For Graduate Students and University Researchers

• Testing and research findings showing the relationship between phonics and dyslexia that you can replicate!
   
• A Quick & Painless Assessment Test -- Replication of findings by university researchers is requested.
  
•  Starting at Square One: A unique phonics curriculum that most academics have never before considered doing or testing its effectiveness:  It's simple common sense.  Teaching reading and spelling AS the alphabet is slowly and methodically taught with all the possible patterns available.  This concept can be the subject of Masters & Doctoral theses.
   
• For Researchers:  A summary and a challenge re: relationship between spelling patterns and dyslexia.
  
• Traditional Methods of Teaching Spelling vs. AVKO's
  
• Why Traditional Methods Fail to work with Dyslexics
  
• A Fonnix Ken Bee Phun Kwizz.
  

• Pre- & Posttest Scores in READING for 9th Grade Students at the Flint Alternative Junior High School Average Class Size 25 using 10-15 minutes Daily AVKO Sequential Spelling
   

• Research on Learning Styles & a Request for Rebuttal Studies

   

  "Read by Grade Three" is a great slogan but what we need is a practical long term research & development study with the accent on development.  To discover why "Read by Grade Three" is an impossible quixotic dream, click here.  If you want to find out how our universities, federal and state departments of education, literacy organizations, might help achieve 97% Literacy by Age 15 in 25 years or Less click here.  

  A challenge for researchers: 

  Should the teaching of reading and spelling take place AS the alphabet is taught rather than after? 

  AVKO is offering a FREE curriculum based on systematic phonics and 100% decodable text.  This is FREE.  It is a work in progress.  University researchers are welcome to participate in the construction of the curriculum as well as testing the effectiveness of this entirely new approach to the teaching of reading and spelling.  As this curriculum should work equally well as a reading and writing remediation curriculum for those entering junior high or high school with reading problems,  studies using this are welcome and will receive full cooperation of the AVKO Foundation. 
  
  Essays by distinguished Educators
   

  • Whole Language Takes on Golf by  Kerry Hempenstall
  • Whole Language: What it is, What it isn't by Mary Bowman-Kruhm
  • Is Professor AVKO Right?  A $1,000.00 Challenge
  • Reading Recovery: Just the Facts? by Bill Carlson
  • The Phive Phones of Reading by Sebastian Wren

We have found out what poor readers (particularly those with dyslexia and/or dysgraphia) need to be taught (phonics, both basic phonics and advanced phonics as well as graphics, context clues, writing conventions, etc.) and what techniques and materials will help teachers and parents do a better job of teaching reading and spelling.   Over 75% of the words dyslexics cannot read contain phonic patterns never taught in regular schools.  Conversely, over 75% of words containing these patterns cannot be read by dyslexics.  We have categorized these patterns and organized them for easy teaching.   Want proof?  Click here.

Free Video

See how Don McCabe in his very first meeting with a 17-year-old dyslexic demonstrates to him that his problems in learning to read do not really lie inside him but in the improper traditional methods of teaching.  See how he gets the dyslexic to read the word malicious quickly and instantaneously.

To learn how Don McCabe, a dyslexic himself, learned how to teach dyslexics to read and to spell competently, click on:

To Teach a Dyslexic: 

This book should be in every college library and should be required reading by all those entering the field of elementary and special education. 
 

The Patterns of English Spelling:  This is the only resource book that can be found anywhere in the world that allows a teacher to find ALL the words that share the same pattern or patterns as a target word.  It also has the only listing of words that defy phonic analysis from simple common "outlaws such as was, does, laugh to the words that have no vowels (just clicks) such as tsk, tsk and tut, tut to loughs and lochs which rhyme with lox and blackguard that rhymes with staggered and Qin that is a homophone of chin!  This reference tool took over twenty-five years to assemble.  Every teacher of reading should know about this book and have easy access to it through a school library.

•  The Teaching of Reading (and Spelling):
  A Continuum from Kindergarten through College 
  A supplemental textbook filled with hands-on materials for diagnostic- prescriptive activities relating to learning disabilities, phonemic awareness, dyslexia, dysgraphia.  Written in plain English, this book is designed not just for college students but also for parents and volunteer literacy tutors.
  
  •  Sample Chapters You Can Print Out
    • Chapter 1 "Learn about the Learning to Read Process by Teaching Yourself to Read and Write Upside Down"  
    • Chapter 15 "220 Dolch Words Are Too Many for Students with Memories Like Mine ...
    • Chapter 19 "A Common Sense Approach to the Teaching of Handwriting (Manuscript or Cursive)"
    • Chapter 26 "A Phun Fonnix Kwiz "
    • Chapter 27 Ewe Kin Awl Weighs Spill Chick Awl Yore Dock You Mints.
    • Chapter 29 "Sample IEP for Spelling & Reading."
    • Chapter 43 " How to Develop Your Own Sequential Spelling Tests"
    • Chapter 45 "An Index of Phonic Patterns by Vowel Types"
    • Chapter 49 "Essential Phonic Patterns Seldom Systematically Taught"  These patterns are the key to decoding the "big" words such as crucial, initial, and unique.
    • Chapter 50 "Underlining (or Highlighting): Cueing the Computer Brain"