The Lexercise Instructional Procedures Across Levels

Consistent with best-practices in structure literacy intervention and neuroscience research, Lexercise uses a multi-linguistic factors approach.

This approach acknowledges that English spelling is more determined by words' meaningful elements (morphology) than by strict letter-sound associations.  So, the structure of English demands a shift in focus from an early emphasis on phonics to a more mature focus on morphology.  Without this shift in emphasis the student may be over-reliant on phonetic structure and may (mis)spell words just as they sound.  What are necessary first steps toward literacy (e.g., phonemic awareness, speech sound segmenting and blending, learning syllable types) are inadequate for reading and spelling advanced English words, that often require an understanding their meaningful elements

The graph below shows how the emphasis begins with a focus on speech sounds (phonemic awareness) and letter symbols (phonics) and their associations but gradually shifts to a focus on the meaning and function of word parts (e.g., prefix, base, suffix).  For example, the instructional procedure, Isolator,  a mainstay procedure in the early levels of Lexercise, is not used much (or at all) at more advanced levels. The early focus on sentence reading and sentence dictation is replaced at later levels by sentence formulation, essay writing and proofreading procedures. And, an early emphasis on reading shifts to more of emphasis on writing. This shift can not be applied rigidly but depends a great deal on the individual student's needs.  






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