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Touch-type Read and Spell (TTRS)
Touch-type, Read and Spell (TTRS) is specifically designed to develop the literacy and typing skills of students with dyslexia and other learning difficulties. The aim of TTRS is to improve reading, spelling and touch-typing. Touch-typing can be invaluable for someone struggling with writing.
During the course the student works with a vocabulary of 4,000 words through typing, seeing the words and sentences on screen and hearing them on headphones. This is a unique three-pronged approach designed to teach familiarity and confidence with the vocabulary and it’s uses.
TTRS has been used in Ireland since 2007 by many organisations such as the VEC Adult Learning Centres, Youthreaches, Training and Education centres, Libraries, Hospitals and many more organisations. An annual site licence can be purchased directly from Searsol, pricing information is available on request.
For whom is this TTRS designed?
·TTRS is for anyone who has reading, spelling, or writing difficulties
·TTRS is especially helpful for those who are DYSLEXIC or who have SPECIFIC LEARNING DIFFICULTIES
What does it do?
·TTRS is designed to do several things at one time
·It teaches the student to TOUCH-TYPE
·At the same time it teaches SPELLING and READING
·It does this using PHONICS
·It encourages students to 'SPELL WITH THEIR FINGERS'
Will the course interfere with other teaching the student is having?
·This is most unlikely
·The system teaches essential spelling and reading skills
How does Touch-type Read and Spell work?
·Each student works through the course at their own pace
·The student sees the word written very clearly on the screen
·The student hears the computer say the word correctly
·The student types the word they have seen and heard
· English spelling and speech are used throughout
Touch-type Read and Spell is multi-sensory
SEEING
·A series of levels, each of 30 modules, is clearly presented to the student as words and sentences
HEARING
·The student hears the words as they are about to type them
·Each course has at least 6 dictation modules based on the preceding exercises
·These are typed by the student and monitored by the computer
·Students are encouraged to SAY the words as they type them
TOUCHING
·This is the kinaesthetic approach, a sensation of movement is perceived by the student: "Talking with my fingers."
·"When I want to spell a word, I just think where my fingers would go."
Touch-type Read and Spell has a phonetic structure
·The words used are presented in phonetic groups
·The order in which the words are presented has been carefully considered
·The order is loosely based on the progression found in Alpha to Omega
·The words on the screen are in large clear type
·This helps to focus the student's attention on the structure and spelling of the word
The Read and Remember option
·This is a version of Look, Cover, Spell, Check and Write
·The student types the word, and it then disappears and the student has to type it from memory
·The student learns how to type and spell groups of words in the LEARNING MODULES
·They are then tested on the accuracy of their learning in the fifth or DICTATION MODULES.
·The student can 'internalise' the spellings using the Read and Remember option
Practice, Repetition and Correction
·The course gives a great deal of practice without the tedium of writing
·Mistakes are shown instantly, and the pupil quickly puts them right
·This means that they see, and type, the correct spellings MANY MORE TIMES than they see or type the incorrect ones
·Some students report that their fingers come to 'know the spellings' as they think the word
Touch-typing
·The program shows the student how to work from the 'home keys'
·Each finger has its own keys to work on
·Each letter is always struck by the same finger
·Fingering can become automatic
·The student can learn to 'spell with their fingers.'
·The course teaches the student how to touch-type in a logical and realistic way, because it uses real words in a phonetically structured order
·The increasing use of word-processors and lap-tops makes touch-typing an essential skill
·For many students it can make the real quality of their work visible for the first time, with a consequent marked improvement in their confidence
Motivation, Visible Progress and Feedback of results
·The student makes visible progress through a structured course
·Students feel in control of their own learning
·Each part of the course is divided up into short modules
·The student's progress is recorded, reported and accessible
·Progress can be checked at the end of any module
·This builds up a very real sense of achievement
·Confidence and morale can be built up, replacing the experience of failure which many students have known before
Course Objectives are to promote learning through
·Building confidence through measurable success
·Immediate self correction of errors and feedback of results
·A multi-sensory approach, seeing, hearing and touch-typing
·A planned programme of learning that is finely structured and computerised
During the course the student works with a vocabulary of 4,000 words through typing, seeing the words and sentences on screen and hearing them on headphones. This is a unique three-pronged approach designed to teach familiarity and confidence with the vocabulary and it’s uses.
