Reading Again. (1995). By Sue Lakin. Sue Lakin, 56 Park Road, Chilwell, Nottingham, United Kingdom NG9 4DD. Two sets each include introductory tape and booklet, 6 practice tapes, booklets, etc.; $130 for both sets, $72 each. Reviewed by Tamy Kulkarni & Marian Appiah-Kubi, Southern Illinois University at Carbondale, IL.
According to the information on the Web site and in the written information obtained in the brochures and introductory booklets, this program can be used with adults with moderate language impairment. It is intended to be used with individuals with dyslexia and aphasia following stroke or head injury in order to recover reading skills. It is designed to be used independently by some individuals in the home setting (see restrictions for use). The program can also be used for treating speech and language, reading, writing, and memory skills. However, separate writing, speech and language, and memory exercises are not given in the program. The author explains in the introductory booklet some ways in which the reading materials/booklets can be adapted for targeting these other skill areas.
The author reads aloud each of the reading exercises in the booklet, using a distinctive British accent, with appropriate speech rate and clear articulation. There are two sets of audiocassettes with booklets containing the reading material for reading skills required for everyday situations. Set one covers reading content related to signs and notices, shopping lists, and short sentences. Set two covers greeting cards, messages, postcards, appointment letters and cards, and terms related to the medicine cabinet. The reading material contains content that has higher than average use of high-frequency, high-imageability, regularly spelled words. The use of cognitive and syntactic skills is minimized. Large print is used throughout all of the booklets.
The program is intended for use by some individuals to regain reading skills for functional purposes. It is unclear whether the author intended the program to be used in conjunction with a formal intervention program administered by a professional (speech-language pathologist), to be used independently in the home setting, or both.
In the introductory booklet, the author explains that the program can also be used for "practicing speech and language, reading aloud, writing and memory skills." She also discusses the uses of her program as particularly useful if an individual does not have access to an SLP (see restrictions for use below).
Restrictions for Use: This program should be used by individuals who have the ability to follow directions and read silently and who understand a minimum of two-word phrases. According to the author, verbal expression is not considered essential for using the program; however, portions of the program may not be useful for nonverbal individuals.
The accompanying flyer, which provides a brief description of the product, asserts that some individuals can use the program independently. In order for the client to use the program independently, he/she must be able to follow simplified speech and be able to read silently and understand at least two-word phrases. Speech skills are not required, but some uses of the materials would be limited. The flyer also says that the program is best suited for clients with moderate language impairment; however, the materials are flexible enough for use with a wide range of language impairments for treatment of at least one skill. Prospective clients who have dysphasia/dyslexia are advised to consult their SLP whenever possible regarding suitability. "However, any questions concerning suitability are likely to be answered by experimenting with the sample package" (according to the accompanying flyer, which also includes a phone number in Britain for further guidance).
A description of standardization data--including numbers of subjects, reliability, validity, and statistical information--was not included in the program materials sent to reviewers. The reviewers were unable to determine if the program had been developed based upon the author's clinical experiences, a case study, or a study conducted by the author or outside researcher(s) who focus on the area of reading impairments.
As explained earlier, the content of the reading material is designed in a way that minimizes the use of cognitive and syntactic skills. For example, using the audio tapes, the client first reads along silently or aloud through six exercises, each one consisting of six stimulus items (each item is read aloud by the narrator twice). Then the client is instructed to find the correct word, phrase, or short sentence on the correct line (there are lines numbered 1-5 on each page of the booklet) after it is read aloud by the narrator. On side B of the tape, the exercises target the ability to answer simple questions such as "Which one is a fish?" or find the correct stimulus item on the correct line for statements such as "These have shells and are easily broken." Again, the client locates the correct item on the corresponding line (numbered 1-5) that answers the narrator's question. The narrator gives the answer by stating the correct number of the line where the stimulus is located on the page. Throughout the booklets, this format is followed in each of the exercises.
Although this format may place minimal cognitive and syntactic demands on the client, these type of exercises may not be challenging enough for someone who is ready to improve reading comprehension for written information presented in longer or more complex sentences or even at the short paragraph level. Also, since the type of questions asked do not vary much from the examples given above, they may sound repetitive and become monotonous or uninteresting after practicing some time. And these exercises do not target a variety of wh-questions such as who, what, where, when, and why. Therefore, users of the program would receive some highly specific exposure to very limited types of questions.
The print is large and the booklets appear to be designed for aphasic clients who may have right or left visual neglect as a consequence of their stroke. In Set One, the size of margins is consistent throughout each booklet. However, in Set Two, in booklets 2 (Messages), 3 (Postcards), and 4 (More Postcards), for example, different margin sizes are used on the same page for the margin that starts between the number and the beginning of the stimulus item/text (i.e., the amount of white space between the number and the beginning letter). For example, in booklet 3 on page 6, on the first line, the first stimulus item is "Wednesday" and it is located near the right-hand margin. On line 2 on the same page, the second stimulus item, "Arrived safely" is located closer to the left-hand margin. The last line, "Kind regards, Les and Joan" is closer to the right-hand margin, but not as far over as the first line. This format is visually similar to how a postcard is written. Nevertheless, before the client attempts these exercises, he/she must be ready to tackle the inconsistent margins used on the same page presented in Set Two.
In addition, punctuation is not used for the two, short sentences given in the above example (i.e., no periods or questions marks are used). However, a comma is used on line 5 in "Kind regard, Les and Jo," which is the closing line in this example. In Set One, booklets 5 and 6 (Short Sentences and More Short Sentences), punctuation is not used for any of the stimulus items. It is unclear why punctuation is excluded in some booklets in Set One and why punctuation is sometimes included in some stimulus items within an exercise (but not all items) in Set Two.
