Buzzin' About Reading

One on One Still the Best Way to Help Struggling Readers

2009-10-06T07:44:00.000-04:00

No, it's not just our imagination; here is more solid evidence regarding phonics instruction.

A recent comprehensive study confirmed the effectiveness of phonetic reading instruction. The results were published on an educational website, www.bestevidence.org, of Johns Hopkins University School of Education.

The conclusions included data from a total of 96 studies in all, which compared alternative strategies for helping struggling students in the elementary grades to succeed in reading. Remarkably, 39 of these studies used random assignment to treatments, and five used randomized quasi-experiments. Collectively, the studies involved more than 14,000 children.

Once again, the conclusions confirm the value of one-on-one phonetic reading instruction in the early grades:

1. One-to-one tutoring works. Teachers are more effective as tutors than paraprofessionals or volunteers, and an emphasis on phonics greatly improves tutoring outcomes.

2. Although one-to-one phonetic tutoring for first graders is highly effective, effects last into the upper elementary grades only if classroom interventions continue past first grade.

3. Small group tutorials can be effective, but are not as effective as one-to-one instruction by teachers or paraprofessionals.

4. Classroom instructional process approaches, especially cooperative learning and structured phonetic models, have strong effects for low achievers (as well as other students).

5. Traditional computer-assisted instruction programs have little impact on reading.

Source: http://www.bestevidence.org/reading/strug/summary.htm

One on one

2009-07-31T10:10:00.000-04:00

I specialize in teaching reading one on one, working in my home. I find that is the most effective way to help students focus on their reading and make progress in a short time.

In some instances I may teach in a small group of two to four students. I am considering offering that as an option for parents who cannot afford my normal fees if there is enough interest.

Chapel Hill, North Carolina

2009-07-12T08:10:00.000-04:00

In June I moved from Rockford, Illinois to Chapel Hill, North Carolina.

Due to all of the details of packing, travel and moving, I haven't been able to post to this blog. I am just now getting settled in my new home, and able to go back online. I look forward to resuming the reading program here, and more blogging about reading.

National Spelling Bee

2009-05-30T09:11:00.000-04:00

It was great to watch the National Spelling Bee, and see such proficient students. Among other cues they used entomological origins of the words to help them remember the spellings of various sounds. Kavya Shivashankar, 13, took first in the finals with the correct spelling of laodicean.

Bloodroot!

2009-04-25T13:16:00.000-04:00

The Bloodroot we planted last year is blossoming.

Warning: Not all phonics programs are equal

2009-04-10T09:39:00.000-04:00

Very often parents searching for reading help for their child will first inquire about the cost when they call me. Usually I prefer not to discuss that over the telephone, since the price has little meaning unless they know what they will receive for their money. There is no basis for comparison.
Obviously the cost is often a consideration for many parents, especially in these troubled economic times. When that is the case, the first thing to do may be to try and help the child yourself. If you have the time and patience to work with your child that may be the solution. At least it can't hurt to try.
I also realize there are readers of this blog who are not in my area, that I would not be able to work with personally, so I offer suggestions with that in mind.
There are a variety of programs available for purchase. Hooked on Phonics is one of the most well-known. It costs about $180 new, and used sets may be available to purchase online at eBay or Amazon.com. However, Hooked on Phonics is not a good buy. It relies heavily on pictures and flashcards, and does not teach all of the sounds of English. If your child has already fallen behind in reading at school, Hooked on Phonics will offer little benefit.

Teach Your Child to Read in 100 Easy Lessons By Engelmann, Haddox and Bruner (the Distar method) is a better alternative. It is quite reasonably priced and easily available. This is an adaptation for home use of a phonetic method that has been used successfully in many schools. It is available on Amazon.com. Read the reviews at the bottom of the page to get more input on the experiences of other parents with this book.
In any case, keep at it. Stay engaged and try to take time to listen to your child reading to you every day. Keep a positive attitude and praise them for their efforts. Always tell them you know they are smart and capable. Because reading progress may often be very slow, daily practice is essential.
If your child needs help but you are unable to work with them yourself either because of time constraints or any other reason, then I would recommend the Academic Associates method if it is available in your area.
If it's not, here are some things to consider about any phonics instruction.
First and foremost, find out what program or curriculum they will be using. How many phonetic sounds will be taught? What methods do they use to teach them?
Ask to see the materials. If they rely on pictures to teach sounds, that's a red flag. Remember, we are talking about sounds here. Phonetic material should match sounds with the letters that represent that sound.
Flash cards are another red flag, because flash cards do not teach how to decode sounds, but rather seeing words as images or pictures.

