I’d like to tell you a story about a boy named Sven he was in the fifth grade
named Sven he was in the fifth grade
named Sven he was in the fifth grade autistic and he couldn’t read a single
autistic and he couldn’t read a single
autistic and he couldn’t read a single word not it me the nothing his teachers
word not it me the nothing his teachers
word not it me the nothing his teachers told his family that he may never learn
told his family that he may never learn
told his family that he may never learn to read with my simple reading program
to read with my simple reading program
to read with my simple reading program I taught stem to read my story begins
I taught stem to read my story begins
I taught stem to read my story begins when my daughter was in the first grade
when my daughter was in the first grade
when my daughter was in the first grade she was a challenged reader at that time
she was a challenged reader at that time
she was a challenged reader at that time I didn’t know about challenged readers
I didn’t know about challenged readers
I didn’t know about challenged readers everyone can read right wrong according
everyone can read right wrong according
everyone can read right wrong according to the US Department of Education last
to the US Department of Education last
to the US Department of Education last year
year
year nineteen percent of high school students
nineteen percent of high school students
nineteen percent of high school students in America graduated unable to read
in America graduated unable to read
in America graduated unable to read above a third grade level which is
above a third grade level which is
above a third grade level which is considered functionally illiterate
considered functionally illiterate
considered functionally illiterate that’s nearly one in five students or
that’s nearly one in five students or
that’s nearly one in five students or half a million new graduates each year
half a million new graduates each year
half a million new graduates each year how can anyone graduate high school not
how can anyone graduate high school not
how can anyone graduate high school not knowing how to read teachers are doing
knowing how to read teachers are doing
knowing how to read teachers are doing everything they can to help these kids
everything they can to help these kids
everything they can to help these kids but the traditional way of teaching
but the traditional way of teaching
but the traditional way of teaching reading does not work for many students
according to the National Assessment of
according to the National Assessment of adult literacy in America
adult literacy in America
adult literacy in America 85% of juvenile delinquents and 70% of
85% of juvenile delinquents and 70% of
85% of juvenile delinquents and 70% of prison inmates are functionally
prison inmates are functionally
prison inmates are functionally illiterate illiteracy is the number one
illiterate illiteracy is the number one
illiterate illiteracy is the number one predictor of future criminal activity
there is a solution and this is how it
there is a solution and this is how it came about
came about
came about in my 20s I went to Japan to teach
in my 20s I went to Japan to teach
in my 20s I went to Japan to teach English I needed to learn Japanese and I
English I needed to learn Japanese and I
English I needed to learn Japanese and I was told to learn to read first I
was told to learn to read first I
was told to learn to read first I discovered that the Japanese have
discovered that the Japanese have
discovered that the Japanese have developed a system called hiragana which
developed a system called hiragana which
developed a system called hiragana which makes reading so easy I learned in a
makes reading so easy I learned in a
makes reading so easy I learned in a week I didn’t know the meaning of the
week I didn’t know the meaning of the
week I didn’t know the meaning of the characters at first the point is that I
characters at first the point is that I
characters at first the point is that I could sound out and correctly pronounce
could sound out and correctly pronounce
could sound out and correctly pronounce Japanese ten years later when my
Japanese ten years later when my
Japanese ten years later when my daughter’s Reading Challenge opened my
daughter’s Reading Challenge opened my
daughter’s Reading Challenge opened my eyes I decided to take what I learned in
eyes I decided to take what I learned in
eyes I decided to take what I learned in Japan and adapt it to English with the
Japan and adapt it to English with the
Japan and adapt it to English with the help of a reading specialist I wrote
help of a reading specialist I wrote
help of a reading specialist I wrote down all the sounds of English then I
down all the sounds of English then I
down all the sounds of English then I analyzed our alphabet
analyzed our alphabet
analyzed our alphabet I discovered that of our 26 letters 12
I discovered that of our 26 letters 12
I discovered that of our 26 letters 12 make only one sound but these other 14
make only one sound but these other 14
make only one sound but these other 14 letters make multiple sounds that a
letters make multiple sounds that a
letters make multiple sounds that a makes four sounds the C makes three the
makes four sounds the C makes three the
makes four sounds the C makes three the O makes eight different sounds I believe
O makes eight different sounds I believe
O makes eight different sounds I believe this is why English is so difficult
this is why English is so difficult
this is why English is so difficult let’s take C as an example the three
let’s take C as an example the three
let’s take C as an example the three sounds of C are in cat face and ocean I
was also surprised to discover that
was also surprised to discover that these 17 letters are sometimes silent
these 17 letters are sometimes silent
these 17 letters are sometimes silent meaning they do not make a sound in many
meaning they do not make a sound in many
meaning they do not make a sound in many words think for a moment about these
words think for a moment about these
words think for a moment about these four examples there is no B sound in the
