Morgan Dynamic Phonics: Teacher Training

Morgan Dynamic Phonics^®
Language Training System
Understanding the Underlying Structure of Written Language

Teacher Training Workshop

Orton Gillingham Based Programs

Half day, full day, or two day multi-sensory
structured language workshops
for teachers, parents and administrators
on how to use the methods and materials
in the Morgan Dynamic Phonics and
Dynamic Roots programs.

Goals and Objectives:

A complete and thorough explanation and demonstration of the methods and materials of the Dynamic Phonics and/or the Dynamic Roots programs.

To review the history of reading instruction and discuss what we have learned from the latest research in the field. Focus will be on methods that have been proven to work with reading disabled children and adults.

To teach methods for the assessment and remediation of phonological awareness deficits in reading disabled students. Participants will learn valuable methods to develop phonological awareness in children and adults. The presenter will discuss the benefits of using structured phonological aware ness training in conjunction with a code emphasis approach to reading and spelling (such as an Orton-Gillingham program) with reading disabled students.

Participants will learn important multi-sensory techniques such as skywriting, finger tapping and block spelling. Participants will learn how to do syllable division and syllable types identification in the context of Orton-Gillingham training. The presenter will teach the participants how to use the Block Spelling Method which was developed from the work of the Russian Scientist Elkonin and the finger tapping method of sound blending. These methods help students understand the connection between written and spoken language. The presenter will teach skywriting and table writing and discuss how these multi-sensory techniques can help language disabled students learn necessary written language skills more efficiently.

Participants will learn how to use humorous, interactive and meaningful reading text to engage students in the reading process as skills are taught. The author will discuss how the use of humor and movement can facilitate the learning process for reading disabled students.

The instructor will discuss how we can use the same basic methods for teaching an seven year old with reading problems as we do a seventy year old.

The instructor will demonstrate powerful strategies for improving comprehension, vocabulary and reading fluency

Participants will learn how to work with root words, prefixes and suffixes, and knowledge of word origins in order to teach higher level reading and vocabulary skills to reading disabled as well as non reading disabled students. This is another way in which we teach children about the structure and history of the English Language.

The presenter will give a detailed description of the methods and materials in the Morgan Dynamic Phonics Language Training System and the Dynamic Roots program if applicable. This will include a complete description of the origins of the programs, their basic philosophy, and how they work.

To report on test results for the last 8 years for the Morgan Dynamic Phonics programs.

Key aspects of the programs include:

Comprehensive Multi-sensory Orton Gillingham adapted reading and spelling programs.
Developed by an experienced teacher and tested in the classroom.
One program for use with elementary and mid school students and another for use with high schoolers and adults.
The use of powerful phonological awareness training techniques in conjunction with the daily reading and spelling lessons.
The use of humorous, interactive and meaningful reading text to teach reading to students with reading disabilities.
How these programs are in line with recent research in the field of reading.
A new program for teaching higher level reading skills through the study of root words, prefixes, suffixes and Latin and Greek word origins.

Biography:

The author, Kenneth Morgan, has a Masters Degree in Integrated Arts and Elementary Education from Lesley College and a Masters Degree in Moderate Special Needs from Northeastern University. He did his Orton Gillingham training at the Carroll School in Lincoln MA. in 1992. Kenneth has been a special needs teacher since 1984 and an educator since 1972. He published his first professional article, "Creative Phonics: A Meaning Oriented Approach" in Intervention In School and Clinic in May 1995. He is the creator of the Morgan Dynamic Phonics and Dynamic Roots reading materials that are currently being used in about 1.000 classrooms and homes across the U.S. and Canada. He currently presents at many educational conferences around the country and does one day multisensory structured language trainings for teachers and parents.

Morgan Dynamic Phonics Multi-Sensory Language Training System: Orton Gillingham with a sense of humor. For teachers or parents. The author will describe the program and discuss relevant research in the field.

Overview of Programs:

Effective Materials for Problem Readers All Morgan Dynamic Phonics programs meet Reading First criteria. They can and have been used for obtaining Reading First monies. These programs work on all five basic skills needed for effective reading: Phonemic Awareness, Phonics, Vocabulary, Fluency and Comprehension. Morgan Dynamic Phonics 1 is a structured, systematic, sequential, multisensory phonics based reading program for use with elementary or middle school age children who are having trouble learning to read. It has been used succcessly in classrooms for the last 10 years. This program won second place in the New Mexico Research and Study Council 1995 Quality Education Awards from the University of New Mexico. Morgan Dynamic Phonics 2 is an adaptation of the first program for use with High School Students and Adults. These programs can be used with small groups (or one on one) in special education, general education, title one or ESL classrooms.

