Hear it, See it, Say it, Do it!
by Mary Atkinson

(Click on any underlined title
to access that particular section)

Contents of each book

Introduction by Mary Atkinson


Foreword by Dr. Bevé Hornsby PhD

Helpful hints for teaching dyslexics.

A structural aid to teaching Reading, Writing and Spelling for parents and teachers. Includes instructions, photocopiable worksheets and games on card to cut out.

These books are highly recommended by many Special Needs Advisors. They are widely used by a large number of therapists and teachers of children with speech and language difficulties in the UK and in English speaking schools throughout the world.
Each book contains:-
  1. Straightforward instructions at the beginning of each section.
  2. A phonic based structured learning programme.
  3. Multisensory approach.
  4. Photocopiable worksheets.
  5. Flashcards and word puzzles on card to cut out.
  6. Games on card to cut out and play.
  7. One or more stories using the words that have been taught.


Book 1
Alphabet names, sequence and sounds
Vowel sounds
Three letter words
Plurals (adding ‘s’)
Capital letters
Long and short vowels
Book 2
Digraphs /sh/ /th/ /ch/
have
Book 3
Two letter consonant blends: part 1;
/ sp / / sm / / sn / / st / / sw / / sc / / sk / / sl /
here
/ fr / / fl / / gr / / gl / / pr / / pl / / br / / bl / / tw / / tr / / cl / / cr / / dr /
there
Book 4
put
Two letter consonant blends: part 2; / lf / / lt / / lk / / ct / / xt / / ft /
Three letter consonant blends / str / / scr / / thr / /spl / / shr / / spr /
Book 5
Book 5 was never completed or published.


Introduction by Mary Atkinson

After many years of teaching dyslexic children and children needing help with reading, writing and spelling, I was tired of hunting through piles of worksheets and workbooks to find stimulating material in a structured order, and scribbling hasty memos to parents so that they could understand how to help their children at home, so I decided to create a series of workpacks from my own experience.

These workpacks have been designed to be used sequentially in conjunction with a structured language learning programme. Each one has been prepared for a specific area of language learning and the structure used is based on that used in 'Alpha to Omega' by Dr.Bevé Hornsby, although they can, of course, be used to supplement any programme.
It is hoped that once the child has completed each workpack he will be completely conversant with the subjects covered.
All the activities and games in this workpack have been successfully evolved over years of use in my own teaching practice.
My thanks go to my pupils who were used as guinea pigs and especially to Dr. Bevé Hornsby for her support and guidance.

Foreword by Dr. Bevé Hornsby PhD
Director of the Hornsby Learning Centre and Principal of Hornsby House School.

What an excellent title, as this is precisely what we mean by multi-sensory teaching. The contents are equally excellent and reflect the title entirely.
In fact, these workpacks are the most comprehensive and useful supplement to Alpha to Omega that has, as yet, been produced. It reinforces the early learning processes that are so necessary if firm foundations are to be laid for future reading, spelling and writing skills.

Mary Atkinson has also appreciated that learning can be fun and that there is much help that can be given at home if instructions are simple and explicit, as in this case.
The ideas are brilliantly conceived, well presented in a readily accessible form, and build on the child's previously acquired knowledge in the sequential pattern that, in my opinion, lies at the core of any worthwhile remedial programme.
These workpacks are undoubtedly what teachers of dyslexics have been waiting for and should form an essential, integral part of their teaching equipment.


Helpful hints for teaching dyslexics.

Always bear in mind that a dyslexic may have difficulty with the following.
  1. Reversals, inversions and mis-ordering letters and letters in words. e.g.
    d / b (reversal)
    u / n (inversion)
    was / saw
    boll / doll
    skome / smoke
  2. An inability to tell left from right, top from bottom.
  3. Sequencing difficulties, e.g. saying the alphabet, days of the week, months of the year and arithmetic tables.
  4. A tendency to read from right to left, or to lose the place when reading.
  5. An inability to follow three or more instructions.
  6. A problem in repeating words of three or more syllables.
    7. hospal - hospital
    prelmary - preliminary
  7. A difficulty forming sentences and putting them into essay form.
  8. Difficulty copying from a book or blackboard and not 'hearing' letters within words.
    9. bed for bend
    jup for jump
  9. A problem with learning the time.
  10. Organisational difficulties.
  11. Other associated difficulties may be;
    12. Late language development
    Clumsy or accident prone
    Poor motor control
    Lack of concentration
    Confusion over dates and times
    Spoonerisms
    Ambidexterity
    Restlessness
    Reversing figures
    Delayed speech development
Be aware that the dyslexic child will have to work twice as hard as his / her peers to achieve less, and will become very tired.
Always praise and encourage a child who has difficulty with reading and spelling, but be firm!