each day, five days a week, for 12 to 16 weeks.

Neuroscience research confirms the importance of frequency and intensity of activity to build and strengthen new skills. The research-based protocol recommended here ensures students receive frequent and intense practice, while providing teachers with the flexibility to meet their instructional programs’ structure and objectives.

In addition, students often exhibit enhanced self-confidence, better communication, greater interest in learning, and improved mental agility and alertness, after working on these exercises

The Learning EnvironmentFast ForWord READINg Series can be used in a variety of scenarios within a school:

claSSRoom SettiNG In this scenario the teacher provides direct instruction using effective reading strategies to help students use the program before, during and after using Fast ForWord Reading. Often there may be a paraprofessional who may assist the students as they work on the computer while the teacher works with other students working on different activities.

➤ laRGe GRouP - The teacher leads a discussion about the target skill(s) being addressed in Fast ForWord and demonstrates how the product works using a computer and large screen or projection system. Some of the teacher-directed offline activities, such as stories read aloud or practice with word lists or families, also may be done with a large group.

➤ Small GRouP - Students are given the directions in a small group by the teacher. Then each child goes to the computer to work on individualized exercises, adapted to the student’s ability. As students finish, they may work on offline activities in small groups that support the exercises completed on the computer or prepares the student for the next exercise.

➤ iNdividual StudeNt – A student works on an individualized program either in the classroom or in a pull out program using the software and the offline activities.

comPuteR lab Students work on the program in the computer lab where there are many computers. The Lab Coordinator or a paraprofessional may guide the student as needed.

media ceNteR This scenario works similar to the Computer Lab environment. Students work independently with assistance as needed from the media specialist or a paraprofessional.

PrOTOcOl 30 minutes per day (Three 10-minute exercises)

5 days per week 12 – 16 weeks


No matter where Fast ForWord Reading is used, it is important to have a smooth implementation. Each station where a student works on the software should have the following elements:

❏ Computer with the mimimum technical requirements.

❏ Two sets of high-quality stereo headphones – one for the student, one for the teacher

❏ One Y-adapter for the headphones – This allows the teacher to listen to the student as he is working on the software.

❏ Headphones plugged into the computer with the Y-adapter

❏ Access to a printer

❏ Internet connection

The station should be located in such a way that the teacher/coach/aide can easily observe the student’s progress and intervene if he is struggling with the exercise.

There should also be room for the student to do paper and pencil seatwork on offline activities when finished with the online exercises as students may work at different speeds to complete their assignments.


SamPle leaRNiNG StatioNHere is a sample configuration of a learning station:

Partition

Clutter-free desk or table

Non-swivel chair

Computer

Stereo Y-adapter

2 sets of stereo headphones for student and teacher


Product OverviewTask/Theme contents Targeted Skills

InSIDe The TuMMy

click and drag colored shapes into matching shape outlines in pre-defined patterns .

colored primary shapes • Visual attention skills• Eye-hand coordination• Pattern recognition• Auditory perception• One-step directions• Computer mouse skills

hunGry TuMMy

Identify shapes of varying sizes and colors by dragging them to specified locations .

colored primary shapes, large/small • Following one- and two-step directions • Color, shape, size identification and sorting • Verbal decoding• Working memory• Computer mouse skills

PacKInG PIG GOeS TO WOrK

click the letter that matches the letter that is aurally named .

upper and lower case alphabet letters • Letter-name association• Phonological awareness• Visual memory• Auditory memory• Computer mouse skills

PacKInG PIG haS lunch

click on matching letters in a grid to clear the grid .

upper and lower case alphabet letters • Letter-name association• Phonological awareness• Visual memory• Auditory perception• Auditory memory• Computer mouse skills

hOunDInI

Identify word with different target phoneme from other words presented .

Word sets with one word with different first, middle or ending sound .

• Letter-sound correspondence• Phonological awareness• Phoneme analysis• Auditory perception• Auditory memory• Computer mouse skills

cOaSTer

click on roller coaster operator to hear a consonant-vowel syllable pronounced then choose consonant that matches .

consonant-vowel pairs . • Letter-sound correspondence• Phonological awareness• Phonemic awareness• Auditory perception• Auditory memory• Computer mouse skills


Fast ForWord Reading Readiness Exercises

InSIDe The TuMMyIn Inside the Tummy, the student matches colored shapes using the computer mouse to click and drag objects into matching outlined shapes inside a bear’s tummy .

hunGry TuMMyIn hungry Tummy, the student responds to verbal cues to identify and select shapes of varied sizes and colors .

PacKInG PIG GOeS TO WOrKIn Packing Pig Goes to Work, the student responds to verbal cues to identify and select uppercase and lowercase letters .

PacKInG PIG haS lunchIn Packing Pig has lunch, the student identifies and selects match-ing pairs of letters in a grid . The student clicks a box with a letter in it, hears the letter spoken and then clicks the box with the correspond-ing uppercase or lowercase letter .

hOunDInIIn houndini, the student must identify the word with a different target sound than that of the other words presented . as each of four cards is turned over, a word is pronounced and/or displayed, and the student must determine which word has a different first, middle, or ending sound .

cOaSTerIn coaster, the student clicks on a roller coaster operator to hear a consonant- vowel syllable pronounced . The student is required to choose the consonant that matches the spoken consonant- vowel syllable . .


tummyGOal➤ To identify color and shape

OBJecTIVeS➤ Match objects in response to a single verbally

presented attribute (color or shape) .➤ Match objects in response to two verbally

presented attributes (color and shape) .

