Cll AUSTRALIA Patents Act 1990 C COMPLETE SPECIFICATION LITERACYAID The following statement is a full description of this invention, including the best method of performing it known to me; Literacy Aid Area and background of the invention -Description; The inv ntions relate to the area of literacy and education. In particular the inventions are to as ist and encourage children and non-literate people in the learning of reading and writ ng processes. Note: Although this invention has been presented, as two separate embodiments it is to be understood that both embodiments share the same combina ion of features. Embodi ent 1. - Literacy reading aid device. There ar various methods to teach how to read, such 4s being able to identify individual 1 letters in the words and being able to construct these letters into words. The mos common practice and method to learn how to read, is to read books. Learning to read may apply to any age group, however most commonly in young children. A student learning to read will usually try to follow a line of sentence by tracking he letters and words by pointing their finger (usually the index finger) below the sente ice and moving along side ways either left or right as they are reading and sounding the words. When a student tracks a sentence or a word with their finger it is not unco mon, due to many reasons such as lack of concentration, to remove their finger an lose tracking or position in the line of text. The "Literacy aid device" is designed to help the student focus their attention on the letters or syllables being read at any given time, thus encouraging better concentration and effort specifically when learning o sound complete words. An adult or teacher: can also track words wearing a "Literacy aid device" whilst reading to a child, attracting more attention, focus and better concentration from their pupil/s. Embodir ent 2. - Literacy writing aid device. There is method to teach how to separate and space words appropriately when young children re learning to write more than one word or sentence. The most common method taught in early school years is to use the opposite finger/s to the hand you write wit i, placing the finger/s on the paper/text books in line and at the end of each word or sntence using that as a guide and point to begin the writing of the following word. Sp cing and masking the area with the students finger/s is the most commonly used met od followed by using objects such as a crayop or pencil and placing the object at the end of a word or sentence, which also creates the same effect of masking an area f r protection from written text and more importantly providing a guide as a point or cnd for the student to write the next word and gentencc. Depending whether you are k ft hand or right-handed writer you will always use the opposite fingers or hand hol ing objects as a guide to space out words, whilst you write with the opposite hand. Us ng a "Literacy aid device" when placed in position helps the student to visualize a point and have a guide as to where the following word or sentence is to begin, resulting in a more consistent approach to separating words in a sentence.
2. Cont. The method of teaching to space words especially in younger age students is very importa it in learning to develop and implement the construction of sentences. Young tudents in particular will often write a whole sentence or paragraph with no spacing t all. Generally speaking, variables such as students finger/s size, how many fingers re used, what objects aids are used also proh bits and delays a more desirable uniform model of spacing. It is important for words to have sufficient and consistent spacing in early learning to improve visibility and understanding for the student, teacher or supervisor, to improve and condition the students hand writing skills, improve reading skills and legibility. Outline of the invention and brief description of t1 e invention Embodi ent 1. Literacy readin z aid device. The aim of this invention is to provide students with A tool to further enhance, improve, accelerate and encourage approaches to a more uniform and universal manner of learning skills for reading. The "Li' racy aid" is a device, which is comfortably Worn or attached on the end of the fing r, generally the index finger on either the left or right hand. The "Literacy aid" is d signed to grip near or on the "Distal interphAlangeal joint" of a finger. The dev ce having a band or ring like appearance rung around the end of the finger not obstruct ng contact beneath the bottom tip of the finger and surface in use. The band of the device does not contain a circular joiO, allowing the material to stretch a d attach over various finger sizes, preventing any loss of blood circulation within tf e finger itself. Following the band of the device is an arm extending slightly downwa d from the circular band to the tip of the finger. The device having a terminal end, there of an extension raising from the finger tip, angled upwards, which is transpar nt, and partly or entirely tinted with colour tg be able to visibly highlight a portion f text when scanned or tracked with a finger by the person reading. It is preferred the viewing extension be sufficiently wide and long enough to cover a portion f the letters at a time with the option of magnification contained in the viewing -xtension. The viewing extension of the device is coloured, angled and dimensioned appropriately as to highlight the portion of type being viewed and selected eneath the viewing extension while not obstructing the remainder of type which fa Is out of the designated viewing area. It is preferred that the device be adapted o fit over the finger, near or on the "Distal interphalangeal joint" of a finger. It is furtf er preferred that the part of the device which is attached to the finger and the extensio be manufactured of a flexible, non-toxic plastic and tinted material, howeverother materials could be used. It is preferred the literacy aid be available to accomm date students various sizes and colour preference, and personalized with students ame. For example small, medium or large aid pink, red or blue. Note: A though this invention has been presented, as two separate embodiments it is to be nderstood that both embodiments share the same combination of features.
