Look, Listen and Read (Set 2)Review by: Jo M. StanchfieldThe Reading Teacher, Vol. 28, No. 3 (Dec., 1974), pp. 331-332Published by: Wiley on behalf of the International Reading AssociationStable URL: http://www.jstor.org/stable/20193767 .

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for the development and understanding of the concept; and "T," Transfer of Values, includes discussion among the children about

the values integrated in the lesson which is stimulated by questions and activities. Also included in the teacher's resource book is back ground information on each lesson, a list of values and modes

integrated into each lesson, and the behavioral objective for each lesson. The overall evaluation is based upon observation of how

the child feels about himself, which is the essential goal of the program.

One distinct advantage of the program is that it serves as a moti vational tool as well as an instructional tool. Through the modes of

expression?art, dance, drama, music, and language?the child is

motivated to read, write, and verbalize. The child wants to learn

and, therefore, learning becomes an enjoyable task. Each child is

successful because he chooses his own means of success. Through his successes he develops a good self-image and security in his environment.

The unique format of the text is a delightful change from the ev

eryday style. The text focuses completely around children in every

day activities, and it integrates poems, stories, and drawings ac

tually created by children themselves. Self Expression and Conduct: The Humanities is a valuable ad

dition to any classroom because it contains the basic theories upon which many teachers have built the foundation of their teaching. Although these concepts are not new to education, the program of fers a structure and guide to teachers, especially those who feel in secure in their approach to teaching the humanities. However, it

should not be misconstrued that because one elects a program such as Self Expression and Conduct that his responsibilities are ful filled in teaching the humanities. The humanities cannot be consid ered and taught solely as an isolated subject area, but must be in

tegrated daily as a necessary component of all subject areas and

activities.

Look, Listen and Read (Set 2). Includes four sound filmstrips, four cassettes, one media guide, four teacher's guides, four song sheets

and words, ten spirit masters, one wall poster, 245 flash cards; $75.00. ACI Films, Inc., 35 West 45th Street, New York, NY 10036.

Reviewed by Jo M. Stanchfield, Occidental College, Los Angeles, California.

The Look, Listen and Read program, published by ACI Films, Inc., is a multimedia package of materials intended for use with a

language experience approach in reading or as a supplement to a

basal reading program. Each of the three multimedia kits includes four color filmstrips with accompanying songs on tape cassettes.

Subjects of the films are experiences familiar and enjoyable to pri mary children, such as everyday play activities, trips to the zoo,

fairs, and picnics. Other subjects are environmental elements such as sun, wind, and rain. Each film introduces key vocabulary words

by displaying them in subtitle fashion in a meaningful context. Two hundred forty other sight words are included on flash cards. These

basic vocabulary words are intended to give children practice in

word recognition. With the teacher's help the children can also use

the words to build sentences, paragraphs, and stories as part of a

language experience program. Additional vocabulary reinforce ment is provided through word game activities available on spirit masters for duplication.

Critically Speaking 331

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A bulletin board poster relating to one of the film subjects is in cluded for review of key vocabulary words. This poster may also be

used for motivation of oral discussion and for the development of experience charts. Informal pre- and post-viewing tests for each

filmstrip are provided on spirit masters for evaluation of student

achievement. The major strength of this program is in the area of reading

readiness. The filmstrips present a variety of experiences that stim

ulate oral language and develop visual discrimination skills. The

taped songs help to develop auditory discrimination and listening skills. Helpful suggestions in the teacher's guide for introductory and follow-up activities further reinforce listening and oral lan

guage skills.

The program also encourages the development of a basic sight

vocabulary by focusing attention on words. The flash cards should

be helpful in most beginning reading programs. The word games are interesting and should prove to be a valuable instructional aid for advanced first graders. However, some of the directions on the

games may be too difficult for beginning readers to play indepen dently with a reasonable degree of accuracy. An advanced level is

also apparent in some of the post-viewing activities suggested in

the teacher's guide. For example, oral and written reports require teacher guidance and are mature activities for primary pupils.

The Look, Listen and Read program is similar to many other

multimedia language programs on the market. Although it is not

unique in its approach, it offers interesting primary and early child hood materials as an enriching adjunct to a developmental reading program.

material Threshold to Reading Learning Module. Set includes 12 sound filmstrips, accompanying cassettes, response cards, crayons, mini

prints, floor games, evaluation cards, posters, teacher's manual. In

dividual prices available on request; complete module: $335.00.

Copyright 1973. Society for Visual Education, Inc., 1345 Diversey Pkwy., Chicago, Illinois 60614.

Reviewed by Leo M. Schell, Barbara Johnson, and Barbara New

house, Kansas State University, Manhattan.

This is a puzzling set of materials to review. It is visually, aurally, and instructional^ well-designed, yet it is quite expensive, con

fusing as to how, when, or why it should be used, and peppered with

errors, inconsistencies, and faults.

Accompanying literature says it is supplementary material to

teach sight words and fundamental decoding skills after the learner has acquired basic skills taught in two SVE modules, Initial Con sonants and Vowel Sounds. The sound filmstrips, taped lessons, and response cards deal with consonant blends and digraphs, vowel

sounds other than long and short, silent letters, and several other

basic skills. The filmstrips are delightful, entertaining, and instruc

tive as are the tapes. All the material provides adequate opportu

nity for multisensory pupil responses. The mini-prints are attrac

tive, full-colored illustrated cards to teach both sight and decodable words.

Despite numerous virtues, it is unclear how the set is intended to

be used in a classroom. The material stretches from late kindergar ten or early first grade all the way up to late second or early third

grade. Apparently teachers are to select materials to reinforce

skills being taught in the basic reading program, but totally in adequate help is given as how to do this.

It seems as if the materials are much more suited to small group or individualized use than large group use. But the teacher's manu

332 The Reading Teacher December 1974

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