How important is handwriting?
Handwriting is an absolute essential for learning to read and spell well. Student who write legibly have a significant edge over students whose handwriting is laborious to produce and difficult to read. The quality of handwriting impacts the quality of the impression the letters make on the brain. I like to begin every tutoring session with a Timed Alphabet Warmup, writing the entire uppercase and lowercase alphabet: Aa Bb Cc Dd to Zz.
Mr. Blumenfeld preferred teaching cursive before manuscript. While I acknowledge the advantages of teaching cursive first, I must admit that it is much easier to teach manuscript than cursive. The handwriting test I give all my students indicates that all the students coming to me for tutoring are in desperate need of direct handwriting instruction in manuscript Students can learn cursive later with my Shortcut to Cursive.
Here is a link to the material I use to teach the Zaner-Bloser Manuscript Handwriting to my tutoring students. I have also created a YouTube Training Video for the Zaner-Bloser handwriting strokes. The video will prove very helpful for first-time handwriting teachers. I also recommend purchasing the Zaner-Bloser handwriting program. We teach handwriting and reading together. Here is a link to their handwriting templates. Here is a very condensed by helpful Zaner-Bloser Manuscript Stroke Description. Here is a link to the First Grade Zaner-Bloser Manuscript Template for double-sided printing.
Dr. Bob Rose wrote an insightful book on the importance of teaching kindergaraten students to write the alphabet fluently: Forget the Bell Curve.
The Neuroscience Behind Writing: Handwriting vs. Typing - Who Wins the Battle? (Feb. 22, 2025). A synthesis of modern studies contending that handwriting contributes more to a broader network of brain regions involved in motor, sensory, and cognitive processing than typing.
Handwriting Literally Rewires Your Brain by Makai Allbert. Creating Better Readers & Writers: The Importance of Direct, Systematic Spelling and Handwriting Instruction in Improving Academic Performance by J. Richard Gentry & Steven Graham. The Simple View of Writing: Transcription and Composition by Amy Siracusano. Dr. Grentry published, "5 Reasons Every Child Should Learn Handwriting."
What about Spelling?
I am glad you asked! Spelling and reading should be taught together. They reinforce each other in a powerful way. Focus on good spelling and good reading will be a natural result. Alpha-Phonic Self-Tutoris the perfect vehicle for teaching both. The spelling words I suggest for the program sample all the basic spelling patterns in the program since it is carefully coordinated with the program's Scope and Sequence. The spelling list can also be use for diagnostic purposes to determine what spelling (sound-to-symbol) correspondences the student have mastered and those they need to learn. After completing a lesson, the student should be able to spell ALL the words when dictated and in composition. Students who complete the program should be spelling at least a fourth-grade spelling level as measure with the Gentry Grade-Level Spelling Test. Dr. Gentry´s MONSTER TEST is designed to determine the student developmental stage. Here is my Expanded Gentry Grade-Level Spelling Text with sentences for the student to write containing the word being tests. The "Expanded" version has the advantage of giving information on sentence writing ability. All the words in the sentences are appropriate for the grade level being tested. Dr. Gentry has published many superb article on spelling of Psychology Today. Here is a recent one, "Why the Human Brain Needs spelling." For a deep-dive read, "How Spelling Supports Reading" by Dr. Louisa Moats.
Encoding is not simply a first step to writing, but it is a vital but underappreciated route to reading," Herron & Gillis, 2020.
What is the best way for the students to listen to the lessons?
Students can listen to the lessons on the Internet using a computer, cell phone, tablet, or other such device. The audio files can be downloaded and transferred to a portable mp3 player for listening off-line. There is a Listening Record Chart with lines by each lesson on which the student can write tally marks for each time they listen to the recording. These recordings have proven VERY VALUABLE with my students and enable them to receive professional instruction between tutoring sessions.
What is the main difference between the 1983 and 1997 editions of Alpha-Phonics?