BuIlD cOGnITIVe SKIllS➤ attention — precise visual attention➤ Processing — visual processing for matching

shapes and sensory-motor integration for using the mouse to position shapes

iNSide the

inside the tummy


Inside the Tummy DescriptionA bear appears on the screen. Colored shapes are arranged outside the bear’s tummy and corresponding outlines of shapes appear inside the bear’s tummy. The student chooses a colored shape by clicking on it with the mouse and then drags that shape to the matching shape and color outline within the bear’s giant stomach. Each time the student correctly places an object, the bear states the shape and color.

When all of the objects are inside the bear’s tummy, a colorful graphic is displayed.

How Students Work on Inside the TummyIn this exercise, the student is presented with one or more colored shapes outside a bear's tummy and a pattern of outlines of colored shapes inside a bear's tummy. The student clicks and drags the colored shapes into the matching outlines. When a shape is moved into the correct location, the name of the color and shape is pronounced. Once all shapes in the pattern have been matched correctly, the student sees a picture that uses the pattern and shapes.

inside the tummy


How Students Progress through Inside the TummyIn Inside the Tummy the student progresses through 5 levels of difficulty. In each level the shapes become smaller, the patterns become more complex, and the placement requirements become more precise.

How Students Advance in Inside the TummyEach level includes outline patterns. The student must correctly complete the pattern by placing all shapes before advancing to the next pattern. When all patterns in the level have been completed, the student advances to the next level. As indicated by the table below, the number of objects increases as the student progresses through levels and stages within levels.

Re-eNteRiNG iNSide the tummyIf a student exits or times out while working on a pattern, the student returns to the beginning of that pattern upon re-entering the exercise

PoiNtS aWaRdedInside the Tummy awards points to the student based on the following conditions:

➤ coRRect aNSWeRS: The participant earns 2 points for each shape that is placed correctly.

➤ boNuS PoiNtS: After the student completes all the shapes in a pattern, Inside the Tummy rewards the student’s performance with 5 bonus points.

inside the tummy


Inside the Tummy ContentThis exercise presents 5 levels of difficulty, with three stages in each level. In each level the shapes become smaller and the patterns become more complex requiring more precise fine motor control and hand-eye coordination.

Example:

➤ level 1: StaGe 1 Bear says, “red”

➤ level 1: StaGe 2 Bear says, “yellow, blue”

➤ level 1: StaGe 3 Bear says, “green, yellow, blue”

➤ level 3: StaGe 1 Bear says, “red triangle, green square….”

➤ level 5: StaGe 1 Bear says, “red square, blue circle, …”

leVel nuMBer OF BlOcKS

In STaGe 1 nuMBer OF BlOcKS

In STaGe 2 nuMBer OF BlOcKS

In STaGe 3

1 1 2 3

2 3 4 5

3 5 6 7

4 6 7 8

5 7 8 9


huNGRytummy

GOal➤ To follow verbal instructions to identify shapes of varying sizes

and colors .

OBJecTIVeS➤ Select an object from a group of objects in response to a

single verbally presented attribute (color, shape or size) .➤ Select an object from a group of objects in response to two

verbally presented attributes (color/shape; color/size; or shape/size) .

➤ Select an object from a group of objects in response to three verbally presented attributes (color/shape/size) .

BuIlD cOGnITIVe SKIllS➤ Memory — holding increasingly complex instructions in

working memory while comprehending them and planning a response

➤ attention — selective attention➤ Processing — auditory and visual processing

hungry tummy


Hungry Tummy DescriptionIn this exercise, a bear orally presents attribute(s)—shapes, sizes, and colors—of the object that the student must select from a variety of possible responses. For example, the bear says, “blue triangle”. The student clicks the object with the matching attributes and drags it into the bear’s mouth. When the correct object is dragged into his mouth, the bear eats it. Initially, the student is given a visual cue to the correct response (an outline of the matching shape), but as the exercise progresses, the student identifies the shapes without the visual cue.

The student progresses through identifying shapes with one, two, and finally three attributes (eg. “blue”; “blue triangle”; “large blue triangle”).

How Students Work on Hungry TummyIn Hungry Tummy, the student responds to verbal cues to identify and select shapes of varied sizes and colors, then drags the specified shapes into the bear's mouth.

hungry tummy


How Students Progress through Hungry TummyIn Hungry Tummy the student progresses through increasingly complex tasks that focus on following directions. The student progresses through identifying shapes with one, then two, and finally three attributes (color, shape, and size).

Hungry Tummy progresses through 9 levels of difficulty as follows:

➤ levelS 1 aNd 2 (PRePaRatoRy levelS): In these levels the student focuses on each step of the click and drag process, first learning to click an object, and then learning to click and drag an object into the bear's mouth.

➤ levelS 3 thRouGh 9 (each haS 2 StaGeS): In the first stage, the student is given visual cues to the correct response; in the second stage, no visual cues are present. The student progresses from Stage 1 to Stage 2 within a level, progressing to a new level when Stage 2 is passed. As the student progresses through the levels, the number of attributes that must be identified increases.

➤ In Levels 3 through 5, the student selects an object based on a single attribute: Level 3, color; Level 4, shape; and Level 5, size.

➤ In Levels 6 through 8, the student selects an object based on two attributes: Level 6, shape and size; Level 7, color and size; and Level 8, color and shape.

➤ In Level 9, the student selects an object based on all three attributes: color, size, and shape.

How Students Advance in Hungry TummyIn each non-preparatory level (Levels 3 through 9), in order to advance to the next stage within a level or to the next level, the student must correctly answer 12 out of the last 15 trials taken. Trials are presented in groups within each level; the number of trials in the group is based upon the number of shapes that are presented on the screen. Trials are not evaluated for advancement until the entire group has been presented. If the student does not meet the criteria, another group within the same level and stage is presented. This continues until the student meets the criteria for passing the stage.

