1 Provider and Recipient of NAR   Qualifications of the Speech-Language Pathologist Who might be interested in the NAR program? Although the Neurolinguistic Approach to Reading (NAR) program is written for speech-language pathologists (SLPs), many other professionals and parents know a great deal about language. Some psychologists, for instance, have deep insight into the relationship between language and intelligence and speak with expertise about language. Some parents of children with dyslexi -- 2 Rationale for Approach   Neurolinguistics: The Neurobiology of Language What is the source of data for the LAD? For at least five decades, Chomsky's theory of language acquisition has been presented as an explanation of language learning, proposing that children learn language through a genetically endowed language acquisition device (LAD). He describes the LAD as a biologically autonomous system in the brain that represents an innate knowledge of language, a genetically prewired system with w -- 3 Measuring Outcome   Evidence-Based Practice How is clinical effort traditionally documented? To effectively assess and treat dyslexia, clinicians develop a treatment plan that matches the client's diagnostic profile, apply treatment strategies, and conduct subjective and objective testing at intervals to assess progress. Decades of research have attempted to draw conclusions about best assessment tools, best intervention tools, best treatment methodology, and best measures of outcome to determ.

4 Other Spelling/Reading Programs   Phonics Versus Whole Language Is NAR incompatible with whole language or phonics? One advantage of the developmental approach to reading and writing used by the Neurolinguistic Approach to Reading (NAR) is that it bypasses the controversy between phonics and whole language. The approach NAR uses sides with neither phonics nor whole language. Rather, it focuses on the underlying linguistic deficits that impede reading and writing acquisition. Once these deficit -- 5 Overview of NAR   Four Stages of NAR What is the difference between phonics and phonologic perception? Before presenting the stages, a basic concept that requires consideration is the difference between phonics and phonology as applied to phonologic perception, including the role of the alphabet and the sounds associated with letters. This is a basic distinction that needs to be applied at every level of the Neurolinguistic Approach to Reading (NAR): Phonics begins with letters (or graphemes) -- -- 6 Detailed Description of Stage I: Alphabet Knowledge   When is the alphabet introduced to children? How and when the alphabet is taught is an area of understandable confusion, beginning with alphabet blocks presented to babies long before they have concepts of written language. Obviously, children will need to have access to letter knowledge to eventually code phonemes with graphemes, but letter name knowledge should be acquired as a separate process from phonologic perception training to be ap -- 7Detailed Description of Stage II: Mouth-Ear Phoneme Perception Training   How does recall cued by an auditory pattern differ from recall with no auditory cue? Children need a solid base on which they will build written language competency. They need to know how a word sounds because the composite sound of that word is always available as a reference.

it does not change. The word can be repronounced slowly to clarify the auditory elements. The sounds in the word are available for confirmation as -- 8Detailed Description of Stage III: Coding Phoneme Patterns With Colored Objects   Color Coding Phoneme Strings What advantages does a nonword color-coding activity have? The word lists in Appendix J used in Stage IV, the letter-coding stage of Neurolinguistic Approach to Reading (NAR), can be used for color coding, or word lists can be gathered from other print sources used by the child. Pictures of words can solidify the reference being coded. Many commercial products are available for this st -- 9Detailed Description of Stage IV: Spelling Sounds With Letters   How is alphabet spelling an invented system? As critical as it has been to build strong phonologic perception skills to succeed in written language acquisition, children must learn more. They must learn an English spelling system that is one of the most complex systems of any language. Until such time that organizations such as the Simplified Spelling Society (http://www.spellingsociety.com) succeed in their mission to change Engl -- 10Special Considerations   Pronunciation Peculiarities What governs pronunciation of /t/ as [d] in middle word position? American English speakers usually pronounce words spelled with /t/ as [d] when in an unstressed syllable in the middle of words so that started is pronounced starded, thermometer is pronounced thermomeder, and battery is pronounced badery. These unique features of pronunciation make auditory discrimination for certain words more difficult, and adults need to guide children's s.

11Logistics   Using the Block-by-Block Spelling Charts How should the spelling forms or whiteboards be used? The writing arrangement for this stage of the Neurolinguistic Approach to Reading (NAR) program can be adjusted to the motor skills of the child. For handwriting, a lined dry-erase board or lined paper can be used for writing the letters. NAR uses a sound-by-sound spelling grid that can be found in Appendix E, Table E-1. The child says the word, says the first phoneme in the word, writes -- 12Summary   As the information presented in the Neurolinguistic Approach to Reading (NAR) is considered in retrospect, the words of Chomsky come to mind. How could a small baby sort the infinite number of possible phonemes to come to recognize and say words? And how could the progression of that knowledge balloon in the first few years of life to encompass the complex rule systems of syntax, morphology, semantics, pragmatics, and prosody? NAR has presented but a sampling of how the brain theoret.