Items related to Memory Foundations for Reading: Visual Mnemonics for...
About the Author
Regina G. Richards, M.A., began her work in bilingual education, working on curriculum development and test design. She has authored books on language development, reading strategies, and classroom visual development, and throughout her years of working in education, she has presented a wide range of workshops at conferences. She specializes in reading and spelling programs using multisensory phonics techniques. Since 1970, she has been an instructor at the University of California Extension Programs at both the Riverside and San Diego campuses. She is director of the Richards Educational Therapy Center and Big Springs School, both of which serve many dyslexic and dysgraphic students. She was president of her local branch of the International Dyslexia Association for seven years and continues to be actively involved.
From the Back Cover
The visual mnemonic strategies introduced in Regina G. Richards' Memory Foundations for Reading are designed to help students transform a struggle with basic phonics into a successful learning experience. While some children learn sound/symbol relationships quickly and easily, others need more practice and there are some who struggle greatly. The visual mnemonic system presented in MFR can be modified and adapted for a variety of learning situations.
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The most effective phonics instruction is explicit (Reading Program Advisory 1996, 6). This means that the key points and principles are clarified precisely for students. Another important aspect of effective phonics instruction is that it is systematic: it gradually builds from basic elements to more subtle and complex patterns. The goal is to convey the logic of the system and to invite its extension to new words that children will encounter on their own. These needs were first substantiated by Samuel T. Orton, M.D., and Anna Gillingham, a psychologist, in their initial work on dyslexia in the early 1920's, and subsequently in Gillingham's reading program (Gillingham 1968). Teaching phonics opportunistically by pointing out sound/symbol connections only as they arise does not have the same impact on learning. While there are some students who will learn to read no matter what is done in the classroom, the dyslexic student or the student with other reading-based learning differences will not learn to read by teaching phonics opportunistically. This is a critical concept in understanding how to increase effective teaching of reading.
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