This version of this information piece is temporary. We have recently published two important new books: The Overlapping Strategy Teacher’s Manual and The Overlapping Strategy Student Book. Most teachers of students in Grades 6-12 who use the Stevenson Program will need these books. This information piece is being rewritten to include discussion on applying the new materials. In the revision, we will discuss four groups of students you see listed below. Most students will fall into Categories 2A and 2B, and you will apply the Overlapping Strategy with them. For now, we can suggest you use similar categories from our information piece entitled Using the Stevenson Program in Grades K-5 to help you select materials. Although the details will differ, the list of books will be the same when the new 6-12 information piece is complete. You may also call us at 1-800-343-1211 and ask for a consultant if you would like help selecting books.
The Stevenson Program can be implemented in many ways, but it is most commonly used as an intervention for students who are having difﬁculty with reading and spelling. The ﬁrst seven categories that follow discuss different ways of applying the program to solve problems. The last page describes its use as a basal skills program, an application which has proved very effective. Look through the sections and read whichever ones pertain to your situation.
All students in the Stevenson Program start at the Beginning Level and move through the Basic Blue Level to the Intermediate. Teachers, however, can start the program at either the Beginning or Basic Blue levels. Depending on age and learning style, students will move through the first level at different rates and use different amounts of material.
The Stevenson Program uses visual clues to help teach the full range of word attack skills, from learning letters to recognizing vowel patterns to unlocking multi-syllable words. Below, you see the mnemonic clue that teaches the letter c. Along with this clue Stevenson provides multi-sensory activities and direct instruction to elicit the hard sound of c and associate it with the letter shape. This approach to sound/symbol correspondence is thorough, but not unique. The Stevenson Program, however, takes this approach a step further.
After mastering only five letter sounds, students are ready to read two words and decode their first vowel pattern. The program personifies the letters o and a and presents a brief, mnemonic story that depicts these letters as friends. Through the story, students draw on their own personal experience to determine which letter makes a sound and which is quiet. Pupils then combine the oa friends with consonants to make words. A special decoding strategy is taught to help students resolve crucial blending difficulties. Students continue to learn new letters using mnemonic pictures, and each time they do, they also use the letters in context with the oa friends to make new words.
After a few lessons, students are ready to generalize. More than one hundred words fit into a structure that is illustrated by a single mnemonic – the crunchy peanut butter and jelly sandwich pictured at the left. Here the vowels are sandwiched between the consonants. You can hear the crunchy peanut butter (the letter that is sounded out) as you chew, not the smooth jelly (the silent vowel). In addition to words that contain oa, words like rain, feed and heat also fall into this category. Other reading programs call such words “long vowel CVVC” words and then expect students to memorize and apply rules in order to decode the words accurately. The sandwich is a mnemonic image of a concrete reality that is already stored in the student’s long-term memory. It is easy to retrieve and easy to understand. It also lends itself to an easy – and tasty – multi-sensory lesson.