| Have Group 1 copy this:
tNo:e dGoo rdseae hvae bltui-ni rspnsseoe ot lpsnlgei
pttnsr,ae os hyte cna syleai rdea nda pllse nn-orwsdo lki:e
dptneoi,o ncradtn;kioaio nda cglgngi.i dGoo tpstsyi rai dgoo rdrseae
hwo qckylui blbui pnuo ehtse bltni-iu rspnsseoe ot dvlpoee wne
pttrsna.e
dGoo rdrseae Irdyaea knw"o sbcnscsll"yuoiou hte pttrsnae
os htye dnto' ndee trnngaii ot tpye yb ptrts.nae
rPoo rdrseae dnto' nkwo hte ptrtnsae nda nt'do nwko hte
wrdso os hyte mtsu ypte lttree-yb-lttr,ee srtkoe-yb-srtko.e
rPoo rdrseae ndee gtnrnaii ni ptrtnsae ot bcmeoe dgoo
tpsyt.si |
Have Group 2 copy this:
Note: Good readers have built-in responses to spelling
patterns, so they can easily read and spell non-words like: depotion,
piction, incordation, and cligging. Good typists are good readers
who quickly build upon these built-in responses to develop new
patterns.
Good readers already "know subconsciously" the patterns so
they don't need training to type by patterns.
Poor readers don't know the patterns and don't know the
words so they must type letter-by-letter, stroke-by-stroke.
Poor readers need training in patterns to become good
typists. |
If Group 1 can type or copy longhand the scrambled words as fast
as Group 2 can, AVKO's theories are all wet. If not, doesn't that
demonstrate to you the importance of teaching patterns? Try it.
Please.
There are three main differences in the AVKO home school
program's approach to keyboarding and the traditional classroom
program.
1. AVKO teaches the letters in patterns. Traditional teaches
letters in isolation.
2. AVKO introduces the letters slowly to achieve mastery.
Traditional rushes through the keyboard with emphasis on speed.
3. AVKO's keyboarding program has simple easy-to-read
text that is uncluttered. Traditional has lots of fancy graphics
and different sizes and colors of print that clutter up the pages. |