If Johnny Can't Read Yet

2009-03-19T10:33:00.000-04:00

Occasionally I get calls like this:
"My daughter is in high school and she's having trouble with reading comprehension."
"I'm calling about my son. He needs help with reading comprehension. He fails his tests when he reads the questions himself, but if someone reads the question to him, he comprehends it and gets the right answer."
"My son is in high school and he has a problem with reading. He can read, but he needs help with comprehension. Would you help him with reading the books he has for his subjects?"

Well yes I may be able to help them, however troubles with reading comprehension at any level point to more basic issues with reading. Some callers want a quick solution, such as a tutor who can help their child complete the assignments and get a passing grade. And there are tutors out there who offer such help. They may specialize in shortcuts and visual aids to memorizing words. But in the long run, such band aids do not cure the difficulty.
Problems with reading comprehension did not begin in fifth grade, seventh grade or tenth grade, and there is no quick fix or instant solution to cure them. Fundamentally a reading comprehension deficit is not one that can be solved by trying a different strategy to find the meaning of the text. Comprehension issues are caused by word recognition errors, compounded by limited vocabulary. They can only be overcome by intensive work in learning all of the sounds of English, as well as all of the regular and irregular spelling of the sounds, then learning basic decoding skills and applying them.
This is so simple it can be taught to any five year old. For that matter, it can be taught to any one at any age, though it will be far more difficult and require more time and patience the older the student is. I have worked with older students who made great strides with decoding skills, once they learned the sounds and practiced them intensively.
Once they have mastered decoding skills, they must use those skills in daily reading practice of a variety of materials, which will in turn build their vocabulary.
So the answer is a qualified yes: if you really want to do it badly enough to spend the time and the effort, you can get there from here.

14% of US Adults Can't Read

2009-03-11T16:19:00.001-04:00

While the US made slight gains in overall literacy scores, the most recent statistics available from 2003 show that about 14% of US adults still lacked basic reading skills, so are considered functional illiterates. At the next higher level 29% read at only a basic level. That adds up to nearly half of US adults being either illiterate or able to read at only a basic level. The NAAL website provides links to literacy rates from each state.
A more current survey suggests that a significant number of high school students are reading below grade level and in need of remedial instruction. Moreover reading proficiency for high school graduates actually declined over a recent10 year period, with about one quarter of graduates lacking even basic skills.

Getting By or Getting Ahead?

2009-03-07T14:51:00.000-05:00

Not all poor readers are young, because children who struggle with reading generally will continue to lag behind their peers with each passing year. Poor reading skills are not something that one outgrows. Nor do poor readers suddenly catch up, at least without intervention. That's why I've had students of all ages, from kindergarten to adult.
Students who have performed poorly may be sent to a special program for help, or they may just get by. Yet often nothing more is done about it for years. Many of these students are above average in intelligence. Those who are dyslexic often have excellent memories, and so they are able to absorb enough information from what they see and hear to get by. Their brains however just aren't able to visually perceive the words on the page in the same way.
Eric* was twelve and had been home-schooled, but he had more problems with reading than his sisters. His mother said that on some days he could not seem to remember how to read very well. Some times she thought he was improving, but other times she realized he wasn't reading as well as he should be.
He was reading at about a second grade level. He was very motivated and quite interested in fiction. He worked very hard in the course and as he learned the sounds he improved steadily, yet reading was very difficult for him because he was dyslexic. Because of that, Eric needed more intensive instruction in the sounds of the letters before he could begin to make progress.
*not his real name

Literacy

2009-03-03T10:00:00.000-05:00

A while back I picked up a brochure in a local library that was put out by the area literacy council. It reported the following statistics:*

15,000 adults have less than a 9th grade education
32,000 adults do not speak English as their primary language
43,000 adults do not have a high school diploma
57,000 children are classified as "at risk" and in need of supportive educational services

