| In preparation of reading comprehension activity | | | | distraction or over-emphasis on a word or words |
| books created for children and then onward | | | | or letter units. |
| transmission/submission to various organisations | | | | It has been demonstrated that these distractions |
| or for free availability as downloads on various | | | | therefore interfere with the formation of correct |
| websites an inordinate amount of time is spent | | | | reading habits, and that they can largely be |
| researching age-appropriate content for children. | | | | eliminated or reduced through proper presentation |
| This same principle applies to the formal education | | | | of new material and through carefully constructed |
| system. | | | | exercises which lead the child to first recognise |
| The public domain resources available on the | | | | and read the sentence as a whole - afterwards |
| internet today are an excellent source of | | | | breaking it up into its separate words. |
| materials with which to begin one's research, and | | | | It is suggested that each new step, i.e. learning |
| to source age appropriate material with which to | | | | words, making phrases and then learning the |
| educate young children by way of reading | | | | whole sentence, be developed and practiced by |
| comprehension. One soon realises that there is | | | | the educator first. Further practice may be gained |
| little difference between early education and that | | | | from the development pages in the workbooks, |
| of today - schools are man-made. Home | | | | prior to reading the entire "story" in which these |
| Education has been around since the beginning of | | | | preliminary or preparatory steps have their |
| time! | | | | application. |
| The words and terms utilised when compiling | | | | Children should at first be exposed to the "look |
| these books should not be outside the general | | | | and say" portions of workbooks, prior to actually |
| vocabulary of any child in the normal environment. | | | | reading the story and the preliminary phonic work, |
| The content of the books that are supplied to | | | | i.e. the individual words and phrases, should be |
| children for educational or leusire purposes should | | | | developed independently in a child's first "look and |
| be based on the usual experiences of childhood | | | | say" primer. In this event we make extensive use |
| and prove to be full of vivid meaning for children. | | | | of the "220 Dolch words" being the 220 most |
| Recognising the eye as a highly important agent in | | | | common used words learnt by children from |
| the reading process, it is feasible that in view of | | | | primer to Grade 3 level. Of course this varies |
| studies and research, a plan of presentation of | | | | from country to country and culture to culture, |
| sentences and phrases intended to develop focal | | | | but the basics remain the same. |
| fields, wider perception plans, and eye sweeps | | | | In all activities it is imperative that the child be |
| (from left to right) and to reduce to the bare | | | | allowed to develop at their own pace and that the |
| minimum eye-pauses and eye-regressions. | | | | learning activity be a fun and interactive activity. |
| Much slow, hesitant and uncomprehending reading | | | | This serves to encourage a more enthusiastic |
| has been shown to be due to a mechanical | | | | approach to learning in this manner. |