Frequently Asked Questions
Compiled by Susan du Plessis

The Audiblox programs and exercises

Q: How do the specialized programs for dysgraphia and spelling problems differ from the standard Audiblox program in “The Right to Read”?
A: It is important to note that whatever program one decides to follow, one would probably see improvement in reading, spelling and handwriting. As an example, see the Audiblox Pilot Study at Keswick, UK. The only form of application that these children did was an exercise called the Reading exercise. They did not do any exercise specifically aimed at spelling or handwriting. Yet, the majority of these children's spelling and handwriting improved too. Nevertheless, it is quite possible to put greater emphasis on specific aspects of learning when it is required, such as spelling or handwriting.

The Audiblox Dysgraphia Program places more emphasis on the underlying shortcomings that interfere with handwriting performance than the standard Audiblox program. Shortcomings include (1.) poor motor skills, (2.) poor visual perception of letters and words, (3.) difficulty in retaining visual impressions, caused by a poor visual memory, and (4.) poor spatial orientation. Application is done not only by means of the Reading exercise, but also by means of the Writing exercise, which is not included in the standard Audiblox program.

When a child's reading is more or less on par — including his ability to read aloud and read with comprehension — but he has a spelling problem, the Audiblox Spelling Program is highly recommended. This program places more emphasis on the underlying shortcomings that interfere with spelling performance than the standard Audiblox program. Shortcomings include (1.) the ability to analyze, i.e to perceive the whole in its individual parts, (2.) auditory perception of letter sounds and auditory memory (3.) decoding skills, and (4.) visual memory for sequences. Application is done not only by means of the Reading exercise — which improves spelling too — but also by means of the Spelling exercise.

Q: What is Compublox and will a learner overcome a learning problem if I use Compublox only?
A: Compublox is a computer program on CD — compatible with Windows XP/2000/ME/98 — containing four Audiblox exercises, which can be used to supplement the various Audiblox programs. Compublox will improve individual learning skills like memory, but the chances are small that a learner will overcome a problem such as dyslexia or dysgraphia if one uses Compublox only.

The following are examples of situations where Compublox would be helpful:

• When a parent (or tutor) is unable to spend more than 30 minutes per day on the Audiblox program, while the learner clearly needs more, the parent can supplement the Audiblox program with Compublox.

• When a parent (or tutor) is ill, she can let the learner do Compublox instead of taking the day off.

• When a parent has several children with learning problems, and does not have the time to do Audiblox with all of them, she can do Audiblox with the children who need help the most, and let the children who need help least do Compublox. Later she can reverse the situation.

• When a learner’s learning problems are nearly solved, one can let the learner do Compublox as part of a maintenance program.

Make sure that when doing Compublox the learner is working on a clean table. There should be NO pen and paper or blocks on the table. Also note that silence is required when doing the Compublox exercises.

Q: Does Audiblox teach reading by means of phonics or by means of the look-say method?
A: Neither, because the main aim of the Audiblox Reading exercise is to teach a proper technique of reading. Once the learner has mastered this technique, it can be followed up with phonics instruction, if necessary.

One of the ingredients in this reading technique is to widen the learner's recognition span (also called eye-span). When a person reads, his eyes engage in a series of quick movements across the page with intermittent fixation pauses. The more often the eyes have to pause for fixations, the slower the reading speed will be. The wider the recognition span, the less often the eyes have to fixate and the faster the learner will be able to read.

A learner, who is taught to read according to phonics instruction from the very beginning, is taught the exact opposite. He is taught to break up every word into small units, thereby narrowing his recognition span. This hampers his reading fluency, which in turn hampers his comprehension. However, if one first teaches a learner a proper reading technique and only afterwards follows it up with phonics instruction, the learner will tend not to break up every word into smaller units. Of course, it is possible to unlearn this tendency, although having to unlearn a bad habit and then learn a good one is always more difficult and time consuming than learning to do something the right way immediately.

To properly master this reading technique, it is important to display the word cards to the learner at the speed demonstrated on the Audiblox DVD. It is also important not to add new word cards if the learner is hesitant about any of the old word cards. If you are meticulous especially about the last-mentioned piece of advice, you will find that the learner's ability to spell correctly will also improve dramatically.

Once a learner has completed Level 3 of the Audiblox program in The Right to Read (there are four levels), meaning that he can read all the yellow, white and blue word cards, you may consider doing phonics instruction as an alternative to the Reading exercise. In other words, continue with Level 4 but replace the Reading exercise with phonics instruction.