The Process Behind Our Products
This study, initiated in the fall of 1999 with a group of Kindergarteners, initially focused on teaching the alphabet and reading through a systematic, explicit phonics approach based on Orton Gillingham principles. While the children excelled in decoding individual sounds and spelling, they struggled to transition to reading fluency, often getting stuck in a cycle of continuous sounding-out. Recognizing this challenge, I introduced right-brain elements to the phonics instruction, incorporating stories, illustrations, and multisensory techniques.
The results were remarkable, with students making significant progress and testing above grade level by March. This shift to a whole-brain approach transformed reading from a purely mechanical task to an engaging and accessible skill for all learners, particularly those with visual/spatial strengths. At Child1st, our teaching resources are meticulously designed with the Child's needs at the forefront, embracing a holistic approach that leverages both left and right brain functions to ensure optimal learning outcomes.
Child Centered Design
The experimental framework comprised several key components, including problem identification, thorough research, development of theoretical frameworks, strategic planning, resource design, and rigorous testing protocols.
This structured approach allowed for systematic exploration and validation of innovative teaching methodologies, ensuring that the resulting resources are optimally designed to meet the diverse needs of learners.
Problem
Research
Plan
Design
Test
Results
Initial research focused on Kindergarten students, with subsequent studies including students from Kindergarten to 7th grade. Observations were made on mechanics of writing and work habits.
Assessments conducted
- Phonics Mastery Inventory
- Assessments on blends, digraphs, syllables, base words, affixes, plurals, vowel teams, and spelling features
- John's Basic Reading Inventory, including graded word lists and oral reading passages
Outcomes showed
- Kindergarten students achieved reading levels ranging from 2nd to 4th grade
- All students mastered addition and subtraction computation, including place value concepts for numbers over 10