Reference training tools for development of reading fluency

A method of developing reading fluency by using reference training materials and tools which method consists of:

• A. providing to a reader, a main text called a booklet, a bookmark, and a pre-recorded audio storage device;
• B. directing the reader to read the booklet by following actions indicated by marks applied to letters and words directly and by contrast, which markings guide the reader in recalling previous instruction and in pronouncing said letters and words, including:
• 1. pronouncing a vowel as long that is marked with a mark assigned to long vowels,
• 2. pronouncing a vowel as short that is marked as short by it being contrasted with a long vowel, wherein the mark assigned to long vowels is absent,
• 3. pronouncing a letter as a consonant which letter is marked as a consonant by contrast wherein the mark assigned to long vowels is absent, and by further contrast with a vowel, said letter is seen to be a non vowel,
• 4. omitting pronunciation of the letter that is marked with a mark assigned to silent letters,
• 5. placing emphasis on the syllable that is marked with a mark assigned to syllables that should be emphasized;
• C. reading the large print before reading the small print;
• D. directing the reader to continue reading the booklet until a letter is seen that cannot be pronounced by using the instructions of step B, whereupon the reader will:
• 1. make mental note of the letter and mark assigned to said letter that identifies said letter as a long vowel,
• 2. look at the bookmark until the same letter with an identical mark as that of the letter in the booklet is seen, which letter appears on the bookmark in the category of alphabetically arranged long vowels written in upper case and lower case, adjacent which, words are written,
• 3. read aloud the word written adjacent said letter and listen to the sound of said letter when said word is pronounced,
• 4. hold in memory the sound of said letter heard in step 3,
• 5. return to the booklet text where the sound of said letter is inserted at the place where said letter that could not be pronounced, was first seen, and
• 6. say aloud the word containing the sound in step 5, a plurality of times;
• E. directing the reader to continue reading the booklet until a letter is seen that cannot be pronounced by following steps B and D, whereupon the reader will:
• 1. make mental note of the letter marked by contrast, whereby said letter is identified as a short vowel,
• 2. look at the bookmark until the same letter with an identical marking by contrast as that of the letter in the booklet is seen, which letter appears on the bookmark in the category of alphabetically arranged short vowels written in uppercase and lower case, adjacent which, words are written,
• 3. read aloud the words written adjacent said letter and listen to the sounds of said letter when each of said words is pronounced, and select one of said letter sounds,
• 4. hold in memory the sound of said letter selected in step 3,
• 5. return to the booklet text where the sound of said letter, that was held in memory, is inserted at the place where said letter that could not be pronounced, was first seen,
• 6. repeat steps 3 through 5 until the reader accepts one of the letter sounds, and
• 7. say aloud the word containing the sound selected in step 5, a plurality of times;
• F. directing the reader to continue reading the booklet until a letter is seen that cannot be pronounced by following steps B, D and E, whereupon the reader will:
• 1. make mental note of the letter marked by contrast, wherein the mark assigned the long vowel is absent, and by further contrast with a vowel, said letter is seen as a non vowel, and thereby identified as a consonant,
• 2. look at the bookmark until a letter identical to said letter is seen on the bookmark written in upper case and lower case in the category of alphabetically arranged consonants, adjacent which, words are written,
• 3. read aloud the words written adjacent said letter and listen to the sound of said letter as each of said words is pronounced, and select one of said letter sounds,
• 4. hold in memory the sound of said letter selected in step 3,
• 5. return to looking at the booklet text where the sound of said letter, that was held in memory, is inserted at the place where said letter that could not be pronounced, was first seen,
• 6. repeat steps 3 through 5 until the reader accepts one of said letter sounds, and
• 7. say aloud the word containing the sound selected in step 5, a plurality of times;
• G. directing the reader to continue reading the booklet until a marked letter combination is seen, which mark indicates that said letter combination needs to be researched further before it can be pronounced correctly, whereupon the reader will:
• 1. look at the bookmark list of identically marked and alphabetically arranged letter combinations named and categorized on the bookmark as special letter combinations, until the identical letter combination as seen in the booklet is seen on the bookmark, adjacent which, words are written illustrating correct pronunciation of said special letter combination
• 2. read aloud the words written adjacent said special letter combination and listen to the sound of said special letter combination as said words are pronounced,
• 3. hold in memory the sound of said word illustrating correct pronunciation of said special letter combination heard in step 2,
• 4. return to looking at the booklet text where said special letter combination was seen, and insert pronunciation of said word held in memory at the place where the marked letter combination was first seen,
• 5. say aloud the word containing said pronunciation in step 4, a plurality of times;
• H. directing the reader to continue reading the booklet until a marked word is seen which mark indicates that said word needs to be researched further before it can be pronounced correctly, whereupon the reader will:
• 1. look at the bookmark list of alphabetically arranged marked words which are named and categorized on the bookmark as sight words defined as words whose correct pronunciation is not supported by the arrangement of the letters of said words, and see on said bookmark the identical marked word as seen in the booklet, adjacent which, a word is written, illustrating correct pronunciation of said sight word,
• 2. read aloud said word written adjacent said sight word and listen to the sound of said word as it is pronounced,
• 3. hold in memory the sound of said word read aloud in step 2, and
• 4. return to looking at the booklet text where the sound of said word that was read aloud in step 2, and held in memory, is inserted at the place where said marked sight word, was first seen,
• 5. say aloud said sight word in the booklet that has the sound of said word that was read aloud in step 2, a plurality of times;
• I. directing the reader to read a minimum of three sentences from the booklet each week, as described in steps B-H until the student is able to read paragraphs and pages with smoothness in moving from one word to the next, while simultaneously giving inflection to the voice that is consistent with punctuation marks of the text;
• J. directing the reader to play the audio device on which a straight through reading of the text of the booklet has been prerecorded, and read along with the prerecorded reading until the student can match elements of the recording that measure objectively the student's achievement of fluency, which elements are:
• 1. the speed at which words are pronounced,
• 2. the smoothness of transitioning from one word to the other, and
• 3. the inflection of the voice that correctly interprets punctuation marks in the text.