Now used in about one thousand classrooms and homes The Parent/Tutor Version is designed for use in the home. These programs are adaptations of the Orton Gillingham reading method which has been used successfully with troubled readers for over 45 years. The easy to read instructions and the instructional video tape show you how to get started. Because of the format of the program, teachers or parents are able to learn about the structure of the English language as they teach it to their students. Important multisensory techniques help students learn basic reading skills more quickly. This kind of systematic, code based instruction has proven highly effective for beginning and problem readers.

Phonological Awareness Training Much recent research has shown that phonological awareness is key to reading success and is often lacking in students with reading difficulties. It has also been shown that phonological awareness can be trained and that the training has a positive effect on reading and spelling progress. Morgan Dynamic Phonics incorporates three powerful phonological awareness training techniques into its daily reading and spelling lessons as well as techniques to use with pre-readers. These techniques help students to understand the structure of words and speed up the learning to read process.

From first sounds to about a fifth grade level The Morgan Dynamic Phonics Programs (1 and 2) include more than 7200 sentences for students to read including homework for each lesson. Comprehension, Vocabulary and Fluency skills are taught through the use of reading text that is funny, engaging and meaningful, as well as through direct skills instruction and fluency drills. There are three reading books and ninety-nine lessons. The program teaches more than 5500 words and the skills to unlock thousands more. The 200 most used words and the Dolch word list through the fourth grade are included. The program ends at about a beginning fifth grade reading level.

Humorous & Meaningful Reading Text The Morgan Dynamic Phonics System is designed to combine the relevance and fun of humorous, interactive and meaningful reading text with specific skills training in reading and spelling. THERE IS A LOT OF OPPORTUNITY FOR LAUGHTER AND PLAY ACTING in relation to the reading text, which makes the process very enjoyable and makes written language come alive for students. The author has found that letting students move around and act a little silly at times during the reading lesson ENABLES THE TEACHER TO HOLD THEIR ATTENTION LONGER and therefore leads to faster progress in reading. Students are willing to work harder and longer when they are having a good time in the process.

Excellent Testing Results The Morgan Dynamic Phonics System was created during the 1992-1993 school year. The program yielded extremely good results in the first year (see Creative Phonics: a Meaning Oriented Approach, in Intervention In School and Clinic: May 1995). In the next three years using the program with elementary special needs students, average yearly reading growth rates of 1. 68, 1. 74 and 1. 78 were attained by the author. Two years growth in spelling was attained in this last year. In the last five years, average reading growth rates of 1. 97, 1. 92, 1. 54, 2. 32 and 1. 82 were attained by the author in a special education setting. Part of the Dynamic Roots program was also used with some of these children.

For high schoolers and adults Morgan Dynamic Phonics 2 is designed for high school students or adults who have not learned to read. It can be used in a classroom or a tutoring situation. The reading text has been rewritten to be appropriate for older learners. If you can read, you can teach someone else to read with this program.

Dynamic Roots The Dynamic Roots program teaches higher level reading and vocabulary skills through the study of root words, prefixes, suffixes and Latin and Greek word origins. It can be used with 4th graders through adults. A solid 4th grade reading level is required to begin this program. It can also be used after students have finished one of the Morgan Dynamic Phonics programs. This program is a great vocabulary builder and should be in every English class from 4th grade through high school.

The Author The author, Kenneth Morgan, has a Masters Degree in Integrated Arts and Elementary Education from Lesley College and a Masters Degree in Moderate Special Needs from Northeastern University. He did his Orton Gillingham training at the Carroll School in Lincoln MA. in 1992. Kenneth has been a special needs teacher since 1984 and an educator since 1972. He published his first professional article, "Creative Phonics: A Meaning Oriented Approach" in Intervention In School and Clinic in May 1995. He currently presents at many educational conferences around the country and does one day multisensory structured language trainings for teachers and parents.

