There has never been an easier or more fun way to learn how to read. A few simply wonderful rules will empower, liberate, and inspire the young child to read like there is nothing else to do. A perfect start for the new reader or anyone that has had trouble learning to read. Sort of a lesson plan, pep-rally, sales script, and workbook. There are hints and tips, with a reading vocabulary for the child. This is a book they will study and read many times for years. Designed for anyone that can recognize the alphabet, from 5 yrs old and up. This was discovered by the author, refined, and tested. The author has spent a lifetime pursuing all sorts of great research. Working hard to show this is a technique that is so effective it will instantly be a great hit for the child. The author was a parish summer reading champion in first and second grade. Starting school with a great vocabulary, and so much confidence is exactly what the doctor orders. The real advantage is the ease at which grammar and comprehension can be incorporated. Studying engineering, computer science, business, the author researched this method, so the reader can flourish worry-free. To the intermediate, or advanced reader: This may still offer great improvements in technique, speed, and all facets of reading and learning. This is the book to give your child a boost quickly and efficiently. In as little as one hour they will be reading words, and you will see the amazing results. Assuming they can recognize and say the letters of the alphabet, teach them this simple technique: THEY WILL READ EVERYTHING.

The L.A. Reading Technique

By Leonard Alan Bollingham

AuthorHouse

Copyright © 2009 Leonard Alan Bollingham
All right reserved.
ISBN: 978-1-4490-5903-3

Chapter One

A Goal

If we can do things better by improving efficiencies, and simplifying in little ways, our lives and world will become a much better place.

"The Leonard Alan Reading Technique"

Say the letters in the word.

Split the word into two letter segments.

Make the sound of saying the two letters.

Put the segment sounds together.

You just read the word!

Reading, the first nearly infinite voluntary use of your higher order abstract thinking. Reading involves letters, syllables, words, sentences, paragraphs, books, libraries, rules, more rules, and of course exceptions to just about every rule. Reading comprehension is another subject. For now we concentrate on the letters, and words. Spend some time in the beginning stages laying the framework correctly. The rest of the fun job of learning to read just falls into place.

Just about everything you learn is affected by how you interpret, store and retrieve information. Much of this stems from how you first learn to capture, store, and retrieve your thoughts and experiences. Reading plays a big part in learning abstract concepts. So the way you read may affect everything you do. The way you read plays a huge part in how well you learn. It may be good enough to read, but it may be better to read efficiently, and effectively. The way you store your knowledge, and retrieve that knowledge may depend on how well you arrange that knowledge.

The author developed this technique as he began to teach himself to read when he was 5 years old. He started by just saying the letters in the words. Then sounding out two letters at a time with a list of two letter words. The author has refined this technique, and studied the advantages ever since. Children can be so repetitive, it is perfect! If they are having fun, then forget about it. They will read everything! Taking every two letters seemed so very simple, there was no guess work. They get pretty close lots of times, and WAY OFF at others.

The key is that you are learning the game of READING. The longer you are in having fun, and being efficient, the better you will read. As part of a series of Computing Science research papers in production, the author compares the level of space, and time it would take to learn how to read, store, and retrieve a language on a computer. Looking at several options, this technique is simple and offers the most advantages. The improvements may be similar in our minds.

Complexities, involving silent letters, rules of pronunciation, and various lengths of syllables, can be shocking. Do not take these lightly, they can be overwhelming to a child. Focus on sounding just two letters at a time, and one simple sound per letter. The student can sound out, and recognize any word. To consistently sound every letter in two's, forces every two letters to be a syllable, and no letter is silent. This technique also improves spelling, as every letter is pronounced. This reduces uncertainty which seems to cause many problems.

Eventually the remaining complexities of the language are introduced, and the student will adjust. However the student can pick the exact pronunciation reducing all the doubt, and anxiety while they learn. Until that time the child or adult student will become very confident reading.

The student must be able to recognize the letters, and pronounce them. After that, add this simple technique, and they will begin to read words. Let them do as much as they can on their own at their own pace. Learning, creativity, and discovery are being practiced.

Show the student this technique to give them great ways to focus their energies. Free their mind to solve their problems with the extra capacity. Applying these ideas here, may help with lots of issues associated with the massive challenge of learning to read.

In short, this is a bee-line out of, or past confusion. Reading is something very productive to do with their time. It allows the child to imagine themselves, doing anything they choose as long as they read about it and study. This may bypass some serious struggles which would slow them down or cause learning issues.

Begin very slowly, it seems this must be illegal it is so much fun! It is not illegal, but it is very fun! Learn one new word at a time, and just play with a few words for a day. It is no problem to get some of the big words so wrong. You are reading big words! That is the important thing for now. Refining the pronunciation and adding rules will come later. These tasks become minor adjustments. The main point is to just enjoy the words. No pressure at this point, it is all about allowing the mind to develop with learning, growing, and reading.

When you find out how to say a word correctly you know from then on how to say, and spell that word. The author never said words aloud until he knew how to say them correctly. It was embarrassing, or funny, but he knew so many wonderful words it really didn't matter. Some of them sounded much better his way. You may pronounce "male" and "mail" the same way, but you might pronounce them "May Lee" and "May Isle" with this technique. In any case, the you will be reading, and saying words perfectly in no time.

For this 40 year case study, the author never mentioned this technique to anyone. He saw many children struggle, but didn't know if this was better. He said many things wrong, but could read and comprehend. He could spell and look the word up in the dictionary. It was just different, and proved to be better with time. So just learn the mechanics of sounding out the word with one simple pronunciation. As a young student, the author saw several serious issues develop in other readers. By the 5th grade, there was no difference in any pronunciation. This technique seems to bypass many confusing issues and other complications.

He recommends trying to read big words, because it makes the little words so much seem easier. It is a huge confidence builder to read bigger words.

It seems a much tougher struggle to read a couple big words of 10 letters. The payoff is that after the child can read a couple of those, they are so confident. "Something" is a big word that is really two smaller words. Little words inside of big words make reading and comprehension easier, but always fall back to two letters at a time if there is a doubt.

Comprehension will vastly improve LATER, as basic words, and reading become familiar. The author was the first grade, and second grade summer reading champion for his parish. After that he read fewer books with tiny print, outside children's section that were very long with no pictures. In 6th grade there was no difference in pronunciation, and honors classes were possible. In college, he pursued areas that would help understand how this technique was better. This is his first attempt to share what he has learned. This book has no pictures, and is sort of a bridge. The child will really enjoy the picture books a lot more now.

This technique proves to be a very viable insert at the beginning of the overall scheme of learning to read and comprehend. If you pay attention to the beginning, the middle, or the end of the pronunciation of the letter you can hear how to pronounce it. There are so many exceptions to every rule, that you want to just read worry-free for now.

Later you will add punctuation, and...