This is in an area with a population of nearly 300,000. Even considering possible overlap in some of the numbers, the figures are staggering. Functional illiteracy in the United States is a growing problem. Those who enter their adult years without the necessary skills for a complex, technological society are doomed to lives of poverty and hopelessness.
The Literacy Council recruits volunteers to help with tutoring and reading programs. Many wonderful citizens donate time and energy to help this effort. Yet it seems that the size and scope of the literacy gap reveals a failing educational system.
While we can look at various reasons for the decline of reading, it seems the root of the problem lies with the method of teaching reading predominant in our school systems today.
So-called sight reading, or the whole word method is not an effective way of teaching reading for many individuals. Yet that method continues to dominate our educational system.
In this system of teaching reading, students memorize vocabulary words through repetitively reading them, either on flash cards and in text. They are encouraged to "look for context clues" in the surrounding text, or in pictures to determine what a word should be. Several hundred new vocabulary words are added each year.
The problem is that not everyone learns to read successfully by this method. Those who struggle with it lag farther behind each year, as the vocabulary becomes more complex. They are labeled as having a learning disability and placed in special ed classes or remedial reading groups, which use the same methods-- hence their poor results.
*no source given for the statistics

What about speed reading?

2009-03-02T09:41:00.000-05:00

Shannon* came to me when she was in tenth grade, discouraged with school and unsure whether she wanted to continue until graduation. She had been in her school's special education program since third grade. Reading at about a fourth grade level, her reading assignments for required courses were nearly impossible.
Like many dyslexics, she almost seemed unable to see some of the letters of the words, and might skip a line entirely without seeming to notice. Reading was very hard work for her, but she improved steadily, inching toward fifth grade and then sixth.
One afternoon as she began reading rapidly, mispronouncing or missing several words, I stopped her and asked why she was reading so fast.
"That's how my teachers said to read," she answered.
Now this wasn't the first time I had stopped her or other students who were trying to read too fast. I frequently have to stop them and ask them to slow down. But this was the first time I had ever asked any of them why they were reading this way.
"But why?" I asked her. "Why would your teacher tell you to read this way if you're not getting all of the words?"
She simply shrugged, as she had no idea why speed should be a goal more important than accuracy.
It is no wonder students have comprehension problems.
The notion of teaching speed reading in special education classes is absurd.
*not her real name

Oldest English Words

2009-02-26T09:45:00.000-05:00

If only English would be consistent. Teaching reading by a phonetic method is endlessly challenging. It seems as soon as we have taught a rule, a new word pops up that doesn't follow that rule. It's yet another exception, or irregular word.
One reason our language doesn't stay within the bounds of the phonetic rules is that it constantly changes. New words appear, either borrowed from other languages, or freshly minted. Old words become archaic and fall out of use.
But some words at the core of English usage have remained constant for thousands of years. Researchers at the University of Reading in the United Kingdom have now identified the oldest words in the English language. Amazingly these include some of the most common words in the language.

The Joy of Reading

2009-02-24T09:53:00.000-05:00

When children dislike reading, there is usually one simple reason-- they can't.
They can't recognize enough of the text for it to make sense. If they are missing more than one word out of twenty, the material is beyond their frustration level. They may have been able to memorize some sight words, but when they come across a new word, they have to guess. They may even have been taught to read by rote, and memorize various passages, but they will not grasp the meaning of what they read.
So they lose interest in reading, and prefer to avoid it all together. When this happens, it is necessary to go back to the beginning, teaching the sounds that each letter makes, and basic decoding of words.
Gradually as they learn in this way, their confidence increases and they stop avoiding reading.
Amazingly, as this happens they begin to have a new desire to read. They start to notice words in their environment. While riding in the car, they will begin to sound out words on street signs or billboards. At home they will open up their books and begin to read.
I've had parents comment to me on their child's changed attitude toward reading. One mother of a non-reader told me how her daughter began sounding out the road signs she saw. Another mother said, "Now Tracy* loves to read so much, she's reading all the time."
*not her real name

Alphabet Soup

2009-02-21T09:55:00.000-05:00

The sounds of English form the foundation for reading and writing. Any missing sounds are like cracks in a foundation which weaken a building. Holes appear in a text where words are not recognized. Often when students go on to the middle grades, they begin to have more problems with comprehension.
But comprehension problems may be caused by the inability to recognize the words or their meaning.
A phonics review helps to identify a student's knowledge of the sounds of English. Most students have been taught the five regular vowels. They may know that vowels can be long, but they aren't sure how to tell when they will be long or short. Because the long vowel sounds are the same as their names, they are usually able to say them. Many students are less sure of the short vowel sounds and may confuse them.
They usually know the main sounds of most of the consonants, but they may not be sure which consonants normally make only one sound, and which make more than one sound.
Beyond these basics, they are unclear about other vowel sounds, sounds made by letters in combination, and how silent letters change the sounds of words.
Teaching all of the sounds of English provides the tools to decode new and unfamiliar words, building a solid foundation for spelling, vocabulary and comprehension.

