TASSI (Trace And Sound Sensory Imprint) approach

The TASSI ('Trace And Sound Sensory Imprint') approach.

I became aware of the enormous amount of 'baggage' that failing readers carry around with them. Failure seems to lead to an expectation of more failure. More failure equates with additional stress - the classic downward spiral.

Hence the 'Low Stress' advantage of the tracing component. It follows that this 'Low Stress' approach would be beneficial to all learners, as we know that stress and anxiety are detrimental to the process of forming new memories and the recall of already learned skills and concepts.

With tracing there is no stress and no margin for error. In other words the student is guaranteed success. As educators we know that the initial memory is the strongest. Hence it follows that TASSI offers an advantage to those learners just starting out, thereby avoiding the experience of early failure. The bonus factor is that handwriting tends to improve.

So what is being 'imprinted' when using Phonics Unlimited?

A bank of knowledge, related to spelling & writing, that directly supports reading.

While tracing and sounding, the student has no other 'processing clutter' happening at the same time. The brain is free to take on the information at hand. The next step in the process is 'dictation' of words, sentences and short passages - and lots of it. The brain now needs to 'access' the information that has just been imprinted, but is at the same time free of the creative process and more likely to gain accuracy at the skill based level. These are the interim steps provided towards competent sentence and story writing. Not all learners need this but most learners benefit from it.

WAIT! Consider ...

PHONICS UNLIMITED is an excellent way of introducing sound-symbol connections. However, there will be times when when a symbol confusion or a sound confusion, will disrupt learning. This is true for all Phonic Programmes. So, regardless of the phonic programme you use, these confusions need to be addressed as you encounter them.
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Letter Discrimination - confuses shape of b with shape of d
This is purely a visual task. Some letters of the alphabet are similar. The most obvious being b d p q (reversals). Other more deep seated problems occur with m w & n u (inversions). If a student is confusing c with o, for example, a visual acuity test should be undertaken.

Whatever the reason, it is evident that if a confusion exists at a visual matching level, matching letters to these sounds cannot be adequately taught till this is mastered.
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Sound Discrimination - confuses sound of p with sound of b
As with visual matching, if a student can't discriminate between the sound made by, for example, b & p or i & e, then matching letters to these sounds cannot be adequately taught.

If auditory acuity has been tested and is deemed to be ok, isolate the task and treat it. It may be as simple as a dialect speech related factor or as complex as a Central Auditory Processing Deficit (
CAPD). Whatever it is it cannot be left untreated when teaching alphabetical principles.
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Free Resource to address the above issues
Ease into Reading is a FREE Resource in the form of PDFs that address the above issues.

EASE INTO READING This link will take you to a new web page - use the browser back arrow to return to this site.
VAS Reading Echo : on-line assessment of the foundation skills of reading
To assess your student’s / child’s phonic knowledge on-line go to VAS READING ECHO

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