Both editions are great. Curiously, they have slightly altered names. The 1983 edition is simply called Alpha-Phonics. The 1997 edition was titled Blumenfeld's Alpha-Phonics, which originally included separate Teacher's Manual. The 1997 has some refinements that were the fruit of Mr. Blumenfield's experience teaching the book over the years. Here is my Detailed Comparison. The Don Potter's Alpha-Phonics Self-Tutor follows the second edition. My Self-Tutor edition simply repackages the content of the book formatted to make it easier to follow my audio instruction. I converted the columns to numbered rows to make it easier for the students to follow the recorded instruction. My Self-Tutor deleted the two lessons of nonsense words and added a lesson at the end for past tense -ed. The 1997/2005 edition and First Readers are available from The Chalcedon Foundation.
Do you teach letter names?
We teach letter names first because the kids need to be able to give the name of the letter when they see it and write the letter when they hear the name. This is called SOS (Simultaneous Oral Spelling). This knowledge gives young readers a huge advantage before they start serious instruction learning to read. Curiously, most kids coming to me for tutoring are not aware that we can spell words with letter names. My Alphabet Tapping Exercise and Alphabet Flashcards are very helpful. I use three alphabet decks: Deck 1: Uppercase and lowercase together in a deck kept in ABC order; Deck 2: Lowercase letters not in order; Deck 3: Uppercase letters not kept in order. For younger students it is best teach a few letters at a time with lots of practice. I realize this is an area of controversy, but my experience and theoretical considerations have convinced me of the wisdom of teaching letter names along with the sound-to-letter correspondences. Many letter names give valuable hints about the sounds. I like to start each tutoring session with an Alphabet Writing Warmup, timing the students writing all the uppercase and lowercase letters from a to z: Aa, Bb, Cc, Ee, etc..
How do you use the material in a tutoring class?
There are many options here. For a large class, I like to teach everything on a chalkboard, whiteboard, or on a screen with a document camera. I have taught the entire program on a chalkboard in cursive in a single semester. The tutoring students copied all the words and sentences on handwriting paper. This was especially helpfully for kids with attention deficits. I now teach using manuscript, but the procedures and results are the same. Because of hearing problems, I generally tutor across a narrow table across from my students. I have kid read to me as I print to the word with a pointer. I have learned to read and write upside down, so it is right side up to the students.
Is there any evidence that Alpha-Phonics is effective?
Well, I am not aware of any formal, full-scale evaluation by scientists. But having used the program almost continually since 1994, in my elementary bilingual classrooms and private tutoring, I have seen its effectiveness with a very wide range of students. Fortunately, Campconstitution has published testimonials sent to Mr. Blumenfeld by satisfied users over the years, including one from me! These unsolicited Alpha-Phonics Testimonials are solid proof of the effectiveness of the program with both parents and teachers. I taught two of my grandchildren to read with Alpha-Phonics. I would be delighted to assist any graduate student who would like to do a formal study of the effectiveness of the program. It would be worthy of a thesis.
How important are dictonaries?
The simple answer is VERY important. No person can become an independent reader without one. I plan to include Webster's Notebook Dictionary in my Alpha-Phonics Self-Tutor Packets. It is flat and will fit neatly into small, flat package with all the other necessary material. A sort of Swiss Army Knife for literacy. Both the Webster and American Heritage Dictionaries are excellent.
Do you teach sight words?
This deserves a nuanced answer because the term "sight word" is ambiguous until precisely defined. The popular and scientific use of the term are different, which leads to serious confusion and miscommunication. A "sight word," as used by scientists, is any words that is identified by sight without needing to take time to sound it out consciously. Any word can become a sight-word according to scientists. On the other hand, the popular use of the term "sigh word" is for words that are to be memorized as whole words without regard to spelling or phonics: such as the Dolch or Fry lists. Many of the words in these timed lists are slightly irregular, falling outside high frequency spelling patterns. The word "was" is a classic example of an irregular word: the w and s are regular but the -as does not rhyme with as and has. Mr. Blumenfeld dealt with this eloquently and successfully by teaching the irregular words with their spelling families. This approach contributes early on to statistical learning. Sam's essay, "Creating Dyslexia: It's as Easy as Pie," explains in detail why I do not teach Dolch or Fry "sigh words," and why I plead with schools to quit teaching them. Here is a study I did proving that there is no reason for teaching sight words in the popular sense of the word since they are all taught in our program: "Concerning the Wisdom of Teaching the Dolch Basic Sight Vocabulary."
