Spring 2003 Newsletter

Volume 4, Issue 1

Inside This Issue

• HEC Meets the Bill for NCLB
• The Word On The Street
• "Friends and Teachers, Lend Me an Ear"
• HEC Advisory Council
• Help With Funding
• We Can Make a Difference...
• Call for Presenters

HEC Meets the Bill for NCLB

We are keenly aware that you are required by the No Child Left Behind (NCLB) Act to find programs that meet specific requirements. HEC Reading Horizons fits perfectly within the mandates of the NCLB Act. The Discover Intensive Phonics for Yourself method correlates significantly with the National Reading Panel's (NRP) findings and qualifies as a scientifically based program. Our products are unique in their ability to reach students of all ages. Whether your elementary or high school students need reading help, we have individualized products that comprise the perfect reading solution.

We can promise you that our explicit and systematic phonics method has value that isn't found anywhere else. Lyle Burbidge at Tumwater Middle School, says it best, "I was skeptical at first, but my only question now is "Where have you been all my life?" I really wish I could have discovered this effective teaching process earlier in my career. I plan now to put it to good work."

Reading Horizons/Discover Intensive Phonics is scientifically proven to teach every student how to read. This includes regular education, ESL, Low level readers, Dyslexic, and Learning Disabled Students. Call to request information, including a free demonstration CD-ROM and research packet.

The Word On The Street

I'm thrilled to share my enthusiasm for Charlotte Lockhart's Intensive Phonics Program. I have been using this program to teach first graders since 1989. Our school Reading Specialist had attended a workshop for Intensive Phonics and was so excited about the program that she had my class pilot the program with her for 1/2 hour daily. As I observed, took notes, and participated, I realized that this program provided me with all the tools I have lacked to teach phonetic skills in an organized, understandable, concrete manner. Suddenly, Phonics came alive and became meaningful! What made the difference? The total hands on approach which took Phonics to a new visual level of understanding.

It is successful for the simple reason that it gives students a very visual word attack skill. They know how to proceed to decode a new word or recheck their spelling of a word. The active participation in the lessons makes it a poplular favorite subject. I know it has worked well when, at the end of the year, my students often choose Phonics as their most favorite subject!

I honestly cannot imagine teaching reading successfully without Char L.'s Intensive Phonics Program!

Penny Burtless
First Grade Teacher
Jamaica Elementary School

Perhaps what impresses me most about HEC is its affect on the individual user. Penny Lewis, an adult non-reader, has had approximately 40 hours of instruction with the HEC program. She now has a sight vocabulary and is able to decode many individual words as well as read simple sentences. After just three sessions, Mrs. Lewis remarked, "I wish I would have had this program in school. Now, I wish I had this program at home!"

When asked what features of the HEC program she liked, Penny cited:

• I can use it on my own
• I can work at my own speed
• It has good sound quality
• It lets me know when I get the right answer
• The voice is friendly and polite
• It makes me feel good about myself

HEC has certainly made a significant difference in this student's life. And, for me, watching Penny's progress is what makes teaching so rewarding.

Patricia K. Hodge
Learning Lab Instructor
Michigan Works

We live in a rural community with limited resources. My son, Nick, has Dyslexia. After reading fifteen books, forty-five magazine articles, and through years of special need teachers, I began to understand Dyslexia myself.

During my reading I found out about the HEC Reading Horizons computer program for middle and high school students.

Two other students with dyslexic problems appeared floating in the same boat as Nick. Like a door, shut for so long, the HEC Reading Horizons computer program has opened up their capabilities. The door was opened late in their education, but as these students found out it's never too late to believe, understand, and appreciate yourself. Thank you HEC for helping to make Nick, Mathew, and Jonathon's dream possible.

Margaret DeVoe
Mother of Student
Lopez High School

"Friends and Teachers, Lend Me an Ear"

We have already crossed the threshold stating that Discover Intensive Phonics can be taught effectively regardless of the initial sound used for consonants in isolation. BUT, I must make one final comment regarding the usefulness of the 'schwa' element when teaching the hearing impaired.

Every sound has two parts: frequency (or pitch), and intensity (or loudness). Thinking of a piano is a great way to understand frequency. The notes on the left side of the piano are low frequency, or low-pitch notes. The notes on the right side are high frequency, or high-pitch notes. Other examples of low frequency sounds are a bass drum, thunder, or a deep male voice. Examples of high frequency are a shrill whistle, squeal, or high female voice.

Frequency is measured in hertz (Hz). A low frequency sound is about 500 Hz and lower. A high frequency sound is about 2000 Hz and higher.

Now let's talk a bit about intensity, or loudness. If a sound is loud, it has a high intensity. If a sound is soft, it has a low intensity. Intensity is measured in decibels (dB). A high intensity sound having a high decibel level and a low intensity sound having a low decibel level. A very soft whisper is about 25 dB. Conversation ranges between 50 and 60 dB. We experience discomfort with sounds over 90 dB, and sounds over 110 dB can be painful.

Our hearing "threshold" is the lowest intensity at which be begin to hear sound. The normal hearing threshold is between 10dB and 25dB.

Humans can typically hear frequencies between 32 Hz and 32000 Hz, and intensities 10dB and louder.