PoiNtS aWaRdedHungry Tummy awards 3 points to the student for each correct response.

hungry tummy


ReeNteRiNG huNGRy tummyAfter a participant exits or times out, upon re-entry the participant begins with the last stage of the last level presented in the previous session. The stage is restarted.

Hungry Tummy ContentHungry Tummy progresses through 9 levels of difficulty as follows:

➤ levelS 1 aNd 2 are preparatory levels.

➤ levelS 3 thRouGh 9 each has 2 stages: In the first stage, the student is given visual cues to the correct response; in the second stage, no visual cues are present. The student progresses from Stage 1 to Stage 2 within a level, progressing to a new level when Stage 2 is passed. As the student progresses through the levels, the number of attributes that must be identified increases.

leVel 3 4 5 6 7 8 9

aTTrIBuTe(S) TraIneD

color shape size shape & size

color & size

color & shape

shape, size & color


PackiNG PiG GoeS to

WoRk

GOal➤ To identify the letters of the alphabet .

OBJecTIVeS➤ respond to verbal cues .➤ recognize uppercase letters .➤ recognize lowercase letters .

BuIlD cOGnITIVe SKIllS➤ Memory — holding a spoken letter name in working memory

while identifying the matching letter➤ attention — selective attention➤ Processing — auditory and visual processing

Packing Pig goes to work


Packing Pig Goes to Work DescriptionTo prepare the student for this exercise, Packing Pig sings the Alphabet song. The student can click Packing Pig to hear the song again, or click a letter to hear Packing Pig pronounce the letter. To send Packing Pig to work and start the exercise, the student must click the ‘Start’ button.

To begin working, the student clicks the loudspeaker to hear a letter name and to see that letter displayed on the screen. The letter falls onto the conveyor belt, and the pig wraps it. After a few rounds, the exercise suspends the letter in the air until the student clicks the flashing letter. Eventually, the exercise announces a target letter and displays a choice of letters. The student must click the target letter.

Initially, the target letters assist the student by flashing, but soon the student must rely only on the sounds to identify the letters. When the student clicks the correct letter, Packing Pig wraps it up and sends it on its way. Points are awarded for each correct answer, and bonus points are awarded after 10 correct answers.



In earlier stages, the process of clicking the loudspeaker, hearing a letter name, and seeing the image of that letter falling onto the conveyor belt helps the student connect the name of a letter with its visual representation.

In later stages, the student hears a letter name and then clicks on the letter, reinforcing the letter-name association. For example, a student hears the spoken letter name “a” and then must click on the written letter “a,” thus associating the two. The exercise then adds a second letter, forcing the student to discriminate between two written letters and to learn that the letter name “a” matches the written letter “a” and not the written letter "b.”

As more letters are added, including uppercase and lowercase letters, the student learns to discriminate among multiple letters and to associate letter names with both uppercase and lowercase representations.

How Students Work on Packing Pig Goes to WorkPacking Pig goes to Work begins with Packing Pig singing the alphabet song. The student can click Packing Pig to hear the song again or click a letter to hear Packing Pig pronounce the name of the letter. When the student is ready to send Packing Pig to work, the student clicks Start. When the exercise starts, the student clicks the loudspeaker to hear a letter. The letter falls onto the conveyor belt and the pig wraps it. After a few rounds, the student must click the flashing letter. As the exercise progresses, the name of a target letter is pronounced and a choice of letters is presented. The student must click the target letter. When the correct letter is clicked, Packing Pig wraps it up and sends it on its way.

How Students Progress through Packing Pig Goes to WorkIn Packing Pig goes to Work, the student progresses through 9 levels of difficulty as follows:

➤ levelS 1 – 3: Packing Pig teaches the student to perform the task. He presents only lowercase letters (e.g. a and b).

➤ levelS 4 aNd 5: Lowercase letters are presented in 7 alphabetic sets (abcd, efg, hijk, lmnop, qrs, tuv, wxyz). In Level 4, the correct response flashes to provide a visual cue to assist the student in associating the letter with the letter name.



➤ levelS 6 aNd 7: Uppercase letters are presented in 7 alphabetic sets. In Level 6, the correct response flashes to provide a visual cue to assist the student in associating the letter with the letter name

➤ level 8: Both lowercase and uppercase letters are presented in 7 alphabetic sets.

➤ level 9: Lowercase and uppercase letters are presented together in 13 sets that target possible visual and aural similarities between pairs of letters (for example, TDao).

How Students Advance in Packing Pig Goes to WorkTo advance in Packing Pig goes to Work, the student must meet the passing criteria for each letter in a set before advancing to the next set. When the last set in a level is passed, the student advances to the next level. If criteria are not met for any of the letters, letters will continue to be presented randomly from the set until criteria are met for each letter in the set. As soon as criteria are met, the set is passed. The advancement criteria for each letter are as follows:

➤ levelS 1 – 4 aNd level 6: 2 correct out of last 2 attempts

➤ level 5 aNd levelS 7 – 9: 4 correct out of last 5 attempts

Re-eNteRiNG PackiNG PiG GoeS to WoRkAfter the student exits or times out, upon reentry the student begins in the level and set where they left off. However, the set starts from the beginning.

PoiNtS aWaRded iN PackiNG PiG GoeS to WoRkPacking Pig goes to Work awards points to the student based on the following conditions:

➤ coRRect aNSWeRS: The student earns 1 point for each correct trial.

➤ boNuS PoiNtS: After the student completes 10 trials correctly, Packing Pig goes to Work rewards the student’s performance with 5 bonus points.



Packing Pig Goes to Work ContentThis exercise presents 9 levels as follows:

➤ levelS 1 – 3: Lowercase letters

➤ levelS 4 aNd 5: Lowercase letters - 7 alphabetic sets (abcd, efg, hijk, lmnop, qrs, tuv, wxyz).