TTRS has been used in Ireland since 2007 by many organisations such as the VEC Adult Learning Centres, Youthreaches, Training and Education centres, Libraries, Hospitals and many more organisations. An annual site licence can be purchased directly from Searsol, pricing information is available on request.
For whom is this TTRS designed?
·TTRS is for anyone who has reading, spelling, or writing difficulties
·TTRS is especially helpful for those who are DYSLEXIC or who have SPECIFIC LEARNING DIFFICULTIES
What does it do?
·TTRS is designed to do several things at one time
·It teaches the student to TOUCH-TYPE
·At the same time it teaches SPELLING and READING
·It does this using PHONICS
·It encourages students to 'SPELL WITH THEIR FINGERS'
Will the course interfere with other teaching the student is having?
·This is most unlikely
·The system teaches essential spelling and reading skills
How does Touch-type Read and Spell work?
·Each student works through the course at their own pace
·The student sees the word written very clearly on the screen
·The student hears the computer say the word correctly
·The student types the word they have seen and heard
· English spelling and speech are used throughout
Touch-type Read and Spell is multi-sensory
SEEING
·A series of levels, each of 30 modules, is clearly presented to the student as words and sentences
HEARING
·The student hears the words as they are about to type them
·Each course has at least 6 dictation modules based on the preceding exercises
·These are typed by the student and monitored by the computer
·Students are encouraged to SAY the words as they type them
TOUCHING
·This is the kinaesthetic approach, a sensation of movement is perceived by the student: "Talking with my fingers."
·"When I want to spell a word, I just think where my fingers would go."
Touch-type Read and Spell has a phonetic structure
·The words used are presented in phonetic groups
·The order in which the words are presented has been carefully considered
·The order is loosely based on the progression found in Alpha to Omega
·The words on the screen are in large clear type
·This helps to focus the student's attention on the structure and spelling of the word
The Read and Remember option
·This is a version of Look, Cover, Spell, Check and Write
·The student types the word, and it then disappears and the student has to type it from memory
·The student learns how to type and spell groups of words in the LEARNING MODULES
·They are then tested on the accuracy of their learning in the fifth or DICTATION MODULES.
·The student can 'internalise' the spellings using the Read and Remember option
Practice, Repetition and Correction
·The course gives a great deal of practice without the tedium of writing
·Mistakes are shown instantly, and the pupil quickly puts them right
·This means that they see, and type, the correct spellings MANY MORE TIMES than they see or type the incorrect ones
·Some students report that their fingers come to 'know the spellings' as they think the word
Touch-typing
·The program shows the student how to work from the 'home keys'
·Each finger has its own keys to work on
·Each letter is always struck by the same finger
·Fingering can become automatic
·The student can learn to 'spell with their fingers.'
·The course teaches the student how to touch-type in a logical and realistic way, because it uses real words in a phonetically structured order
·The increasing use of word-processors and lap-tops makes touch-typing an essential skill
·For many students it can make the real quality of their work visible for the first time, with a consequent marked improvement in their confidence
Motivation, Visible Progress and Feedback of results
·The student makes visible progress through a structured course
·Students feel in control of their own learning
·Each part of the course is divided up into short modules
·The student's progress is recorded, reported and accessible
·Progress can be checked at the end of any module
·This builds up a very real sense of achievement
·Confidence and morale can be built up, replacing the experience of failure which many students have known before
Course Objectives are to promote learning through
·Building confidence through measurable success
·Immediate self correction of errors and feedback of results
·A multi-sensory approach, seeing, hearing and touch-typing
·A planned programme of learning that is finely structured and computerised
Additonal information
TTRS Information Leaflet (PDF)