Frequently Asked Questions
Compiled by Susan du Plessis

Helpful hints and/or programs for Audiblox users

Q: Do you have a list of helpful hints for new Audiblox users?
A: Below are some helpful hints:

1. Deciding which program is right for the learner:

The first step is to decide which program would be the correct one to follow with the learner.

The Audiblox kit contains a standard program, and five specialized programs. The standard program, that appears in Chapter 20 of the book The Right to Read, will be applicable in most cases. This program is called the Dyslexia Program and should be used for learners with dyslexia or other reading difficulties.

The specialized programs, which appear in the pink supplementary manual, are designed for learners who have specific needs or problems in only one area. These programs are:

1. Dysgraphia Program
This program is aimed at improving the reading and handwriting ability of a schoolchild as quickly and as effortlessly as possible.

2. Spelling Program
This program is applicable for the learner who has no reading problem, but has a problem in spelling. The learner's reading must be at the appropriate grade level and he must be able to fully comprehend what he is reading. If the learner has a reading AND spelling problem, this program will not be suitable, and the learner must then first follow the Dyslexia Program in Chapter 20 of The Right to Read. He may only use this program once the reading problem has been completely overcome

Before deciding to follow this program, it is crucial to ensure that the learner does not have an underlying reading problem too. Pages 128-131 in The Right to Read explain how language develops. If you read this, you will note that two separate masses of language are discussed, i.e. the passive and the active vocabulary. When a person reads, he is making use of his passive vocabulary. When writing, however, he is applying the active vocabulary. It is important to note that the passive vocabulary develops first. This means that one has to solve a reading problem first before attempting to solve a spelling problem. Therefore, if there is an underlying reading problem, and you follow the Spelling Program, you will not be working effectively.

If you are in doubt whether a learner's reading is at an acceptable level, you can use the following procedure as a simple test of his reading ability. Ask the learner to read aloud to you a passage from a book. You could, for example, use the first two pages from the book Rainbow Dreams. Watch out for any of the following reading mistakes:

• He sounds out a word before reading it.
• He takes a long pause, where one would not normally expect such a pause.
• He reads hesitantly, and the reading is not fluent.
• He adds or omits letters or words, or reverses letters or words.

Afterwards, ask him a few questions to test his reading comprehension. If you used the two pages from the book Rainbow Dreams, you might ask the following questions, to which he may reply orally:

1. What is the child's name?
2. Why shouldn't he run when he goes to the big city?
3. Name three things that he takes with him to the city.
4. Why can’t he sleep that night?
5. What does he do to forget about the cold?
6. What does he do to forget the words in the book?
7. According to the man on the radio, what can warm a cold night?
8. What does he do to forget the man and the radio?

If any of the above mistakes occurred in the learner’s reading of the two pages, or if he was unable to answer at least seven of the eight questions correctly, it would be advisable to follow the Dyslexia Program first, before thinking of following any of the other specialized programs.

3. Math Program
This program is applicable for a learner who has no reading problem, but has a problem with mathematics. The learner's reading must be age appropriate and he must be able to fully comprehend what he is reading. If the learner has reading AND math problems, this program will not be suitable. The learner must first follow the Dyslexia Program in Chapter 20 of The Right to Read, and may only use the Math Program once the reading problem has been overcome completely.

4. School Readiness Program
This program is applicable for the child who must be prepared for formal schooling.

5. Program for High School Learners or Adults
This program is applicable to a high school learner, whose reading ability is no more than one year behind his chronological age. The program is also suitable for an adult with mild to moderate learning problems. It can also be used to enhance the skills of an older student or adult who is functioning at or above normal abilities. This program is especially good for college entrance exam preparation or for any student who just wishes to improve his study skills. A high school learner whose reading ability is more than one year behind his chronological age or an adult with severe learning problems must follow the Dyslexia Program in Chapter 20 of The Right to Read.

2. Gaining a baseline:

Before starting with any of the Audiblox programs it can be helpful to gain a baseline. If you have had a standardized test or other testing administered recently that will be fine. If not, you might want to have a standardized test administered or at least determine some sort of baseline for the areas you are most concerned about. Sometimes a parent is able to obtain a computerized test that is similar to a standardized test. If not, here are two examples of simple baselines you can obtain on your own:

If you are concerned with the learner's oral reading, have him read the first chapter of the Rainbow Dreams book into a tape recorder. After forty hours on the program record the same chapter, then compare. This will be a way to determine if the learner is making improvements and it can be a great source of encouragement to both of you. Thereafter, repeat the reading test once every four weeks.

If spelling is his weak area, give the learner a pre-test by having him spell 25 words from one of the packs of cards in the kit. Choose which cards to use by making the best guess you can at what level your child is working at. After forty hours on the program let him do a spelling test on these words again so that you can compare the results.

3. Learning the Audiblox exercises:

First watch the Audiblox 2000 training DVD. Next, read or at least skim the first half of The Right to Read book. This will help you understand more about the theory of learning, as well as the theory underlying the Audiblox program. You may wish to implement techniques based on these theories in everyday life with your child.

The Audiblox program consists of various levels. All learners will start on Level 1, and they must meet certain requirements before they may be promoted to Level 2. For Level 2, again they must meet certain requirements before they may be promoted to Level 3, etc.