➤ levelS 6 aNd 7: Uppercase letters - 7 alphabetic sets

➤ level 8; Upper and lower case letters side by side

➤ level 9; Lowercase and uppercase letters - 13 sets that target possible visual and aural similarities between pairs of letters (for example, TDao).


PackiNG PiG haS luNch

GOal➤ To identify and select matching pairs of letters in a grid .

OBJecTIVeS➤ Match, from a group of four, two pairs of lowercase and

uppercase letters .➤ Match, from a group of eight, four pairs of lowercase and

uppercase letters .➤ Match, from a group of 16, eight pairs of lowercase and

uppercase letters .

BuIlD cOGnITIVe SKIllS➤ Memory — holding the name of the target letter in working

memory while using visual-spatial memory to recall position of a matching letter

➤ attention — sustained attention➤ Processing — auditory and visual processing


Packing Pig has lunch

Packing Pig Has Lunch DescriptionThe student is presented with a grid of boxes; each box contains a letter. In the beginning of the exercise, the letters are visible at all times. First, the student clicks a letter to hear that letter’s name. Then, the student must click the corresponding uppercase or lowercase letter. The student learns to associate both uppercase and lowercase written letters with the same name. For example, if the student clicks “A,” he or she must then click “a” to complete the match. The boxes disappear. Points are awarded for each correct answer, and bonus points are awarded after each cleared grid.

As the exercise progresses, an increasing number boxes are presented in a grid. At this level, the student must click the gift boxes to reveal the letters. When the student reveals a letter that matches the visible corresponding uppercase or lowercase letter, he student must click the corresponding letter and the pair of boxes disappears. Remembering where to find a particular letter-name combination builds auditory and visual memory skills.

Eventually, focus becomes the key to helping Packing Pig get his lunch. The student must pay attention, because the gift boxes only flash a letter when clicked. The student must remember where the letters are in the grid and find their match. When the student clears all of the gift boxes in a grid, Packing Pig gets his lunch. The student will continue to work on the exercise until the skills in the exercise are mastered.



How Students Work on Packing Pig Has LunchIn this exercise, the student is presented with a grid of boxes; each box contains a letter. In the beginning of the exercise, the letters are visible at all times. The student clicks a letter and hears the name of the letter. If the student next clicks the box with the corresponding uppercase or lowercase letter, the boxes with the matching letters are cleared from the grid. When all boxes are cleared from the grid, Packing Pig gets his lunch! Later in the exercise, the letter becomes visible only after a box is clicked. Finally, the letter only remains visible for a short time after the box is clicked; the student must remember the location of the letters when making a match.

How Students Progress Through Packing Pig Has LunchIn Packing Pig Has Lunch, the student progresses through 3 levels and 3 stages of difficulty within each level.

Each level presents the letters differently:

➤ level 1: All letters are displayed in boxes upon initial presentation.

➤ level 2: Letters are not visible in boxes until clicked. Once clicked, the letter remains visible.

➤ level 3: Letters are not visible in boxes until a box is clicked. Once clicked, the letter becomes visible only briefly.

As student progresses through each stage within a level, the number of boxes in the grids increases. Within each stage, all 26 letters of the alphabet are presented.

➤ StaGe 1: This is a warm-up stage, and is presented at the beginning of every session. Each grid has only 4 boxes (2 pairs of letters).

➤ StaGe 2: In this stage, each grid has 8 boxes (4 pairs of letters).

➤ StaGe 3: In this stage, each grid has 16 boxes (8 pairs of letters).



How Students Advance in Packing Pig Has Lunch➤ levelS 1 aNd 2, StaGeS 2 aNd 3: After completing a minimum number of grids in which all

letters are presented, the student advances to the next stage if 80% or more of the letters were cleared in the minimum number of clicks. In Level 1, the minimum number of clicks per match is 2; in Level 2, the minimum number of clicks per match is 3.

If the student does not pass the stage after the minimum number of grids is completed, letters that required more than the minimum clicks to clear are presented with a greater frequency in subsequent grids. The student is presented with additional grids until the criteria are met.

➤ level 3, StaGeS 2 aNd 3: After completing a minimum number of grids in which all letters are presented, the student advances to the next stage after clearing a minimum number of grids within a minimum number of clicks. A minimum of 3 clicks are required to clear a letter pair. In Stage 2, the student advances after clearing the last 7 grids within 20 clicks. In Stage 3, the student advances after clearing the last 4 grids within 60 clicks.

If the student does not pass the stage after the minimum number of grids are completed, letters that required more than the minimum clicks to clear are presented with a greater frequency in subsequent grids. The student is presented with additional grids until the criteria are met.

Re-eNteRiNG PackiNG PiG haS luNchAfter a student exits or times out, upon reentry the student begins the session with Stage 1 of the current level. After 3 grids, the student begins in the level and stage where they left off. The stage is started from the beginning.

PoiNtS aWaRded iN PackiNG PiG haS luNchPacking Pig Has Lunch awards points to the student based on the following conditions:

➤ coRRect aNSWeRS: The student earns 1 point for each letter match.

➤ boNuS PoiNtS: After the student completes all matches in a grid, Packing Pig Has Lunch rewards the student’s performance with bonus points. The number of bonus points awarded corresponds with the size of the grid:

➤ StaGe 1: 1 bonus point ➤ StaGe 2: 3 bonus points ➤ StaGe 3: 5 bonus points


PackiNG PiG haS luNch

Packing Pig Has Lunch ContentThe exercise consists of three levels and three stages of difficulty within each level. Each level presents the letters differently:

➤ level 1: All letters are displayed in boxes upon initial presentation.

➤ level 2: Letters are not visible in boxes until a box is clicked. Once clicked, the letter remains visible.