Morgan Dynamic Phonics, Inc.
3811 Hannett Ave. N.E.
Albuquerque, NM 87110
(505) 254-0533

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Effective Materials for Problem Readers		All Morgan Dynamic Phonics programs meet Reading First criteria. They can and have been used for obtaining Reading First monies. These programs work on all five basic skills needed for effective reading: Phonemic Awareness, Phonics, Vocabulary, Fluency and Comprehension. Morgan Dynamic Phonics 1 is a structured, systematic, sequential, multisensory phonics based reading program for use with elementary or middle school age children who are having trouble learning to read. It has been used succcessly in classrooms for the last 10 years. This program won second place in the New Mexico Research and Study Council 1995 Quality Education Awards from the University of New Mexico. Morgan Dynamic Phonics 2 is an adaptation of the first program for use with High School Students and Adults. These programs can be used with small groups (or one on one) in special education, general education, title one or ESL classrooms.
Now used in about one thousand classrooms and homes		The Parent/Tutor Version is designed for use in the home. These programs are adaptations of the Orton Gillingham reading method which has been used successfully with troubled readers for over 45 years. The easy to read instructions and the instructional video tape show you how to get started. Because of the format of the program, teachers or parents are able to learn about the structure of the English language as they teach it to their students. Important multisensory techniques help students learn basic reading skills more quickly. This kind of systematic, code based instruction has proven highly effective for beginning and problem readers.
Phonological Awareness Training		Much recent research has shown that phonological awareness is key to reading success and is often lacking in students with reading difficulties. It has also been shown that phonological awareness can be trained and that the training has a positive effect on reading and spelling progress. Morgan Dynamic Phonics incorporates three powerful phonological awareness training techniques into its daily reading and spelling lessons as well as techniques to use with pre-readers. These techniques help students to understand the structure of words and speed up the learning to read process.
From first sounds to about a fifth grade level		The Morgan Dynamic Phonics Programs (1 and 2) include more than 7200 sentences for students to read including homework for each lesson. Comprehension, Vocabulary and Fluency skills are taught through the use of reading text that is funny, engaging and meaningful, as well as through direct skills instruction and fluency drills. There are three reading books and ninety-nine lessons. The program teaches more than 5500 words and the skills to unlock thousands more. The 200 most used words and the Dolch word list through the fourth grade are included. The program ends at about a beginning fifth grade reading level.
Humorous & Meaningful Reading Text		The Morgan Dynamic Phonics System is designed to combine the relevance and fun of humorous, interactive and meaningful reading text with specific skills training in reading and spelling. THERE IS A LOT OF OPPORTUNITY FOR LAUGHTER AND PLAY ACTING in relation to the reading text, which makes the process very enjoyable and makes written language come alive for students. The author has found that letting students move around and act a little silly at times during the reading lesson ENABLES THE TEACHER TO HOLD THEIR ATTENTION LONGER and therefore leads to faster progress in reading. Students are willing to work harder and longer when they are having a good time in the process.
Excellent Testing Results		The Morgan Dynamic Phonics System was created during the 1992-1993 school year. The program yielded extremely good results in the first year (see Creative Phonics: a Meaning Oriented Approach, in Intervention In School and Clinic: May 1995). In the next three years using the program with elementary special needs students, average yearly reading growth rates of 1. 68, 1. 74 and 1. 78 were attained by the author. Two years growth in spelling was attained in this last year. In the last five years, average reading growth rates of 1. 97, 1. 92, 1. 54, 2. 32 and 1. 82 were attained by the author in a special education setting. Part of the Dynamic Roots program was also used with some of these children.
For high schoolers and adults		Morgan Dynamic Phonics 2 is designed for high school students or adults who have not learned to read. It can be used in a classroom or a tutoring situation. The reading text has been rewritten to be appropriate for older learners. If you can read, you can teach someone else to read with this program.
Dynamic Roots		The Dynamic Roots program teaches higher level reading and vocabulary skills through the study of root words, prefixes, suffixes and Latin and Greek word origins. It can be used with 4th graders through adults. A solid 4th grade reading level is required to begin this program. It can also be used after students have finished one of the Morgan Dynamic Phonics programs. This program is a great vocabulary builder and should be in every English class from 4th grade through high school.
The Author		The author, Kenneth Morgan, has a Masters Degree in Integrated Arts and Elementary Education from Lesley College and a Masters Degree in Moderate Special Needs from Northeastern University. He did his Orton Gillingham training at the Carroll School in Lincoln MA. in 1992. Kenneth has been a special needs teacher since 1984 and an educator since 1972. He published his first professional article, "Creative Phonics: A Meaning Oriented Approach" in Intervention In School and Clinic in May 1995. He currently presents at many educational conferences around the country and does one day multisensory structured language trainings for teachers and parents.