10 Ways to Help Your Child Excel in Reading

2009-02-18T14:54:00.000-05:00

1. Start early. Begin reading to your baby when he is still an infant, just as soon as you talk to him. Small cloth books with crinkly pages are easy for tiny hands to grasp while your baby sits on your lap. Board books with sturdy colorful pages are ideal for older babies and toddlers.

2. Read often. Reading a book or story every day helps your child learn more words and increases her vocabulary. This does not need to take much time—ten or fifteen minutes before bed or nap time can be ideal. Make reading an early habit.

3. Read poems and rhymes. Read nursery rhymes like Mother Goose. Toddlers and preschoolers enjoy poems and nonsense rhymes. Hearing them read aloud teaches them the sounds of English as well as new and unfamiliar words.

4. Teach the alphabet early. Children should know the letters of the alphabet before starting kindergarten.

5. Teach the phonetic sounds. All children should be taught all of the basic sounds of English, along with irregular usages and silent letters. Learning these provides a solid foundation for reading progress and spelling proficiency.

6. Go to the library. Take your child to the library often to find new books to read together. Encourage your child to choose what he likes, but also try new topics and different types of books. Reading a variety of fiction, non-fiction and poetry builds vocabulary.

7. Listen to your child read. As your child begins to read, have them read aloud to you each day. Give praise and encouragement for their efforts and gently correct any mistakes.

8. Read to older children too. Make reading a family activity. Read books to your child that are too advanced for them to read on their own during their early reading years.

9. Turn off the tv. While entertaining, television and video games do not stimulate the brain in the same way that reading does. Limit your child’s time spent on the computer or with video games. Spending too much time with these devices may be harmful for young children.

10. Play word games. Make spelling enjoyable. Play word and spelling games such as Boggle® or Scrabble® together.

Sound Mysteries Solved

2009-02-17T08:44:00.000-05:00

Javier* wanted to improve his English. He had studied English in his native Mexico, both in high school and college, and he had taken an English as a Second Language class in the US. His aim was to improve his fluency and pronunciation. Though he had completed his ESL course, his instructor said his English was hard to understand.
Javier's earlier teachers in school often had little experience with spoken English. Their emphasis had been on grammar, and they had often pronounced English vowels as they were pronounced in Spanish. At home most of his family and friends continued speaking primarily in Spanish.
As with all of our students, we started at the beginning, with the basic sounds of consonants and vowels. Javier had a basic understanding of spoken or written English, so as we decoded the written words, he often recognized them easily. Now that he was learning all of the sounds the letters make, he made steady progress.
His improved skills of pronouncing all the English sounds gives him new confidence to communicate clearly.
*not student's real name

Whatever...

2009-02-16T09:41:00.000-05:00

Cassandra* was in fourth grade and falling behind in reading. She disliked reading for the most part, and clearly preferred picture books. She avoided chapter books with few illustrations because she had been taught to use illustrations to try and guess the meaning of the text. Reading them took more effort, which was boring.
Like many poor readers, Cassandra struggled with vowels. She had learned a smattering of phonics at school, but she was unsure how to tell when a vowel was short or long. Her school had emphasized sight reading, and the memorization of whole words.
One day while reading aloud in our session, she came upon a proper noun that she didn't recognize-- a person's name. "Whatever," she mumbled, and continued on with the sentence.
"Whatever?" I asked.
"My teacher says we don't need to know those," she said.
Oh, that is, any word that isn't on the sight word list doesn't matter?
I was stunned. How could it not matter? How could a student ever learn geography, history, science or the many other subjects that are filled with new proper nouns, if they had never learned the basics of sounding out unfamiliar words?
Yet sadly this is how some schools are teaching reading nowadays.
*not the student's actual name

What about flash cards?