3. Outline of the invention and brief description of tke invention Embod went 2. Literacy writing aid device. The aim of this invention is to provide students with 4 tool to further enhance, improve, accelerate and encourage approaches to a more uniform and universal manner f learning skills for writing. The "Li eracy aid" is a device, which is comfortably worn or attached on the end of the fing r, generally the index finger on either the left or right hand. The "Literacy aid" is designed to grip near or on the "Distal interpholangeal joint" of a finger. The dev ce having a band or ring like appearance runs around the end of the finger not obstruct ng contact beneath the bottom tip of the finger and surface in use. The ban of the device does not contain a circular join, allowing the material to stretch and attach over various finger sizes, preventing any loss of blood circulation, within the finger itself. The device having a terminal end, thereof an extension rising from the fingertip, angled upwards, which is entirely tinted with colour and used for the purp se of spacing words when learning to write words or sentences. The "Literacy aid" provides an extension with an appropriate width, height, and angle when worn, defining an area, acting as a guide in order to achieve correct spacing between words in a sentence. It is preferred that the extension on the device be dimensi ned such that its measurements provides an appropriate spacing for words as they are written by a student. The device having a terminal end, thereof an extension, which is transparent, and partly or entirely tinted . It i preferred that the device be adapted o fit over the finger near or on the "Distal interphalangeal joint" of any finger. I is further preferred that the part of the device which is attached to the finger and the xtension be manufactured of a flexible, non-toxic plastic and tinted material, howeve other materials could be used. It is preferred the "Literacy aid" be available to acco modate students various finger sizes and colour preference, and personalized with stu ents name. For example, small, medium or large and pink, red or blue. Therefore whilst I have described here in detail particular embodiments of the invention, it is to be understood that various modifications in the invention as describe I in this specification be can be made without departing from the originality and area of the invention. Note: Although this invention has been presented, a' two separate embodiments it is to be understood that both embodiments share the same combination of features.
EDITORIAL NOTE APPLICATION NUMBER - 2008201711 Description does not contain page 4. The following page is numbered page 5.
5. The inv ntion may be better understood with reference to the illustrations of embodi ents of the invention, which are asfollows! (Embodiment 1 - "Literacy reading aid device") Figure , Is a top view of the "Literacy aid" Figure Is a side view of the "Literacy aid" Figure 2. Is an inside view of the "Literacy aid", where the finger is inserted. The liter cy aid shown in the illustration is a device with a circular band 4 designed to grip nea' or on the "Distal interphalangeal joint" of a finger when inserted and also compris s of an arm 5 extending slightly downward from the band which is designed to run to the tip of the finger whilst not obstructing contact between the bottom of the finger a d surface in use. The device having a terminal end 6 thereof an extension 6 rising u wards from end of the arm 5 of the fingertip. The extension 6 of the "Literacy aid" is ai gled approximately 45 degrees upwards, forcing a comfortable and flexible position hen using the literacy aid for highlighting text when reading. The extension of the deice 6 is preferred to have section coloured appropriately and remain transpar nt (Some books contain different coloured backgrounds and illustrations that run behi d text) as to highlight the portion of type beitg viewed and selected beneath the view ng extension while not obstructing the remaitider of type which falls out of the designated viewing area. The dimensions of the extension 6 are not restricted in the inver tion however it is preferred that the extension) 6 be sufficiently wide and deep enough to cover a portion of the letters and syllables at a time of pronunciation in a line of sentence as required for different age and leve1 of the students. Textbooks at different. levels contain text at different point sizes; therefore the extension size will vary in d mensions accordingly. Note: Ill stration is not actual size Note: A though this invention has been presented, as two separate embodiments it is to be nderstood that both embodiments share the same combination of features.
EDITORIAL NOTE APPLICATION NUMBER - 2008201711 Description does not contain page 6. The following page is numbered page 7.
7. The inve tion may be better understood with reference to the illustrations of embodin ents of the invention, which are as follows: (Embod ment 2 - "Literacy writing aid device") Figure 1 Is a top view of the "Literacy aid" Figure 2 Is a side view of the "Literacy aid" Figure 3 Is an inside view of the "Literacy aid", where the finger is inserted D The liter cy aid shown in the illustration is a device with a circular band 4 designed to grip near or on the "Distal interphalangeal joint" of a finger when inserted and also comprise of an arm 5 extending slightly downward from the band which is designed to run to he tip of the finger whilst not obstructing contact between the bottom of the finger and surface in use. The device having a terminal end 6 thereof an extension 6 rising up ards from the finger tip, of the arm 5. The extension 6 of the "Literacy aid" is angled approximately 45 degrees upwards, forming 4 comfortable and flexible position hen using the literacy aid for spacing words The extension of the device 6 is preferr d to have section coloured transparent. The exte sion from the fingertip end 6 is preferred, to be manufactured from a tinted, non-toxi plastic material. The dimensions of the extension are not restricted in the inventio however it is preferred that the extension be sufficiently wide and deep enough t provide a space in between words of a, sentence as required for different age and level of the students. The meaurements of the device and its manufacturing material, colour or means of retaining on the finger is not restricted in the invention. Note: Illustration is not actual size Note: Although this invention has been presented, as two separate embodiments it is to be und rstood that both embodiments share the sane combination of features.
EDITORIAL NOTE APPLICATION NUMBER - 2008201711 The following Claim page is numbered page 4.