Laying a Strong Foundation for High Literacy Skills
- 1st through 8th grades
- Struggling readers of any age
- Teaching English as a Second Language (TESL)
Description of the Phonics Drill Reader (PDR):
As a result of extensive classroom experience, the original Christ-Centered Phonics Drill Reader (PDR) was developed in 1986 at Rocky Bayou Christian School (RBCS) in Niceville, Florida. The revised edition, released in 2012, contains additional aids to help reading teachers lay a strong foundation for building high literacy skills in first through eighth graders, remedial reading students, or someone who wants to learn English as a second language.
The PDR uses the well-tested and proven high speed phonics word drill methodology. Its intensive phonics approach to reading helps students develop rapid word attack skills through mastering a combination of word lists, phrase practices, sentences, paragraphs, and stories.
For the BEST VALUE ...
Order Complete Phonics Kit C (Part 003) which contains the PDR plus the main elements needed to teach the Advanced Phonics Program: Levels C:2 and C:3.
The PDR’s five PHONICS SECTIONS follow the introductory order of Christ-Centered Phonics Flashcards 1-118 (Part 201) plus teach these key Bible themes: Creation, The Fall, The Flood, The Law, and Grace. In the final section, reading pages fully comprised of Scriptures (KJV) present Jesus Christ as Savior and Lord.
Note: The PDR has a companion set of Mini-Drill Readers for K4-B1st grades: Creation: God Made Me (Part 350), The Fall: God Loves Me (Part 352), and The Flood: God Saves Me (Part 356). In addition, the Christ-Centered Phonics Flashcards Drill CD (Part 201.5) teaches students the correct pronunciations for the 118 flashcards. That CD is also helpful for practicing the PDR’s drills on the Phonics Sections I-IV Charts.
The Value of the Phonics Word Drill Method:
Did you know that 100 of the most frequently used words and their variants are used in about 50 percent of all English writings? And, that 300 words and their variants make up 65 percent of the words a student is likely to encounter through junior high school? This PDR therefore has great value because it contains about 90 percent of the 1,000 most frequently used English words.
To promote mastery of such word lists, suggested time goals to “pass” these pages are listed for the primary grades. By striving to read a set of 100 words within a given time period, a reading student learns to more rapidly apply phonics rules to sound out the words. With consistent practice, reading times decrease by transitioning from the slower “sounding out” process to instant word recognition. When phonics rules are being applied so fast that the student is unaware of even doing so, a sight reader is born. When that happens, he will have graduated from the "learning to read" phase to the joys of "reading to learn."
The PDR covers the following skills:
- Initial consonant blends
- Short/long vowel words
- Consonant digraphs
- Adding suffix -s
- Giant blends
- Adding suffixes -es, -ed, -ing
- Vowel digraphs
- Modified vowels
- Consonant and vowel variants (rule breakers in English)
- Silent letters
- Common prefixes/suffixes.
The PDR's "TEACHER'S GUIDE TO READING" (pp. 125-146) explains the three levels of reading and how to prepare to teach the PDR. The following appendixes are in the revised edition:
- Appendix 1---“Christ-Centered Phonics Rules" (listed according to the introductory order of Phonics Flashcards 1-118)
- Appendix 2---“Christ-Centered Phonics Spelling Rules" (includes tips on how to use the PDR as a spelling resource plus a few suggested games)
- Appendix 3---“Syllabication and Accent Guidelines”
- Appendix 4---Daily Assignment Form (student progress records)
Note: The PDR's well-researched word lists were partially based upon Drs. Elizabeth Sakiey and Edward Fry's 3000 Instant Words (Providence, RI: Jamestown Publishers, 1984). Used by permission.
When you start teaching Phonics Lessons for Flashcards 67-93: Level C:2
(Part 209) or the Phonics Drill Reader only, begin scheduling quiet times for PDR daily drill practices (two or three 10-minute sessions) plus an oral reading assignment in a supplemental reader. For the best results, the student should go through the complete PDR. Even better is to do so two or three times by beating his previous word-per-minute scores. The God-given abilities of the student plus the amount of faithful practicing in the PDR will determine how quickly he moves from the “learning to read” phase to the joys of “reading to learn.”