How does Alpha-Phonics fit in with the Science of Reading Movement.
I believe that Alpha-Phonics Self-Tutor is fully aligned with the Science of Reading. I taught it throughout most of my career in public and private education, even though Whole Language (Guided Reading & Balanced Literacy) was in the ascendency. Teachers I trained in Alpha-Phonics experienced success with their students. I attended many training workshops in Whole Language, but never accepted that now-disproven approach. I simply taught decoding and encoding with Alpha-Phonics and had the kids read the 1987 Riverside Basal Readers. I generally now use the 1937/1957 Alice and Jerry developmental readers in my tutoring. I found myself swimming against the current, but was fortunate to have wonderful principals who allowed me to teach phonics, even when it was not official district policy. Here are a few links to material regarding the Science of Reading: "You Were Probably Taught to Read Wrong." A good place to start for people interested in learning more about the Science of Reading is Marilyn J. Adams seminal "Beginning to Read: Thinking and Learning about Print: Executive Summary" (1990).
What about Comprehension?
Sentences can be turned into questions for practicing the 8 Powerhouse Comprehension Skills: 1. Facts & Details, 2. Facts & Opinion, 3. Sequence of Events, 4. Cause & Effect, 5. Main Idea, 6. Predict Outcomes, 7. Draw Conclusions, and 9. Generalization. The first five are literal. The last three are inferential. Research indicates that most kids struggle with comprehension due to weaknesses in decoding rather than faulty comprehension. For practicing comprehension, I have found the McCall-Crabbs Standard Test Lessons in Reading to be very helpful and easy to use. Spalding has publish the McCall-Harby (yes/no) and McCall-Crabbs (multiple choice) Test Lessons in a single volume. I am publishing the 1961 editon of McCall-Crabbs as a free pdf. Here is the McCall-Harby tests that I use.
What do you recommend for the kids to read?
Students, who have finished our program and can independently read the First Readers decodable text and will be able to read any good literature on their grade and age level. For older dyslexics, I recommend the Noah Text, which is a specially coded text that indicates the long and short vowels and syllable divisions. It features a form or scaffolding that helps kids develop fluency (speed and accuracy). I have converted my two favorite boyhood text to Noah Text: Bears of Blue River (1900) and Uncle Tom Andy Bill (1908) by Charles Majors. Here is Nathaniel Hawthorn's The Great Stone Face in Noah Type. I emphasize Social Studies (History) and General Science (Physical, Earth, Life), both of which are interesting, and introduce advanced vocabulary, promote thought, and foster comprehension. Beginning readers love the Alice & Jerry Reading Series by Mable O'Donnell, which features vocabulary and word frequency controls.
How does the Blumenfeld Alpha-Phonics Self-Tutor teach phonics?
Mr. Blumenfeld taught phonics [connections (links) between the sounds (phonemes) represented by the letters and letter combinations (graphemes)] directly without using pictures or clues of any kind. He felt that it was better to have a direct link between the letters and the sounds. I have taught the program successfully that way. On the other hand, I have used the 1942 Phonovisual Charts for over twenty years with various phonics programs including Alpha-Phonics Self-Tutor. My experience is that most parents and not a few teachers need instruction concerning how to form the English speech sound in order to successfully teach Alpha-Phonics or ANY OTHER phonics reading program. The Phonovisual Charts explain the production of English speech sounds in an organized manner that is easy to understand and has proven valuable for over 83 years. Here are my PowerPoint Slides based on the linguistic organization of the Phonovisual Method. Here is a recent training video I did explaining the use of the Phonovisual Charts. The charts are such a good representation of the English spelling system that I call them The Engine under the hood of every good phonics program.