➤ level 3: Letters are not visible in boxes until a box is clicked. Once clicked, the letter becomes visible only briefly.


houNdiNi

GOal➤ To identify word with different target sound than other words .

OBJecTIVeS➤ Select from a group of four, a picture or word that has a different

initial sound .➤ Select from a group of four, a picture or word that has a different final

sound .➤ Select from a group of four, a picture or word that has a different

medial sound .

BuIlD cOGnITIVe SKIllS➤ Memory — holding words in working memory while comparing their

initial, middle, or final sounds .➤ attention — selective attention to the targeted portion of each word➤ Processing — auditory and visual processing➤ Sequencing — using the order of phonemes and letters to make

same/different judgments .

Houndini


Houndini Description In Houndini, the student must identify the word with a different target sound than that of the other words presented. The student clicks Houndini, the magic dog, to start the exercise. Houndini presents four cards and instructs the student to click the card that represents a different initial, middle, or ending sound than the other three cards.

How Students Work on HoundiniIn this exercise, a dog deals out 4 cards and instructs the student to select the card with the different first, middle, or final sound. The cards and words will each be presented in 3 ways during the exercise:

➤ 1. Each card displays only a picture; the associated word is pronounced as the card is turned over. ➤ 2. Each card displays a picture and a word; the associated word is pronounced as the card is turned over. ➤ 3. Each card displays only a word; there is no aural presentation of the word.

The student clicks the card with the different associated sound.

Houndini


How Students Progress through HoundiniHoundini progresses through 7 levels of difficulty as follows:

➤ level 1: simple dissimilar initial sounds (sand, belt, bus, bat)

➤ level 2: simple similar initial sounds (pat, bed, ball, bus)

➤ level 3: simple dissimilar final sounds (ship, seal, doll, snail)

➤ level 4: simple similar final sounds (moon, gum, dime, jam)

➤ level 5: complex initial sounds (clown, cake, cart, cow)

➤ level 6: complex final sounds (coast, dress, goose, gas)

➤ level 7: simple medial (vowel) sounds (fish, dog, moth, pot)

In each level there are 3 stages. Each stage corresponds to how the words and cards are presented. The same sets of words are presented at each stage.

How Students Advance in HoundiniWithin each stage, 15 sets of words are presented. Each set of words is presented up to 5 times within the stage. In order to pass, the student must answer each set correctly 4 times.

➤ If the student meets the criteria for all sets within the stage, the student advances to the next stage within the level, or to the next level if at the final stage.

➤ If the student fails to meet the criteria for any sets within the stage, the failed sets are repeated a minimum of 4 times.

maSteRyIf after 3 attempts, the student has not met the criteria for passing all sets within a stage, Houndini transitions the student to the next stage, or, if at the final stage of a level, to the next level. At the end of the exercise, those sets which were not passed are repeated, using the same progression and rules of advancement as when they were originally presented. The student will continue to work on these sets until mastery is achieved.

Re-eNteRiNG houNdiNiAfter a student exits or times out, upon reentry the student begins in the stage and level where they left off, though not necessarily with the same set.

Houndini


level 1: (SimPle diSSimilaR iNitial SouNdS)

sand belt bat bus

fish dog doll dime

ring fish forest fig

salt goose gum gift

nose cake coast card

tent bath bed belt

wing five fig forest

five wing wheel white

moon pot pig pen

jam teeth table tack

rat desert doll duck

soup cow coast colt

cart sack salt soup

gift mad moon mop

pack sand salt seal

level 2: (SimPle SimilaR iNitial SouNdS)

pot bath bus boat

pat bed ball bus

bed pot pig pack

gift cake cow cuff

cake gate gas goose

tall desert duck door

doll tack table tent

ball dime door dog

dime gas gift gum

nose mad moth mop

leaf rat rope roof

fish sand soup sack

nest dog duck desert

bath moon moth mop

moth bird bed ball

PoiNtS aWaRded iN houNdiNiHoundini awards points to the student based on the following conditions:

➤ coRRect aNSWeRS: The student earns 1 point for each trial that is completed correctly.

➤ boNuS PoiNtS: After the student completes 10 trials correctly, Houndini rewards the student’s performance either with 5 bonus points or with a chance to spin the picture wheel. When the student spins the picture wheel, the number of points that the wheel stops on is awarded (0, 2, 4, 6, 8 or 10 points).

Houndini ContentThis exercise presents 7 levels of difficulty. Each level includes three stages — scaffolds are removed as the student develops mastery of the content:

➤ StaGe 1: Each card displays only a picture; the associated word is pronounced as the card is turned over.

➤ StaGe 2: Each card displays a picture and a word; the associated word is pronounced as the card is turned over.

➤ StaGe 3: Each card displays only a word; there is no verbal presentation of the word.

Content is increasingly challenging at each level as detailed below.

Houndini


level 3: (SimPle diSSimilaR FiNal SouNdS)

car leaf roof cuff

jam sack flock duck

train track stick cake

ship seal doll snail

stick spoon train pen

tall rope soup mop

pen glass dress bus

pig bat gate white

bat tall wheel snail

wheel rat spot boat

broom road mad cloud

five dog bag pig

snail fig frog bag

cloud broom dime jam

frog flower star door

level 4: (SimPle SimilaR FiNal SouNdS)

fig stick pack truck

truck bag frog pig

mad gate spot pat

white bread mad cloud

star seal snail tall

ball door spider car

seal spider store star

moon gum dime jam

train broom dime gum

bat mop soup ship

gate truck cake tack

leaf dress glass goose

bread moon pen train

spoon bed road cloud

pot goose bus gas

level 5: (comPlex iNitial SouNdS)

