By ROGER MOONEY
ST. PETERSBURG, Fla. –During the weeks leading up to the start of fifth grade, when Cee J Knause was home doing not much of anything, she found herself singing the Short Vowel Song.
“A … a … a …a … apple
E … e … e … e … egg.”
Or the Long Vowel Song.
“I got an a for apron
An e for eagle.”
Sometimes, Cee J sang “The Ballad of the Silent E.”
“She sings those songs all day,” her mom, Kellie Mendheim said. “Sometimes she lets me sing them.”
Cee J is a student at the Mount Zion Christian Academy in St. Petersburg. Like nearly all of her 90 schoolmates, she attends the K-5 private school using a Florida Tax Credit Scholarship for lower-income families. The program is managed by Step Up For Students.
Cee J learned those songs last spring when she participated in the Winning Reading Boost program for second-graders and above who struggled to read.
They are catchy tunes, and that is the point.
Sue Dickson, a former first-grade teacher and Safety Harbor, Florida, resident, wrote them years ago. The songs were the foundation of Dickson’s Sing, Spell, Read and Write, a widely successful phonics-based program published in 1972 that taught children to read. A decade later, when Dickson saw the need to reach older non-readers, she wrote Winning, a 90-hour intervention program with age appropriate stories and songs that had tremendous success in jails and teen detention centers.
“If you can sing it, you can learn it,” Dickson said.
Mount Zion was used as a pilot program last spring with 10 students participating. Cee J, then in fourth grade, was one of those students.
“The program went very well,” Mount Zion principal Franca Sheehy said. “We saw results.”
Students who misread more than five fluency words out of 60 on a K-1 phonics test were included in the program. Combined, the 10 students averaged nearly 27 missed words. Only one, a third-grader, missed fewer than 10, and that student missed nine.
“I love it,” said Cee J, who missed 29 of the 60 words. “When I didn’t do Winning Reading Boost, I used to struggle at reading. As soon as I started this, it started helping me, and I love how the songs made it fun.”
Cee J’s struggles stemmed from reading too fast, causing her to miss words. Winning Reading taught her to read at a slower pace, which increased her fluency learning.
Shakeila Bogle-Duke, who teaches Winning Reading Boost at Mount Zion, said Cee J showed the most improvement of the 10 students.
“Everyone showed some growth,” Bogle-Duke said. “It was significant in others and a little less in one or two.”
Students gained confidence in their ability to read. Using phonics, they learned to decode words, rather than guess at them. Those who entered as choppy readers learned to read at a smoother pace.
Sheehy was so impressed with Winning Reading Boost that it was added to the 2019-20 budget. It will be used throughout the school year after they identify which students need the intervention program.
Why Johnny can’t read
An October 2018 story in the New York Times referenced a study by the National Assessment of Educational Progress that found only four of 10 fourth graders were competent readers. A big reason, the story stated, is students are not taught to read phonically, meaning they do not learn to decode words.
This is not a new development. Dickson began teaching first grade in the 1950s in Arlington, Virginia, when it was forbidden to teach phonics, learning by decoding the relationship between sounds and spelling.
“The schools of education ridiculed the teaching of phonics,” she said. “It was just awful.”
Because she was fresh out of college and just beginning her career, Dickson complied with the school district’s stance during her first two years as a teacher. Yet, she knew she failed those students who didn’t pass reading.
In 1955, Rudolf Flesch wrote, “Why Johnny Can’t Read: And what you can do about it.” The book advocated phonics over the standard reading by sight, often referred to as “Look-say.”
Reading the book reinforced Dickson’s belief that the school district’s stance was wrong. Not only could she see that from the reading scores of her students, but also with her younger brother, David, who struggled with reading. Dickson saw first-hand the impact that had on David’s education.
“I was tuned-in to the problems that come along when a kid can’t read. He was ruined,” Dickson said. “I was looking for a way to fix it, and I found what was wrong.”
She began teaching phonics to her students, and their reading scores improved. Eventually, Dickson was asked to teach reading her way during summer school.
She realized some students struggled because they were tripped up by what she called, “hidden bloopers,” like the difference in the graphic forms of the letters “a” and “g” in written text, and addressed them in her programs.
Throughout the 1960s, Dickson combined her love of music with her love of teaching, sat at her piano and composed the songs for Sing, Spell, Read and Write.
The program went nationwide in the 1970s, and school districts reported improved reading scores by students who participated.
“It’s earth-shaking,” Dickson said of the program’s success.
‘It’s the music’
In 2015, The Tampa Bay Times ran a series on how the Pinellas County School Board in Tampa Bay turned five once average public schools in low-income areas into what it termed, “Failure Factories.”
Searching for help, a grass roots St. Petersburg community reached out to Don Pemberton at University of Florida’s Lastinger Center, an innovative hub that brings together the latest developments in academic research and practice to improve education. Lisa Langley, Lastinger’s chief of staff, along with the UF team, Sue Dickson and her daughter Dianne Dickson-Fix (a retired elementary school teacher in Pinellas County) updated Winning and created Winning Reading Boost for students in grades 2 and up.
The new program involves 36 sequenced steps to independent reading through songs and games and four books.
“Anything we want the kids to memorize is in the songs, because the songs provide the repetition to make the learning fast and easy,” Dickson-Fix said.
The lessons are put to music – rock, rap, country and calypso.
“It’s a hands-on approach and it gets them excited to do the stories,” said Bogle-Duke, the Mount Zion teacher. “The stories are not very long, so they get through each part. They’re using the skills and they are reminded about what they just learned to use as a tool for what they’re reading.”
To prevent students from stumbling over words they don’t know, there is not one word in the story that hasn’t already been covered.
“Sue thought it out,” Langley said. “It’s like a shaky foundation for a house. She had to knock that house down and rebuild that foundation.”
Why does it work?
“It’s the music,” Bogle-Duke said.
Sheehy agreed. She said her students don’t have a problem learning Bible verses and pledges when they sing them.
“They are able to memorize this information, and music helps them memorize the sounds,” Sheehy said. “You hear them singing that song later. Eventually, the more they sing it, they start putting the dots together and realize what they are singing. The lightbulb goes on.”
Mendheim, Cee J’s mom, said she was glad when her daughter was asked last spring to join the program.
“I was teaching Cee J to read, but I wanted someone to take it a step forward,” she said. “She was reading, but not how I wanted her to read.”
When told she was in the program, Cee J said her response was, “OK, I’m struggling. I need to practice.”
Cee J continued to read her Winning Reading Boost books over the summer. She even erased her answers so she could take the quizzes over.
Cee J’s reward for improving? A bookshelf in her bedroom and books to put on the shelf.
“It’s really important to read,” Cee J said, “because when you grow up, you have to pay bills and stuff, and you have to know what it says that you have to pay.”
Roger Mooney, marketing communications manager, can be reached at firstname.lastname@example.org.