The acronym VoWac stands for Vowel Oriented Word Attack Course. Our program divides words into syllables and focuses on the vowel sounds in each syllable. The syllables are coded and blended into the word.
This acronym is unique toVōWac®. CLOVER represents the six most commonly used vowel patterns in the English language. Students are taught to divide words into syllables for identification of: open syllables (long vowels), closed syllables (short vowels), vowel – consonant – silent ‘e’, vowel teams, ‘r’ controlled, and consonant – ‘le’.
The Orton-Gillingham approach is used in each lesson. The lessons are multi-sensory with auditory, visual, and kinesthetic elements reinforcing each other for optimal learning. The student learns spelling simultaneously with reading.
Each lesson will take about 30-35 minutes. Level I instructors typically teach one lesson per day. Levels II – IV use an allotted time in their daily language arts block and continue on with the lesson the following day.
A few of our lessons need teacher-made materials. Everything else is available through VōWac®.
In a typical classroom (20-22 students) the start-up costs will be about $52 per student. The following year would involve the cost of consumable workbooks at $33 per student. These costs are for BOTH the skills and spelling programs. Cost per student varies, depending on number of students.
If your school is a first time VōWac®user, we will loan your school the kits for two different classrooms (with the choices of kindergarten, first or second grades) and give each classroom 18 consumable workbooks for the school year. If you are not satisfied with the results at the end of the year, simply send the teaching materials back. If you like the results, the kits may be purchased.
Our Handbook of Teaching Tips contains suggested lessons that need to be taught below level before using the program at grade level. VōWac® will loan teacher manuals to your school so that lessons can be taught below grade level.
VōWac® lessons are easily taught through your school’s support staff. Pairing up a new student with one that has mastered the lesson is another option. Since the format is consistent lesson after lesson, it’s easy to catch on.
Samuel Torrey Orton (1879-1948), a neuropsychiatrist and pathologist, was a pioneer in focusing attention on reading failure and related language processing difficulties. He brought together neuroscientific information and principles of remediation. As early as the 1920’s, he had extensively studied children with the kind of language processing difficulties now commonly associated with dyslexia and had formulated a set of teaching principles and practices for such children. Anna Gillingham (1878-1963), was a gifted educator and psychologist with a superb mastery of language. Working with Dr. Orton, she trained teachers and compiled a published instructional materials. Over the last half century the Orton-Gillingham approach has been the most influential intervention designed expressly for remediating the language processing problems of children and adults with dyslexia.
Dyslexia is difficulty with words and their many forms – whether it be spoken language, written language, or language comprehension. Children and adults with dyslexia typically fail to master the basics of the language system despite traditional classroom teaching. Since language is necessary for all academic learning to take place, people with dyslexia often encounter difficulty in all educational endeavors. Use of the Orton-Gillingham approach can significantly moderate language and processing problems that are caused by dyslexia. The approach, used early enough by qualified practitioners, has every likelihood of eliminating notable reading and writing problems.
Orton-Gillingham is: Language-based. Language is studied and taught. The mechanics behind language and processing it is taught.
- It is multi-sensory. The teaching sessions are auditory, visual, and kinesthetically orientated for optimal learning. Spelling is taught along with reading.
- It is structured, sequential, and cumulative. Sounds are first read and written in isolation. Next, they are blended into syllables and words. The elements of language (consonants, vowels, diagraphs, blends, and diphthongs) are taught in an orderly fashion. This is followed by advanced structural elements (syllable types, root words, and affixes). As new material is learned, old material is constantly reviewed until it becomes automatic. Vocabulary, sentence structure, composition, and reading comprehension are all addressed in a structured, sequential, and cumulative manner.
- It is cognitive. Students learn about the generalizations and rules that govern the English language. They learn to apply their knowledge to reading and writing.
- It is flexible. Individual learning and teaching strategies can be applied.
- It is emotionally sound. In every lesson, the student experiences success and gains confidence and skill. Learning becomes rewarding.
Every lesson includes various writing activities. The students write in the auditory drill, the review, the introduction of the new concept, and the workbook. Many lessons add large motor skills in the form of games, and introduction of new concepts. (Eg: Writing sounds or words in the air). Many concepts are explained with a catch phrase (Eg: “After one short vowel in a one syllable word”). Sing-song rhythm is easy for the kinesthetic child to remember.