2009-02-12T09:53:00.000-05:00

Nathan's* mom wanted to know what she could do to help him with our reading course. "Should I have him practice with his flash cards?"
But Nathan was now in third grade, reading at a kindergarten level, and the flash cards obviously hadn't worked for him.
Our course aims to teach the fundamentals of reading, starting with the sounds of the English language. Our goal is to engage those areas of the brain that associate language with sounds, and help the student to learn the letters that represent those sounds.
Flash cards, on the other hand, rely on the right brain's ability to store and process images. Flash cards are used to teach reading by the whole word or sight-reading method. Because we are working to stimulate and strengthen the brain's left side, we never use flash cards or pictures in our course.
Dump the flash cards in the trash.
*not his real name

Unraveling the Code

2009-02-10T09:35:00.000-05:00

Almost anyone who can understand spoken English can learn to read. Yet many individuals fail to achieve literacy. Reading English can be baffling for those who learn English as a second language, and even many native speakers.
Written English is composed by the letters of the alphabet, which stand for the sounds of our spoken language. Yet this in itself can be a stumbling block. For one, many of the letters can represent more than one sound. Secondly, letters in combination have yet more sounds.
That's why we begin with teaching the sounds, then we start decoding simple words. Our students will decode and read 100 words in the first lesson.
Again I emphasize the ability to understand spoken English as the basic starting point. In order to learn to read by this method, one must already have a basic working English vocabulary. I once had an English as Second Language student who had learned some English by sight reading in her native country. Though she had been living in the US for several years, she had a limited vocabulary in English. The concept of a sound as represented by a letter as opposed to a word was confusing to her.
Otherwise, almost anyone can learn who wants to make the effort and spend the time. Once they begin to learn that sounds of letters put together in different orders spell words, learning to decode the written words becomes an adventure.

Practice, practice, practice

2009-02-09T09:51:00.000-05:00

It is natural to work in our areas of strength because it comes the easiest. If I prefer writing over giving a speech, I find myself working at writing instead of practicing speaking.
Students who don't learn to read easily soon develop a dislike for reading. They aren't catching on with the sight words and flash cards, so they begin to tune out. They can't get it so they may stop paying attention. What's the use?
For a third grade boy who is basically a non-reader,reading is painful. He may be interested in arithmetic, video games or sports, but he has no interest in books. He would just as soon avoid reading.
The problem is, he can't. The farther along he goes in school, the more reading there is. Every subject has more vocabulary words to learn, more material to comprehend. Even the mathematics books have written problems.
He can learn to read well though, but it make take intensive work. He can be taught the sounds of English and learn to decode words, but it takes time to achieve proficiency. In order to reap the maximum benefit from our reading course,a student should practice 30 minutes a day.
Reading is no different from music or sports. Daily practice creates improvement in all aspects of reading. Gifted athletes or artists may enjoy what they do, but they still have to work at it to excel. Consistent practice is the basis of achievement.

Why not teach him to read?

2009-02-05T09:38:00.000-05:00

A student who hasn't mastered the basics of reading will continue to lag behind the class. In fact the problems will compound with each year of school.
Joey* was not able to keep up with his assignments in the parochial school he attended. He received failing grades because he could not comprehend what he read, and he could not complete his tests during the time allowed.
Further, he was being taken out of class to work with a tutor. When asked what he did there, his mother said the tutor read his assignments to him.
Why not just teach him to read?
Joey was a bright boy with an engaging personality and a ready sense of humor, but he was clearly discouraged with school. He excelled at math but felt stigmatized by leaving the class to go to his tutor.
His mother said that he had attended a tutoring program outside of school, but it had not helped. Indeed, his reading tested at the second grade level. Possibly he was dyslexic, because he frequently skipped over short words, syllables, or suffixes. Often he would clearly be making a wild guess, because he was so far off the mark.
We had to go back to the beginning and teach him all of the sounds, and as he learned to decode the letters, his reading improved steadily. By the next fall he was reading at grade level and on the honor roll.
*not his real name