Our speech sounds spread across many frequencies and vary in intensity. Sounds requiring our voice (or voiced sounds) are more low frequency sounds. These include the consonants z,v, j, m, l, and all of the vowel sounds; with U/u (same as the schwa) and E/e being in the lowest range. Sounds that are made without our voice (unvoiced sounds) are more high-frequency sounds and include s, f, th, t, sh, g, k, etc.

If a student can hear normally in the low frequencies, but not in the high frequencies, he will be able to hear most of spoken conversation, but may not hear many of the high frequency sounds of speech, such as 'sh', 't', and 'f'. If a student has a mild or moderate hearing loss throughout all frequencies, normal conversation may sound like a whisper.*

Joining a low-frequency vowel element with the consonant (or using the schwa with consonant sounds in isolation) will produce the lower frequency sound that can more easily be heard.

Just a thought that bears considering - especially if you happen to work with students who may be hearing impaired.

— Linda Eversole

*Pediatric Education Services, Primary Children's Medical Center 'Let's Talk About Hearing and Testing."

HEC Advisory Council

HEC Reading Horizons is very excited about the changes that are taking place in the education industry. We anticipate the emphasis on phonics will facilitate many more beneficial advances in the years to come. Our goal is to Publish products that help both teacher and student succeed.

Of course, we could not do it without guidance from our users. And so, it is our pleasure to spotlight another member of HEC's Advisory Council, Norene Peterson. Norene teaches at the Adult Education Center in Billings, Montana. The following is Norene's experience:

"We have been using Discover Intensive Phonics for 3 to 4 years. I had seen a presentation at an MPAEA (Mountain Plains Adult Education Association) conference, plus a friend had seen it presented at a technology conference in Minnesota. Many of the computer programs we had been using were only drill and practice. The programs did not give the rationale behind the spelling/reading.

The students who enjoy it the most are the ESL and learning disabled students. Because of its demand, I had to "schedule" students on the computers. I was able to follow up with some small group instruction. The program may be individualized or for a small group. I have also been able to integrate it easily with other curriculum I have used. It was one more tool in the balanced literacy approach toolkit! More than anything, HEC has given students a sensible system for decoding. With a good introduction from the instructor, this is a program that most students will be willing to use quite readily.

I had been working off and on with a learning disabled, 55 year old refinery worker. Because "John" was able to attend school only on his days off due to shift work, his schedule was very sporadic. The HEC program allowed him to review as much as he wanted to move at the pace he was comfortable. After going through the program 3 to 4 times plus reviewing specific lessons numerous times, "John" finally felt he had a better handle on his reading and spelling. One day he looked at me and said, "You know, Norene, this is really 'rich' stuff! I only wish it had been around when I was younger, but then I probably wasn't ready for it. I love to look words up in the dictionary now."

For three years I have worked with "John". At the end of this year, he came to me with tears in his eyes and said, "I think I have enough now to go on by myself. I won't be coming back to school this fall." My loss - his gain! Shortly after he left, the counselor came down with a vase of flowers for me. "John" had given them to the counselor to give me because "John" didn't think he could do it without breaking down even more.

Retest scores? Yep, I am sure I have them at school, but I don't need scores when I see success students like "John"!

Help With Funding

We recognize that funding is a major issue in purchasing software and/or technology to improve reading among your students. We would like to team up with you in this search for funds. A month ago, we began sending grant alternatives via email to those of you who have shown interest and are looking for money. We send this email every other Tuesday. Grants range from Elementary - Secondary, to Adult Education and provide funding for software, technology, hardware, etc. If you would like additional help in your efforts to improve reading in our nation, please take the time to let us know. We would be happy to include your e-mail address in our address book. We wish all of you luck and want to help you make a difference.

You may also find grants via our website at www.readinghorizons.com. Just click on Adult Education or K-12 and then locate the grant information box on the left side of the page. It will bring up a map of the United States, which will allow you to click on your corresponding state.

We Can Make a Difference...

"The national graduation rates were 55 percent for African-American students, 53 percent for Hispanics, and 57 percent for Native Americans. The highest graduation rates were 79 percent for Asians and 76 percent for whites."
— Manhattan Institiute for Policy Research

Too many students are dropping out. A study done by the Manhattan Institute for Policy Research says that the drop out rate is 3 out of 10 students. There are many reasons students say they drop out:

• poor grades
• can't get along
• working
• pregnancy

Many students do not feel like they can ever succeed. HEC wants to help you reach your students and make a difference in literacy. We know that a good number of students in schools everywhere yearn to read, but need better tools. Through individualized instruction Reading Horizons meets the literacy needs of every student.

"The National graduation rates were 55 percent for African-American students, 53 percent for Hispanics, and 57 percent for Native Americans. The highest graduation rates were 79 percent for Asians and 76 percent for whites."

— Manhattan Institute for Policy Research

Call for Presenters

We are looking for Discover Intensive Phonics (DIP) users to conduct Presentations/Workshops. As a presenter you will share with others, in your geographical area, what you know about the DIP method. We are especially interested in hearing from those of you who teach DIP at the chalkboard.

Contact HEC if you would like to explore this opportunity. Thank you for using Discover Intensive Phonics for Yourself/Reading Horizons.