build-ups. When signs of these are observed, some method of relaxa-
tion should be introduced.

 The V.A.K.T. technique is the most popular method used with
specific learning difficulty cases. It may also be used with others,
but it is somewhat more time-consuming than regular methods. The V
stands for visual, the A stands for auditory, the K stands for
kinesthetic (muscular motion sense), and the T stands for tactile.
The V.A.K T. technique systematically employs the use of these four
senses and thus provides for more sensory input and re-inforcement
than do most other methods. Those who use this method should read
Remedial Techniques in Basal School Subjects, by Grace Fernald
(McGraw-Hill Book Co.), for elaboration on this basic process; (1)
Let the person select some words he wants to learn. (2) Say the word
and ask the student to tell you how many parts (syllables) it has.
(3) Print or write the word in crayon in a five by eight file card
or a strip of paper about two inches by ten inches. Say the word
and have the student watch as you write and say the word enunciating
clearly each syllable. (4) Have the student trace over the word as
he says it, enunciating each syllable clearly. (5) When he thinks
he can write the word without looking at the copy, have him write
the word in crayon. If it is done incorrectly, have him repeat the
process (Step 4). (6) Have the student use the word in a written
sentence or paragraph. (7) Type the sentences or paragraphs for
the student to read at the next session. Have the student file,
alphabetically, the words he learns. Review these words with him from
time to time. (8) After about 150 words are learned, discard the
tracing except with words the student finds difficult to learn. When
using this method, the following points should be kept in mind: (1)
Finger contact with the print must be rigorously maintained while trac-
ing. (2) The words should always be written as units and never be
'patched up' (Step 5). The word should always be used in a context.
(3) The student should not orally spell out the word. (4) The desk
should permit free arm movements.

 The sand tray technique is one of the many modifications of the
basic V.A.K T. approach. It is recommended for the less severe cases.
The sand tray method is useful with slow learners as well as specific
learning disability cases. Here is the basic procedure. (1) Put
about half an inch of sand in a large serving tray. (2) Print the
word the pupil is having difficulty in learning on a five by eight
card. Have the student watch and listen to you as you write and say
the word. (3) Have the student trace over a word as he says it. (4)
Ask the student to close his eyes and try to visualize the word as he
slowly says it. (5) Remove the copy and have him write the word in
the sand. If incorrect, then repeat the process. (6) After a stock
of words has been built, eliminate the tracing step. (7) File the
words taught and use them for review purposes. When you are sure he
will remember a word, then remove it from the file. Gradually reduce
the use of this technique as the student builds a larger and larger
stock of sight words (those he can instantly name on sight).


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