four examples there is no B sound in the
four examples there is no B sound in the word doubt no G sound in the word sign
word doubt no G sound in the word sign
word doubt no G sound in the word sign no s in island and no W in who the
no s in island and no W in who the
no s in island and no W in who the program I developed is called Narda Gani
program I developed is called Narda Gani
program I developed is called Narda Gani I found a way to expose all the sounds
I found a way to expose all the sounds
I found a way to expose all the sounds of the 14 letters underneath the letters
of the 14 letters underneath the letters
of the 14 letters underneath the letters is one of these symbols these symbols
is one of these symbols these symbols
is one of these symbols these symbols let the reader know what sound to make
let the reader know what sound to make
let the reader know what sound to make they also guide students in learning to
they also guide students in learning to
they also guide students in learning to sound out words I’m going to teach you
sound out words I’m going to teach you
sound out words I’m going to teach you two of these symbols first everyone’s
two of these symbols first everyone’s
two of these symbols first everyone’s favorite symbol the square is your lips
favorite symbol the square is your lips
favorite symbol the square is your lips the line is your finger and the sound it
the line is your finger and the sound it
the line is your finger and the sound it makes is the sound can be made five
makes is the sound can be made five
makes is the sound can be made five different ways with one s in sugar two
different ways with one s in sugar two
different ways with one s in sugar two S’s in Mission an SH in sheep a T in
S’s in Mission an SH in sheep a T in
S’s in Mission an SH in sheep a T in vacation and a C in social the triangle
vacation and a C in social the triangle
vacation and a C in social the triangle symbol lets the reader know the ooh
symbol lets the reader know the ooh
symbol lets the reader know the ooh sound is needed the sound can be made
sound is needed the sound can be made
sound is needed the sound can be made four different ways with one o in move
four different ways with one o in move
four different ways with one o in move two O’s in school and E in flu and a u
two O’s in school and E in flu and a u
two O’s in school and E in flu and a u in super how about those silent letters
in super how about those silent letters
in super how about those silent letters they’re underlined and easy to see here
they’re underlined and easy to see here
they’re underlined and easy to see here is an example of our symbols in action
is an example of our symbols in action
is an example of our symbols in action notice the three different sounds of U
notice the three different sounds of U
notice the three different sounds of U we hum a tune for
we hum a tune for
we hum a tune for you dr. Jeffrey Wilhelm distinguished
you dr. Jeffrey Wilhelm distinguished
you dr. Jeffrey Wilhelm distinguished professor of English education at Boise
professor of English education at Boise
professor of English education at Boise State University and a nationally
State University and a nationally
State University and a nationally recognized literacy expert conducted a
recognized literacy expert conducted a
recognized literacy expert conducted a small-scale teacher research study with
small-scale teacher research study with
small-scale teacher research study with our program he concludes that it works
because it reduces the cognitive
because it reduces the cognitive overload that is typically experienced
overload that is typically experienced
overload that is typically experienced by those learning to read English we
by those learning to read English we
by those learning to read English we have conducted several pilot programs in
have conducted several pilot programs in
have conducted several pilot programs in detention facilities which were highly
detention facilities which were highly
detention facilities which were highly successful Narda Ghani has been approved
successful Narda Ghani has been approved
successful Narda Ghani has been approved by the Idaho State Department of
by the Idaho State Department of
by the Idaho State Department of Education for use in Idaho schools using
Education for use in Idaho schools using
Education for use in Idaho schools using Narda Gani stem in fifth grade learn to
Narda Gani stem in fifth grade learn to
Narda Gani stem in fifth grade learn to read with our symbols in eighth one our
read with our symbols in eighth one our
read with our symbols in eighth one our lessons he was elated to be able to read
lessons he was elated to be able to read
lessons he was elated to be able to read books coated with our symbols but when I
books coated with our symbols but when I
books coated with our symbols but when I started to work with them it is now easy
started to work with them it is now easy
started to work with them it is now easy I’m going on Safari
I’m going on Safari
I’m going on Safari I see see was raised on Safari
I see see was raised on Safari
I see see was raised on Safari Wow I see Elmo’s all wow me
on safari I did so spend to read our
on safari I did so spend to read our coded books in eight one hour lessons
coded books in eight one hour lessons
coded books in eight one hour lessons several months later he no longer needed
several months later he no longer needed
several months later he no longer needed the symbols last year in high school
the symbols last year in high school
the symbols last year in high school Sven became a proud member of the
Sven became a proud member of the
Sven became a proud member of the National Honor Society of America Sven
National Honor Society of America Sven
National Honor Society of America Sven says I once thought reading was
says I once thought reading was
says I once thought reading was impossible now I know all things are
impossible now I know all things are
impossible now I know all things are possible thank you
possible thank you
possible thank you [Applause]
[Applause]
[Applause] [Music]
[Music]
[Music] [Applause]
”
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