tree teeth tall table

clown cake cart cow

blue bath bird boat

stand salt soup seal

prince pot pat pack

flower fig five fish

tall train truck track

sand star stick store

pot present pretzel prince

coast claw clay clown

block bread bridge brown

star spoon spot spider

snail stand stick store

block bread broom bridge

frog flower fly flock

level 6: (comPlex FiNal SouNdS)

nest goose bus glass

coast dress goose gas

eagle dog bag fig

present rat boat white

gift cart shirt desert

hand card bird lizard

gift spot gate white

table snail wheel doll

stamp ship mop rope

train paint ant tent

shirt fist coast nest

boat present paint ant

cloud stand playground almond

ant salt belt colt

paint fist forest coast

Houndini


level 7: (SimPle medial SouNdS)bus mad rat sack

rock pack bath gas

pen pat jam bag

jam bus cuff duck

moth duck gum cuff

wing cuff bus gum

cuff fig ring ship

tack fish pig wing

bed fig ship fish

fish dog moth pot

bell moth rock dog

rat pot rock mop

pig bell jet leg

gum bed pen jet

mop bell pen leg


coaSteR

GOal➤ To use phonemic awareness to understand

as letters of words change, so do the sounds (i .e . the alphabetic principle) .

OBJecTIVeS➤ associate specific phonemes with their

corresponding letters .➤ Identify letter with same initial sound of a

verbally presented consonant-vowel blend .

BuIlD cOGnITIVe SKIllS➤ Memory — holding a spoken consonant-vowel

syllable in working memory while identifying the letter associated with the consonant

➤ attention — selective attention➤ Processing — auditory and visual processing➤ Sequencing — mapping sound sequences to

letter sequences


Coaster

Coaster DescriptionTo start Coaster, the student clicks on the roller coaster operator at his podium to hear a consonant-vowel syllable such as /sa/ pronounced. The initial consonant corresponding to the verbally presented syllable appears on all three coaster cars. The student clicks on each car to see and hear a consonant-vowel-consonant (CVC) pattern word that begins with the initial consonant and middle vowel of the spoken syllable – but each word has a different final consonant. The student is required to choose the consonant that matches the spoken consonant-vowel syllable. The middle vowel and final consonant in each word are highlighted in blue to develop the concept of onset rime.

How Students Work on CoasterThe student clicks a car to see and hear a 3-letter word that begins with the target letter that corresponds to the spoken consonant. In order to reinforce the letter-sound association, the student is required to repeat this sequence for each coaster car. Later in the exercise, the student clicks the operator to hear a spoken consonant-vowel syllable and 3 different consonants appear on the coaster. The student clicks the car that displays the consonant sound that was spoken. A word that begins with the consonant is displayed and pronounced.

How Students Progress Through CoasterIn Coaster, the student progresses through 20 sets of 3 consonant-vowel pairs.

➤ [sa ma da] [pa ta na] [ga ba ra] [fa la va] ➤ [so mo do] [po to no] [go bo ro] [fo lo vo] ➤ [si mi di] [pi ti ni] [gi bi ri] [fi li vi] ➤ [su mu du] [pu tu du] [gu bu ru] [fu lu vu] ➤ [se me de] [pe te ne] [ge be re] [fe le ve]

Each set is presented in 2 stages:

➤ In the first stage, the student is introduced to each consonant-vowel pair in the set. The student practices associating the spoken consonant-vowel syllable with the written letters by clicking on the operator to hear the sound, and then clicking on the coaster cars to see and hear words that begin with the sound. No incorrect responses are possible in this stage.

➤ In the second stage, the student must discriminate between the consonants presented in the previous stage. The student clicks on the operator to hear the consonant-vowel syllable, and each consonant from the set is displayed on a coaster car. The student clicks on the car with the consonant that is associated with the spoken consonant-vowel sound.


Coaster

How Students Advance in CoasterIn Coaster, the student must answer all trials in a set correctly to pass that set. However, the student always moves on to the next set. Failed sets are repeated after all sets have been presented.

Re-eNteRiNG coaSteRAfter a student exits or times out, upon reentry the student begins with the last set presented. The set starts from the first stage.


Coaster

PoiNtS aWaRded iN coaSteRCoaster awards points to the student based on the following conditions:

➤ coRRect aNSWeRS: The student earns 1 point for each correct trial.

➤ boNuS PoiNtS: After the student completes 10 trials correctly, Coaster rewards the student’s performance with 5 bonus points.

Coaster ContentThe Coaster exercise presents 20 sets of 3 consonant-vowel pairs.

SeT 1 SeT 2 SeT 3 SeT 4

sa – sad, sap, sag pa – pad, pat, pan ga – gas, gap, gag fa – fad, fat, fan

ma – mad, map, man ta – tap, tan, tag ba – bad, bat, bag la – lap, lag, lab

da – dab, dad, dam na – nap, nag, nab ra – rap, rat, ran va – van


so – sob po – pod, pop, pot go – got fo – fog

mo – mom, mop to – top ro – rod, rot lo – lot, log

do – dot, dog no – nod


si – sip, sit pi – pit, pin, pig bi – bit, big, bib fi – fit, fin, fig

di – did, dip, dig ti – tip, tin ri– rid, rip, rib li – lid, lip, lit

ni – nip


su – sum, sun pu – pup gu – gum, gut fu – fun

mu – mud, mug tu – tug, tub bu – bus, but, bug lu – lug

nu – nut ru – run, rug, rub


se – set pe – pet, pen, peg ge –get fe – fed

me – met te – ten be – bed, bet, beg le – led, let, leg

de – den re – red ve - vet


aadaPtivity With every mouse click, exercises in the Fast ForWord® product exercises adapt (or adjust) to the individual skill level of each participant to ensure participants are appropriately challenged.

