Writing

Now the task of writing begins. If you're working with a beginning student, you may type their words directly onto the WRITE program of SARAW. However, be sure to encourage even the lowest level reader to try writing themselves. If you have a participant who recognizes letters but has trouble forming words, talk about something of interest and then work on a story sentence by sentence. You might even want to write the story down on a piece of paper and then use that to assist the participant to write by calling the words, then sounding them out letter by letter. Be sure to use the language of the participant. If he/she says, "we're gonna go to work today." make sure you use the word "gonna" instead of "going to". Remember the connection between spoken and written language comes from the recognition that they are one and the same. So, please keep the language the same, even if it's grammatically incorrect. As the participant progresses, he or she may ask for help making writing more grammatically correct. This would be the time to correct grammar.

Read the Story

Read the story back to the participant telling them that what you are reading is what they have just said. Ask them if the story says what they want it to say. Read the whole story. (You may want to print a copy for yourself and the student and then read from the screen) Point to each word as you read. It is also important for you to read naturally using phrases instead of single words.

Reread the first sentence, then ask the participant to read the sentence with you. Continue to point out each word. If the participant gets stuck on a word, supply it. Read the sentence until the participant feels comfortable with it.

If learning goes quickly, use as much of the story as possible. Because the sentences will be in context, the participant will be able to relate them to one another and therefore learn them quickly.

Words to Learn

Ask the participant to choose three words that mean something to him or her (i.e. stay away from articles, and other words that don't evoke an image). Write these words on separate pieces of paper or cards or have the participant write them if possible.

Have the participant look at each card. You say the word and ask the participant to repeat it. Ask the student to point to each word (from the cards) on the screen and say the word. Then mix up the cards and ask the participant to do it again.