ES2724216A1 - Audiovisual syllabic system and method for learning to read (Machine-translation by Google Translate, not legally binding) - Google Patents

Abstract

Audiovisual syllabic system and method for learning to read. Constituted from a series of tools and games to learn to read and work with the syllables of words in meaningful phrases, and it develops in several stages: i.- attention, observation and repetition of syllables (voice beats) of words and phrases, ii.- reinforcement by reading books associated with the words and sounds learned and iii.- practice through games and puzzles. (Machine-translation by Google Translate, not legally binding)

Description

DESCRIPTION

Audiovisual syllabic system and method for learning to read.

Object of the invention

The present invention refers to a system as a tool and a method related to it to teach, evaluate, correct and practice reading in an audiovisual way, which presents and fragments the words alone and / or phrases, into syllables.

Currently there are many systems and methods and combinations of them to learn and train reading focused on children especially; and although it is true that they are effective methods with which you learn to read, these are general methods designed for most children, excluding or not worrying about those children who have D.A. (learning difficulties) and, in some cases, accentuating the problems they already have with reading learning, which can lead to frustration, stress, lack of motivation, low self-esteem, and even reading phobia in many cases at a crucial age to its development

To cite some systems, the phonological method is mainly based on associating the phoneme with its spelling or letter, that is, it associates each spelling with its phonological sound so that first the child must learn each sound of each grapheme or letter and then learn to join those sounds so, for example, the letter "p" is associated with the sound / p /, and the letter "a" the sound / a /, so that the sound / pa / when viewing is not taught " pa ”, so that a child could see the word“ dad ”written and pronounce / p / - / a / - / p / - / a / instead of / pa / - / pa /, distorting and completely complicating the listening comprehension of the reading and its meaning, especially in children with AD that they already have difficulties to learn each sound individually and that they multiply when it comes to joining them and understanding what they are saying.

Another example could be the photosyllabic method, where a syllable is associated with a drawing, in this method the child must also perform several lessons before beginning the reading process, such as learning each name of each illustration, the syllabic separation of each word and remember to only say the first syllable when you see the illustration. It also creates confusion with certain syllables whose pronunciation does not resemble their "group" in terms of spelling: why qui co cu, za ce ci zo zu, since the learning of the syllables is done by joining each consonant with the 5 vowels , but the student is shown according to their sounds, occupying the same lesson the syllables indicated above as difficult. While the syllables appear next to their illustrations the child is able to read, this is a bit complicated especially in those children with AD, when the illustrations disappear and they must remember the sound of each syllable on their own, taking a little longer to achieve the objective, perhaps also due to lack of practice as it advances too quickly in the primers, without too much practice with the syllables. more complex process that is further complicated in cases where they do not know the meaning of a drawing, or confuse two drawings because they are very similar.

A system that is also very widespread is the global one, which directly associates complete words to its total pronunciation, and the child learns the words presented as a whole, a memory of form, which later with the training in them, will end up generalizing to others not learned and will end up getting read. In this learning the child learns the word as such, regardless of the letters and syllables that compose it, with the problem that written words are very similar ("motorcycle" - "speck") are easy to confuse by not knowing individually the letters or syllables and not differentiate what is an "o" from an "a" and giving rise to the error so typical of children with AD, "read by approximation", that is, read the words known to them instead of written, by similarity in the spelling or by starting with the same letter or syllable thus preventing an understanding of the reading and resulting in a failed reading.

The solution proposed by the audiovisual syllabic system and method for learning the reading object of the present invention aims to give a different approach to the current methods, more direct, simpler, and natural without the need for prior learning and that serves to learn to all children have DA or not or more / less ease for school learning, based on the direct and natural association of each speech blow (syllable) of speech with its sound, which together with the illustrations provide an understanding of what has been read, so it works with many memories at once: visual, auditory, comprehensive, verbal, vocal, etc. In addition, this system evaluates the work of children by recording the work they do while practicing it, but without interfering at any time in their work or distracting them from the task, to focus specifically on reinforcing and working those tasks and / or exercises where the Child have problems.

Repeating so many times the same syllables within words, in short and comprehensive phrases for the child, he ends up remembering the syllables little by little naturally without the need to make prior efforts to learn reading.

On the other hand, since it consists of various tasks or phases of the system that are related and complementary to each other, of short duration each, also facilitates learning for those children with ADHD.

The industrial application of this invention is within the systems and tools of phonological training and development of reading skills.

Background of the invention

Although no invention identical to that described has been found, we present below the documents found that reflect the state of the art related to it.