The narrator does pause between each stimulus phrase and sentence and in giving the answers to the exercises. However, pausing alone may not be adequate for the client who is using the reading material independently to locate the initial letter/word of the phrase or sentence on the left side of the page, especially someone who has fine motor or eye hand coordination problems. Moreover, in the initial stages of the program, the client who has left visual neglect may not visually scan the entire page find to the place where the stimulus items/text begins on the left side of the page and therefore the client may require assistance (e.g. tactile or visual cues).
Although the playing time of an entire set of audio tapes (3.25 hours) is given, the length of time for "playing" one reading exercise or one booklet is not provided. This is important information for the client to know so he/she can set aside enough time to go through the reading exercises (one side of an audiocassette or the exercises within one booklet).
One of the reviewers played an entire audiocassette and followed along in the client booklet and experienced some difficulty in using the tapes along with the booklet.
For example, when I stopped at the end of a page in booklet 1 (Set One), I closed the booklet and left the audio tape in the tape player. However, when I returned to my reading, I did not know where to begin in the booklet. Next, I turned on the tape and opened booklet 1, but since I had not marked the page number and item on the page where I had discontinued, I could not determine where I had left off by listening to the tape alone. This problem is not merely addressed by having the 'narrator' say which corresponding page number in the booklet that she is reading aloud (as is provided on the tape). I needed to consult the transcript of the audio tape in order to find my place again (I did know which booklet number and which set I had been using). The name of the audio tape (not the number) and the side of the tape, which corresponds to the text in the booklet, is given in the transcript. Therefore, I would strongly recommend also purchasing the transcript (which costs $8) in order to avoid this pitfall. On the price list and order form, it states that the "transcripts are not necessary to use the material. However, they may be helpful to and of interest to some buyers."
I also think that it would be helpful if instructions were given in the introductory booklet and corresponding audio tape, to remind clients to use a small bookmarker or even a small stick-it to mark the page where she/he stops reading in the booklet. And since all the booklets look very much alike--they are white and spiral-bound, with the same graphic on the cover page--it may be necessary to write down which booklet and corresponding set is currently being used by the client. The containers for each set are effectively color-coded. Set One has a blue border on the storage container and the tapes have blue dots on them, and Set Two is coded using green in the same manner.
However, the booklets are not easily identified using the color code, especially if someone has a visual impairment and is trying to use the program independently. There is a black and white drawing of an open book on the cover of each booklet, which is about 3mm (in size). The bottom edge of the book is colored blue for Set One or green for Set Two, depending on which set it belong to. Also, at the bottom of the cover page, it is labeled which set the booklet belongs to. However, it may be difficult for someone with a visual impairment to locate, understand, and use this written information. If the color on the black and white drawing of the book was more visually noticeable or if the drawing was larger, the color-coding would be more useful. Also, the blue and green shades do not provide much of a visual contrast on the cover. For instance, red and blue may have been more easily distinguishable from each other. In addition, it may be helpful to provide instructions to the reader in the introductory booklet/introductory tape to use a book marker and to write down which booklet number and set number, she/he is using before putting the materials away in the container. (These instructions are not given on the tapes or in the booklets). Another way to help readers more easily locate where they left off in the reading material would be to provide written references in the booklets that indicate which audio tape number and which side of the tape corresponds to the text on a particular page. However, this information is also not included in the booklets, which contain the reading exercises and material, but it is included in the introductory booklets/tapes and transcripts.
The introductory tape/booklet does contains some other helpful tips for readers using the program: skim through the material first and then go back and re-read the material, or reading aloud instead of silently to facilitate better comprehension of the full meaning as well as suggestions on how to arrange a home environment conducive to reading. The reader is also advised on what to do if she/he is making errors when using the material: pressing the pause button to give extra time when needed. If a reader is wishing to use the program independently, I also think that he/she will need to be able to use a tape player independently and all its buttons for not only pausing but also for rewinding, forward/reversing, and stopping the tape. Therefore, eye-hand coordination and fine motor skills should be taken into consideration when determining the reader's ability to use the program independently.
Very careful consideration by an SLP, reading specialist, or other qualified individual who works with clients who have aphasia or dyslexia to improve reading and/or language skills should most definitely be sought to determine if a prospective client could benefit from the program. Professional advice or consultation is needed to determine a number of factors, including the level of severity of the language and/or reading impairment; existence of co-disorders such as visual neglect, cognitive impairment, and eye-hand coordination skills; and the amount (use independently or with minimal or maximal assistance) and type of assistance (SLP, caregiver) needed by the client to effectively use this reading program. I would caution prospective buyers to try not to determine suitability for him/herself by solely ordering the sample package. Clients should seek professional guidance first in determining if this reading program would be appropriate and beneficial for him/her.
Some of the terms used in the written text are associated with British English such as pub, "dogs must be kept on a lead" and "beware of the bull" (both on the Signs and Notices tape), Mum, Gran, caravan site, and rashers "bangers" (both found on the Shopping List tape). If a client speaks American English, he/she may need help in determining the meaning of these words if it is not apparent to him/her from the context.
I did attempt to go to both Web sites for the program ( http://website.lineone.net/~sue_lakin/reading_again/index.html and http://website.lineone.net/~darkincubus/index.html ), but I was not able to access the site to obtain information on the program. The other reviewer was able to find one of the Web sites but found little, valuable information available on the Internet regarding the program.