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The TNT cognitive training
model is very simple and direct. Test and determine if the
student can show mastery of a specific skill needed for
being a good reader. Only train this skill if a deficit is
found, and then train until the student can pass the TNT
skill area test. If the skill is then mastered or the
student initially passes the test, then continue testing
and, if needed, training the next essential skill needed to
be a good reader.
This model is supported by the
following theoretical cognitive based approach:
Link:
http://www.springerlink.com/content/7h8275423153471t/fulltext.pdf?page=1
Research supporting the seven
key cognitive skills that comprise the TNT Reading System
follows:
1. Letter Recognition
"One of the strongest research
findings in the field of reading is the high correlation
between knowledge of letter names and success in learning to
read (Adams, 1990; Adams & Pikulski, 1996; Durrell, 1980;
Ehri 1983; Venezky, 1975)."
Link:
http://www.eduplace.com/rdg/res/teach/emerg.html
2. Phonemic Awareness
"A child's level of phonemic
awareness on entering school is widely held to be the
strongest single determinant of the success that she or he
will experience in learning to read — or, conversely, the
likelihood that she or he will fail (Adams, 1990; Stanovich,
1986)."
Link:
http://www.readingrockets.org/article/408
3. Phonics Training
Phonics training which is an
integral component of the TNT Reading system has been
recognized as extremely effective in helping beginning
readers to learn to become good readers. Chall
concluded that comprehensive, systematic, phonics-first
instruction was overwhelmingly supported by the vast
majority of the research.
Her final conclusion was:
"The research … indicates that a code-emphasis method –
i.e., one that views beginning reading as essentially
different from mature reading and emphasizes learning of the
printed code for the spoken language – produces better
results … The results are better, not only in terms of the
mechanical aspects of literacy alone, as was once supposed,
but also in terms of the ultimate goals of reading
instruction – comprehension and possibly even speed of
reading. The long-existing fear that an initial code
emphasis produces readers who do not read for meaning or
with enjoyment is unfounded. On the contrary, the evidence
indicates that better results in terms of reading for
meaning are achieved with the programs that emphasize code
at the start than with the programs that stress meaning at
the beginning."
Link:
http://www.projectpro.com/ICR/Research/Phonics/Bibliography.htm
The latest "brain research
shows why intensive phonics is also the best way for
everyone to learn to read."
"Dyslexics (or poor readers)
are very frustrated by the fact that they can understand
what they hear but not what they read. Dyslexics have
average or above average intelligence. Once they can
properly decode words they can understand the concept.
Decoding skills are the key to learning from written
material. Years of educational research has shown that the
use of intensive phonics is the only way to teach dyslexics
and learning disabled individuals how to read."
Link:
http://www.childdevelopmentinfo.com/learning/brain.shtml
4. Mental Processing Speed
The TNT Reading system
incorporates speed training exercises which have been
supported as effective in helping poor readers become good
readers.
"Results showed that the
automatization or "speed" group progressed more than the
context group in word and text reading efficiency, and the
effect transferred to more complex word types than the CVC
word type that was presented in the exercises. Both groups
progressed to the same extent in accuracy, but the speed
group made more progress in speed."
Link:
http://www.springerlink.com/content/3290433467666j7v/
Link:
http://www.docstoc.com/docs/10454192/Speed-Reading-Study
5. Auditory Discrimination
Training Auditory
Discrimination is critical to improving the reading skills
of poor readers based on the research of Wepman who created
the Auditory Discrimination Test. He found that his data...
"indicated a positive correlation between three factors: low
reading achievement, functional articulatory deficits and
poor auditory discrimination."
Link:
http://www.jstor.org/pss/1000165
6. Working Memory (WM)
Working memory training which
is incorporated as a major part of TNT Reading has been
shown to be more effective than stimulant medication in
improving cognitive functioning:
"Results from this study
indicate that WM training yields greater benefits in WM for
children with ADHD than are provided by stimulant medication
treatment. Furthermore, memory gains following training
persist for a significant period. Because adequate WM
functioning is critically important for children's academic
success, these are encouraging findings as they suggest that
intensive training can ameliorate deficits in this important
executive function."
Link:
http://www.helpforadd.com/2009/august.htm
In conclusion, the TNT Reading
System is dynamite because it combines in a highly
structured teaching machine ALL seven of the above research
based techniques to develop and improve reading skills. The
overall application of this cognitive based approach to the
development of reading skills relies on integration of these
proven approaches to improving reading incorporated within a
"Test and Train" easy-to-use, automated, game-like and
entertaining computerized system.
7. Attention Training
The value of TNT has also been
established in a new research study which shows that
cognitive training using the Captain's Log cognitive
training system improves the attentional functioning of six
year olds and normalizes 6 out of 10 these children who have
identified significant attentional problems. These children
were rated independently by teachers a year after treatment
and were found to have almost no attention problems in the
school setting at all (0 to 1) when before training they had
six or more attention deficits.
Link:
http://www.helpforadd.com/2009/november.htm
An example of specific
benefits of attention only training to improve reading
skills follows:
"As this individual's
proficiency to sustain attention, cope with distractions,
and concentrate increased, her ability to read longer, more
complex materials also improved. These results are
consistent with previous studies that have noted
improvements in nonlinguistic cognitive abilities of
individuals with aphasia following direct intervention."
Link:
http://www.informaworld.com/smpp/content~db=all~content=a729243605
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