Thus, document ES1060195U refers to a children's book, of the type that incorporates two pastes joined by a spine, characterized in that inside said set incorporates a rectangular prismatic box, integral to the posterior paste and divided into two sectors, a first sector coinciding with a housing in which a three-dimensional puzzle is arranged, of a thickness similar to the depth of said housing, and a second sector, with a small recess in height, of length according to the thickness of a set of sheets that are they have on said sector, incorporating each of said sheets, on one of their faces an illustration coinciding with that established on each of the operative faces of the pieces of said three-dimensional puzzle. The aforementioned invention presents a children's book with different characteristics to the problem presented by the main invention and the solution it poses.

EP0746832A1 describes an interactive learning device that has the shape of an open book for preschool and preschool children, that has a plurality of conformations, in a conformation, the book has three-dimensional letters of the alphabet received on a card that spells a word, the card is adapted to be placed in the book and a voice processor circuit recites the written word on it and sounds the phonetics associated with each phoneme in the word when the child places the correct alphabet letters on the card, and repeats the whole word . In a second conformation the book acts as a simple translator. In a third conformation the book teaches elementary mathematical operations. In a fourth conformation the child can learn the sounds and names associated with different animals, and can also translate the names of the animals. The cards can also represent a plurality of shapes and colors and learning units of signs As in the previous case, the operating system of the book is different from that presented by the main invention.

Document W02004064008A1 proposes a device for the sound reproduction of phonemes, comprising: - a keyboard, the keyboard comprising at least one support structure and a plurality of keys connected to the support structure, where each key of at least several of the keys are designated with at least one linguistic symbol, - an electronic process unit connected to the keyboard for recording the keystrokes, and - sound production means electronically connected to the process unit, characterized in that the process unit is electronically connected to the less to a database in which a plurality of words and phonemes corresponding to these words are stored, the process unit being adapted to compare a sequence of pulses introduced with words present in said at least one database, and because the process unit is provided with conversion means to convert at least one reg pulse Istracted in a signal for a phoneme corresponding to this at least one pulse, so that a delay of a certain duration of time is present between the registration of said at least one pulse by the process unit and the conversion of said at least a pulse on a signal for a phoneme corresponding to said at least one pulse to allow the sound reproduction of words stored in the database, where the sound production means are adapted for the sound reproduction of the phoneme. The main difference with the main invention is that this invention has a data entry and is not fragmented into syllables.

ES2212714A1 refers to a reading learning system, intended to be applied for the teaching of reading in pre-school children, so that the system comprises a series of dwellings (1), (2), (3), ( 4) and (5) to which they are associated, duly grouped, all the letters of the alphabet, which are printed, independently, on a body (6), making the grouping of the letters of the alphabet in their corresponding dwelling, according to the vowels (a, e, i, o, u); according to the small ones (s, v, c, n, ñ, m, r, x, z); according to those that present a spelling towards the top (b, ch, d, h, I, II, t, k); according to those that present a spelling towards the bottom (j, p, y, g, qu); and, independently, the letter that presents a spelling towards the top and towards the bottom (f). The described system proposes a learning procedure to distinguish letters according to the form of their spelling, different from the one proposed by the main invention.

Conclusions: As can be seen from the research carried out, none of the documents found solves the problems raised as the proposed invention does.

Description of the invention

The audiovisual syllabic system and method for learning reading object of the present invention is constituted from a series of tools and games to learn to read and work with the syllables of words in meaningful phrases, and develops in various stages .

In a first phase, the system consists of a visual and auditory sampling unit where groups of words and phrases are reproduced, associated with images, grouped in booklets or chapters, which appear syllable in syllable, and an electronic process unit managed by keys, tactically or other input and control system together with sound reproduction means it emits the sound of the current syllable, so that the child looks, observes and repeats. In turn, a video and sound capture system records the activity of the child while performing the task to know where he has more difficulties and to know where to act when correcting.

The system can be either virtual, through a screen, or through sheets or templates that are placed on a support with backlight and sound media, to be pointing both visually and verbally, the syllable of the word in the phrase to listen / read, through the electronic process unit.

In the case where the screen is virtual, the syllables appear simultaneously with their sound progressively, the last and current colors being distinguished from the rest.

For the physical version, the pages containing the words and phrases are superimposed one by one on a physical support that will reproduce them, so that the syllable that is playing will be backlit, either by a unique lighting system that runs through the word or phrase, or by means of the corresponding switching off and on of different lighting points after the corresponding sheet or template and its words / phrases.

The user can perform attention-only exercises, watching and listening, or interacting with the system by watching and repeating the sounds that are reproduced for each syllable that is highlighted and sounds.

In a second stage, the child practices the words, phrases and syllables he has been learning by reading books associated with those words that will increase in difficulty as he progresses.

In a final stage, the system proposes a series of games and puzzles with pieces that contain the syllables and cards where the child interacts and puts his skills and memory into practice, filling in syllabic spaces in words, forming words through the pieces of syllables that fit with each other, to complete words you have learned or create new ones.