aFFix Prefix or suffix; sounds or letters attached to the beginning or end of a word or base to modify meaning or part of speech.

atteNtioN The ability to focus on information and tasks, and ignore distractions.

auditoRy diScRimiNatioN The ability to detect differences in sounds; may be gross ability, such as detecting the differences between the noises made by a cat and dog, or fine ability, such as detecting the differences made by the sounds of letters “m” and “n.”

auditoRy memoRy The ability to retain information which has been presented orally; may be short term memory, such as recalling information presented several seconds before; long term memory, such as recalling information presented more than a minute before; or sequential memory, such as recalling a series of information in proper order.

automaticity Automatic word recognition; the fast, effortless word recognition that comes with a great deal of reading practice (emerging and developing readers may be accurate, but slow and inefficient at word recognition). Continued reading practice helps word recognition become more automatic, rapid, and effortless. Automaticity refers only to accurate, speedy word recognition, not to reading with expression.

bbaSic SkillS The building blocks for language and reading development: visual attention, auditory discrimination, and sustained auditory attention. Fast ForWord® products provide exercises that improve sound sequencing skills, fine motor skills, hand-eye coordination, pattern recognition and color/shape identification.

bRaiN PlaSticity The ability of the brain to change through experience or learning.

ccauSe aNd eFFect The connection or relationship between a precipitating event or reason, and its effects or results.

chaRacteR tRaitS Various aspects of the character in a passage or story; authors develop characterization by providing these.

coGNitive ability Intellectual ability; thinking and reasoning skills.

coGNitive SkillS Memory, attention, perception and language skills, as used in phonological memory, phonological processing and memory, sentence memory and word discrimination, and sequencing.

comPReheNSioN The ability to derive the message or meaning from text; the reason for reading.

coNtext clueS Information from the surrounding words, illustrations, or sentences that helps give meaning to a specific word or phrase.

GlOSSary


cRitical thiNkiNG The process of conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication.

ddecode To use the alphabetic principle (that each letter represents a speech sound) to sound out a word; decoding starts when the reader recovers the phonemes that the letters of a word ‘stand for’ and then blends those phonemes in a recognizable word.

diGitally-eNhaNced SPeech SouNdS The use of computers to slow down and enhance the sounds that convey phonemes so that they can be differentiated.

diRectioNality The ability to accurately perceive the spatial orientation of print (e.g., the print concept of reading from left to right and top to bottom).

dRaW coNcluSioNS Use facts and inferences to make a judgment or decision.

FFaSt PoWeR leaRNiNG™ FoRmula An acronym for Frequency and Intensity, Adaptivity, Simultaneous development, and Timely motivation; neuroscience-based principles used by Fast ForWord® products to enable student learning.

FaSt FoRmula: FRequeNcy/iNteNSity Occurring or repeating at short intervals. In the context of Fast ForWord® products, frequency and intensity refers to the recommended protocol of daily participation and concentrated activity.

FaSt FoRmula: SimultaNeouS develoPmeNt Exercising multiple skills at the same time. Each Fast ForWord® exercise focuses on a specific set

of reading tasks and simultaneously develops underlying cognitive processes such as memory, attention, processing, and sequencing.

FaSt FoRmula: timely motivatioN The Fast ForWord® exercises provide immediate rewards for correct responses. In addition, patented technologies give students only one opportunity per question to respond correctly, which reduces guessing and encourages students to maintain high levels of attention and effort.

FaSt FoRmula: adaPtivity With every mouse click, exercises in the Fast ForWord® product exercises adapt (or adjust) to the individual skill level of each participant to ensure participants are appropriately challenged.

FiGuRative laNGuaGe Language which makes use of certain literary devices or literary techniques such as metaphor in which something other than the literal meaning is implied.

FiNe motoR develoPmeNt The achievement of precise and accurate movement and use of hands and upper extremities, making possible accurate reaching, grasping, and manipulation of objects.

FlueNcy The ability to read a text accurately and quickly. Fluent readers can decode and recognize words automatically and understand their meaning at the same time.

GGRaPheme The smallest part of written language that represents a phoneme in the spelling of a word. A grapheme may be one letter, such as d, l, and p; or several letters, such as ch, sh, and th.

GRaPhic oRGaNizeR A visual device for organizing information around a concept, theme, or topic.


hhiGh-FRequeNcy WoRdS Common words that appear very often in written or spoken language (e.g., the, of, and, a, to, in, is, you).

iiNFeR Draw meaning form a combination of clues in the text without explicit reference to something that was stated in the text.

iNteRveNtioN StRateGieS Approaches to promote positive classroom behaviors and foster effective learning.

llaNGuaGe StRuctuReS grammatical elements found in every language (e.g., nouns, verbs, consonants, vowels).

leaRNiNG maPS™ An acronym for Memory, Attention, Processing, and Sequencing; foundational cognitive skills required for effective reading and targeted by Fast ForWord® products.

leaRNiNG maPS™: memoRy The ability to store information and ideas, which is essential for word recognition, comprehension of complex sentences, and remembering instructions. Includes both working memory and long-term memory.

leaRNiNG maPS™: PRoceSSiNG The ability to accurately perceive and manipulate information. In the context of reading, processing refers to the ability to distinguish speech sounds and identify letter and word forms.

leaRNiNG maPS™: SequeNciNG Placing the detail of information in its accustomed order (e.g., days of the week, the alphabet). In the context of reading, sequencing is the ability to determine the order of letters within words or words within sentences.

leaRNiNG maPS™:atteNtioN The ability to focus on information and tasks, and ignore distractions.

letteR-SouNd coRReSPoNdeNce The principle that each letter represents a unit of sound (a phoneme).

mmemoRy The ability to store information and ideas, which is essential for word recognition, comprehension of complex sentences, and remembering instructions. Includes both temporary or ‘working’ memory and long-term memory.

moRPholoGical aWaReNeSS The ability to understand and correctly use the base words, small words, letters, and letter combinations that modify the meaning of a word (e.g., re/view) or its part of speech (e.g., sad/ness).