Failing Kindergarten

2009-02-03T12:27:00.000-05:00

Andre* was held back to repeat kindergarten due to reading difficulties. His parents had voluntarily agreed with his school's recommendation but felt he needed outside help to catch up.
When he first came to his lessons with me, he was quiet and serious. One day he said softly, "I have a problem."
"What's that?" I asked.
"I have a problem with reading," he said gravely, as if he were carrying a heavy burden.
I replied that he was very smart, and he would soon be reading very well.
But I had to wonder why a six year old was already convinced that he was a failure.
Of course he did succeed at reading once he learned the sounds of English, and the next year became one of the best readers in his class.
*not his real name

But English isn't phonetic

2009-02-01T14:31:00.000-05:00

Some proponents of sight reading argue that English is not a phonetic language, so phonics isn't a proper method for reading instruction. As proof they point to some of the many spelling and pronunciation inconsistencies that abound in English. While there certainly are irregular words and other anomalies, on the whole English is more phonetic than not. Many of the irregular words result from changes in spoken English over time, or words that have been absorbed into English from other languages.
It is more logical to start with the majority of cases where English is phonetic and teach the patterns, and then the exceptions and irregular words. And it is easier for the brain to associate the phonetic sounds with the letters that represent them, than to memorize thousands of separate word pictures.
I'm not saying this is always easily accomplished. For some students, reading remains an uphill battle. I remember one girl who lamented, "I hate English" as we were working on silent letters. Yet she was reading books, and not only reading, but reading so enthusiastically that she won a prize for selling the most books at her school's book fair. The year before I started working with her, her parents had been told she would never learn to read.

Sight or Sound?

2009-01-30T09:57:00.000-05:00

The natural method of teaching reading flows from speech. The sounds that we speak and hear are represented by the letters of the alphabet, which are then combined to form written words. In the conventional method of teaching reading, after learning the alphabet, students memorize words from flash cards or text. Although some basic phonetic sounds may be taught, there is a leap from the alphabet to the text. It is assumed that as students memorize the words, their reading skill correspondingly increases.
While watching an educational program on public television with my grandson, I saw cartoons where large letters were flashed, such as e, than a word was shown, like "elephant," while a narrator first pronounced the name of the letter "E" , then said the word, "elephant".
?!
This seems like nonsense to me-- because there is a huge leap between the sound of long e as the name of this letter to the sound of short e in the word, "elephant," not to mention the other letters in this word.
Entertaining-- yes; but of dubious educational value.
Many children are confused by the whole word method of teaching reading represented by this type of show. I know, because I work with children who are unable to make the leap.
A father brought his young daughter to me. She was in second grade, and was attending a special reading class in her school. They brought along a story work sheet from school, and he asked her to read it to me. So she did, and then he said, "She's not really reading that. She can't really read. They spend the week memorizing these things, but she can't read." Indeed, when I tested her actual reading, she was reading at about kindergarten level.
A mother called me on the phone and said she was searching for someone who taught reading by an auditory method, and did I know what that was? Her second grade daughter was stressed out from trying unsuccessfully to memorize her sight words. The teacher had no recommendation for the parents except the child needed to try harder. The child was becoming depressed by her continued failure, and the mother was convinced she needed a different approach.

Is reading natural?

2009-01-27T12:32:00.000-05:00

A little over four years ago, I took a training course to become a reading instruction specialist.

I'd always loved books and reading. I myself learned to read fairly easily. I grew up in a home where there were always books, newspapers and magazines, among family members who were excellent readers. I don't remember any family member who had trouble with reading. My own two children also learned to read easily, without problems and quickly achieved fluency. They did well academically and both graduated from college.

Yet I was aware that was not the case for everyone, and I always thought I would like to help a struggling or illiterate person to become a reader. Four years later, I have fulfilled that goal, though I have found it to be a challenge as well as an adventure. I've gained a bit of experience, some knowledge and a little insight along the way. I'm thankful for the challenges of teaching reading, and for all that I've learned from my students.

I believe that reading English may happen naturally in homes where parents read to their children and provide them with books and a reading culture or environment. But for many others it may not happen that way. While many who struggle with reading come from homes where books are scarce and family members don't read much, there are also some children who grow up in a reading environment who will struggle to learn reading and fall behind their peers at school.

Today reading to children in the home is emphasized as a means of helping children to learn to read. That's great, and there is plenty to suggest that reading to children and even babies can increase their early speaking and word knowledge, and contribute to their reading readiness. On the other hand, no parent should feel guilty or inadequate if their child doesn't easily catch on to reading who has been exposed to early reading in this way.