The typography used in the words and phrases to be learned will be childish, facilitating the distinction between very similar letters in other styles such as with the "d / b" and "q / p" spellings, but getting as close as possible to One more print or international letter.

Brief description of the drawings

For a better understanding of the present description there are attached drawings representing a preferred embodiment of the present invention:

Figure 1: Schematic view of the audiovisual system for learning the reading object of the present invention in the audiovisual reproduction phase of syllables.

Figure 2: Schematic view of the audiovisual system for learning the reading object of the present invention in the reading and reinforcement phase of newly learned words.

Figure 3: Schematic view of the audiovisual system for learning the subject of the present invention in the games and puzzles phase with syllables, words and phrases.

The numerical references that appear in said figures correspond to the following constituent elements of the invention:

1. Physical support

2. Set of template booklets

3. Word / phrase from the booklet

4. illustration

5. Electronic process unit

6. Lighting medium

7. Audio medium

8. Featured syllable

9. Data entry and playback control

10. Camera

11. Reading book

12. Puzzle pieces

13. Cards

Description of a preferred embodiment

A preferred embodiment of the audiovisual syllabic system and method for learning the reading object of the present invention, with reference to the numerical references, can be based on a physical support (1) and a set of booklets and / or templates (2) with words and / or phrases (3) and illustrations associated (4) to them, which an electronic process unit (5) turns on a light (6) behind the syllable, while simultaneously reproducing its pronunciation by voice audio medium (7), so that said syllable (8) stands out from the rest of the syllables that appear.

Playback control is carried out by means of a keyboard or similar data entry system (9).

A camera (10) records the activity of the child while performing the task to know where he has more difficulties and know where to act when correcting.

The system reproduces the template or exercise information twice, once for the child to look and listen, and a second time for him to look and pronounce the syllable that is lit and reproduced.

In a second stage, the child reviews the words and phrases (3) recently learned with a book associated (11) to the respective booklet studied.

In a third stage, the child practices what he has learned through a set of puzzle pieces (12) and cards (13) associated with the words and phrases (3) he has seen, where the pieces (12) comprise syllables and fit together with others, and the cards (13) offer exercises with words and phrases where syllables and similar games are missing.

Claims (7)

1. Audiovisual syllabic method for learning reading characterized in that it comprises the following stages: 1. Visual and sound projection and reproduction of each syllable (8) (voice punch) of words and phrases (3) contained in booklets or chapters (2) together with illustrations (4), which appear or are highlighted from syllable to syllable, and the child looks, attends, listens and repeats. At the same time, the activity of the child is recorded by means of a camera (9) while performing the task to know where it is most difficult and to know where to act when correcting. ii. Practice the words, phrases and syllables that you have been learning in the previous stage by reading books (10) associated with these words (3) that will rise in difficulty as you progress. iii. Practice what you learned in the previous stages through a set of puzzle pieces (11) and cards (12) associated with the words and phrases (3) that you have seen, where the pieces (11) comprise syllables and fit together, and the cards (12) offer exercises with words and phrases where syllables and similar games are missing. 2. Audiovisual syllabic method for learning to read, according to claim 1, characterized in that in the first stage, exercises can be inserted only by looking and listening, with exercises to look and repeat the syllables that appear. 3. Audiovisual system for learning to read, characterized in that it is part of the execution of the method described in the previous claims and includes the following elements: - Unit or physical support (1) of visual and auditory sampling where groups of words and phrases (3) are reproduced, associated with images (4), grouped into booklets or chapters (2), and an electronic process unit (5) together with sound reproduction means (7) it emits the sound of the current syllable, with keyboard or data input (9) for the control of the reproduction. - Camera (10) or video capture system to record the child's activity while performing the task. - Set of books (11), games with puzzle pieces (12) and cards (13) to practice the lessons. 4. Audiovisual system for learning to read, according to claim 3, characterized in that the system can be either virtual, through a screen, or through sheets or templates that are placed on a support with backlight and sound media, to go pointing both visually and verbally, the syllable of the word in the sentence to be heard / read, through the electronic process unit. 5. Audiovisual system for learning to read, according to claims 3 and 4, characterized in that in the case where the screen is virtual, the syllables appear simultaneously with their sound progressively, the last and current colors being distinguished from the rest. 6. Audiovisual system for learning to read, according to claims 3 to 5, characterized in that in the case of the physical version, the pages containing the words and phrases are superimposed one by one on a physical support that will reproduce them, of way that the syllable that is playing will be backlit, either by a single lighting system that runs through the word or phrase, or by the corresponding switching off and on of different lighting points after the corresponding sheet or template and its words / phrases. 7. Audiovisual system for learning to read, according to claims 3 to 7, characterized in that the typography used in the exercises is childlike, facilitating the distinction between very similar letters in other styles such as for example with spellings "d / b ”and“ q / p ”, but as close as possible to one more print or international letter.