NNeuRoScieNce Study of the brain and its functions, especially their relation to behavior and learning.

PPhoNemeS The smallest units of sound in spoken language that make a difference in the meaning of words. When added together, phonemes create syllables, which allow the creation of words; English contains 44 phonemes and these bear a complicated relation to the 26 letters of the alphabet. Sometimes one letter represents one phoneme, but sometimes two letters represent a phoneme or one letter represents two phonemes. For instance, “ox” is made up of three phonemes: /aa/, /k/, and /s/, “she” is made up of two phonemes: /sh/ and /e/.

PhoNemic aWaReNeSS The ability to hear, but also explicitly identify, and manipulate the sounds of spoken language.


PhoNetic SPelliNG Spelling a word as it sounds: ‘bag’ has a phonetic spelling but ‘yacht’ does not.

PhoNicS A method of instruction in reading that is based on the alphabetic principle that there is a predictable relationship between phonemes (sounds in spoken language) and graphemes (letters that represent the sounds) that can be used to decode and read words.

PlaSticity The ability of a neural network to be reconfigured or rewired; changing connections within a neural network.

Plateau-baSed tRaNSitioNS Fast ForWord is designed to cross-train multiple skills within each exercise, but also to allow a student who is not progressing in one area to continue to advance in other areas. To accomplish this goal, some exercises use plateau-based transitions to allow the student to train on different material when the student becomes stuck on an aspect of the focus skill and is not able to progress immediately. Fast ForWord then returns the student to this material before allowing the student to complete the exercise.

PoSt-ReadiNG StRateGieS Strategies that take place after reading to help the reader consolidate, reflect and integrate new information and concepts with previously learned understandings.

PRe-ReadiNG StRateGieS Activities that take place before reading to help the reader access relevant prior knowledge, preview the text, and attempt to predict the text’s topic or main idea and thereby set a goal and a purpose for reading.

PRoceSSiNG The ability to accurately perceive and manipulate information. In the context of reading, processing refers to the ability to distinguish speech sounds and identify letter and word forms and how these embody the relation between

printed words and the spoken words they represent.

PRotocol Specific product process (e.g., Fast ForWord Reading Readiness: 30 minutes per day, 5 days/week, 12-16 weeks.)

RRead–aloudS Prose or poetry that is read aloud with students. Read-aloud texts are generally at a higher reading level than the listener would be able to read and comprehend independently.

ReadiNG Rate The speed at which a selection is read, the reading rate depends on the level of the text as well as the manner in which it is read, and on the purpose for reading.

Rhyme A property of the sounds of words in which words share key phonemes. The most common form of rhyme involves a match between the vowel and final consonants (e.g, perfect or exact rhyme: differing consonant sounds followed by identical vowel and word ending, as in “run, fun”). Rhyme is important to beginning readers because it helps draw their attention to the systematic relation between print and phonemes. It is also an important literary device because of its aesthetic appeal and because it can serve as an aid to memory.

Rhythm A sound device characterized by the musical quality created by a pattern of stressed and unstressed syllables. Rhythm helps to draw attention to the syllables in words and ultimately to the vowels.


SSouNd SequeNciNG SkillS The ability to recognize, analyze, and/or produce a number of sounds combined in sequence.

SiGht WoRdS Words a student can recognize on sight without applying phonics or other word-attack skills. These tend to be the high frequency words, many of which do not use phonetic spellings.

StoRy elemeNtS Basic parts of a story: setting, characters, plot, conflict, point of view, and theme.

SummaRize Make a brief statement about the essential ideas in a text.

SuStaiNed auditoRy atteNtioN The ability to concentrate on what is heard continuously over the course of many stimuli.

SyNtax The structure of a language that concerns the formation of sentences. It is a set of rules which specify how grammatical markers and words are combined to make meaningful sentences. The rules of syntax make reference to words as ‘parts of speech’ (for instance, noun or adverb) and determine how these can be ordered, combined and moved about in the sentence.

ttimely motivatioN The Fast ForWord® exercises provide immediate rewards for correct responses. In addition, patented technologies give students only one opportunity per question to respond correctly, which reduces guessing and encourages students to maintain high levels of attention and effort.

vviSual atteNtioN One of the basic skills necessary for language and reading development; it involves being able to focus on what the eyes are seeing.

viSual diScRimiNatioN The ability to detect similarities and/or differences in materials which are presented visually, e.g., ability to discriminate ‘h’ from ‘n’, ‘o’ from ‘c’, ‘b’ from ‘d’, etc.

viSual memoRy The ability to retain a mental picture of information which is presented visually; may be short term memory, such as recalling information presented several seconds before; long term memory, such as recalling information presented more than a minute before; or sequential memory, such as recalling a series of information in proper order.

vocabulaRy Includes knowing the meaning of single words that represent objects, groups of objects, actions, relationships, qualities of space and time and knowing how these words function as parts of speech (e.g, nouns, verbs, etc.).

WWoRd RecoGNitioN The ability to read or pronounce a word; usually implies that the word is recognized immediately by sight and that the student does not need to apply word analysis skills. Does not imply understanding of the word.

WoRkiNG memoRy The short-duration, limited-capacity memory system that simultaneously stores and manipulates information in order to accomplish a task. Working memory specifically refers to a system that uses internal speech to store and manipulate information — as a series of letters, a list of words, a set of sentences. An analogous system called the ‘visual spatial scratchpad’ stores visual or graphic information.

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