If the learner is going to follow the Dyslexia Program from The Right to Read, turn to page 230. Now read Chapter 20 of The Right to Read. Take special note of Level 1, because that is the level you will do for some time. (If he is going to be using one of the specialized programs from the Supplementary Manual turn to the appropriate page and study the relevant program.)

When you have completed this chapter, you will read how to execute the exercises, which are described in the second part of The Right to Read, starting on page 143. This gives you the technique for doing each of the exercises. Omit the exercises that don’t appear in Level 1. Later, when you need them, you can learn them. (If you are going to use one of the specialized programs from the Supplementary Manual, you will find some of the relevant exercises in the Supplementary manual.)

Do not try and learn all the exercises for Level 1 at once. At first, learn to do only Sequencing exercise 3, going back and forth between the description in the book and the DVD until you feel comfortable in executing this exercise. When you feel confident that you know how to do this exercise, try it with the learner. Keep your book handy so you can refer to it.

When you have mastered Sequencing exercise 3, add the next exercise, i.e. Arrows exercise step 1, again going back and forth between the book and the DVD until you feel comfortable with it. Then do Sequencing exercise 3 and Arrows exercise step 1 with the learner. After this, add the next exercise, i.e. Pattern exercise 1, again going back and forth between the book and the DVD until you feel comfortable in executing it. Then do Sequencing exercise 3, Arrows exercise step 1 and Pattern exercise 1 with the learner. Continue in this way, adding one exercise at a time, until you are able to do all the exercises for Level 1. This does not need to be done at one sitting.

Once you feel completely comfortable with the exercises, read the second half in the supplementary manual starting at chapter 6. You will, for example, find information in the supplementary manual on how to add task loading to some of the exercises, i.e. to do the exercises with a time limit which will speed up the learner’s work tempo.

4. Determining your Audiblox schedule:

You will want to find a time that is relatively free from distractions, so that the learner can learn to concentrate. This does not imply that you should tell all the other children to be quiet as mice — just as long as they stay outside the room where you are working. If there are younger children in the home you may need to do Audiblox early in the morning before they arise or during nap time, or you may want to find a time when someone else is able to watch the children.

Early in the morning is a good time since doing Audiblox seems to help the learner organize his or her mind for other intellectual challenges that he may face during the day. If the learner goes to school and the only time you are able to do the program with him is after school then he will need a break before beginning Audiblox each day. You may also need to do two sessions of 30 minutes each instead of working for an uninterrupted hour.

You will need to determine the length of your Audiblox sessions. This will vary according to the learner's needs and your schedule. The basic principle is that the more time you can put into the program the faster the progress you can expect. Usually, five sessions per week of one hour each are prescribed.

Note that for the Audiblox program to be truly effective, you will need to follow the program consistently with the learner for a period of at least one year to completely overcome the problem, but the longer you can continue, the more benefit he will derive from the program. If you are unable to do one hour per day, the program can be adjusted to 30 minutes per day, but then it may be necessary to continue with the Audiblox for a period of two years to ensure that the problem has been completely overcome.

In a case of a learner with mild learning difficulties, you may consider doing only 3 sessions per week, instead of five. The preschooler will start with only fifteen minutes per day.

Note that it is not recommended that you work with two or more learners simultaneously, as you will definitely compromise the effectiveness of the program. It requires hands-on training to simultaneously do Audiblox with two or more learners.

A child who is working on developing his brain function is working very hard and may become very tired from doing the Audiblox exercises. You may find that you need to cut back on his schoolwork initially until he is functioning better. Then both Audiblox and his schoolwork will become easier for him.

Some parents find it difficult to cut back on schoolwork fearing that the child will get further behind than he is already. It might help to think of this analogy: Imagine a car that is in need of repair and is limping along the highway at 35 miles per hour. You can either continue on the journey and eventually reach your destination or you can stop the car and get it fixed and then speed to your destination at 65 miles per hour. It is easier on everyone to just get the car fixed!

5. Determining when there is no longer a need for Audiblox:

Remember, you will need to follow the program consistently with the learner for a minimum period of one year to completely overcome the problem, but the longer you can continue, the more benefit the learner will derive from the program. It is important that you continue with the program until he is at least two years ahead of his grade level in his area of difficulty. This will ensure that if he regresses slightly once the program is discontinued he will still be able to achieve academic success.

Sometimes it is helpful to gradually wean the child from the program rather than abruptly discontinue the program. If you have been using the program for an hour per day five days per week, you might want to cut back to 30 minutes per day five days per week for several months once the learner has overcome his or her difficulties and is one year ahead of grade level.

Sometimes a learner will make major improvements while using the Dyslexia Program in The Right to Read, but he may still be struggling in one area, such as spelling. At that point the learner can move to the Spelling Program, or other specialty program, found in the pink supplementary manual.

Q: I believe you have a separate program to overcome letter reversals and/or mirror writing problems. Where do I find this program?
A: When a learner makes reversals in reading or writing, or has mirror writing tendencies, it is recommended to start with the Audiblox Reversal Program. Click here to view the Audiblox Reversal Program.