An Interview with Audrey James, 2012 July 20, 2012 July 27. OH-00933. [Audio recording] Oral History Research Center, Special Collections and Archives, University Libraries, University of Nevada, Las Vegas. Las Vegas,
Standardized Rights Statement
Any special programs that you had children, any special programs, math programs that you remember? As I said before, reading comprehension. I did develop one program as a Three-Sense Activity these activities were aimed at (1) directing, (2) remediating, and (3) enriching the reading program. They are Three-Sense in that seeing and hearing is a prerequisite to doing. Touching, seeing and hearing are guides to performance. Children must be able to see, discriminate, and hear the directions in order to do the lesson. Children who have difficulty listening and following directions are the same ones that have difficulty with reading. There are always those who need additional instructions beyond the workbook exercises. The listening tapes are designed also with the idea of providing reviews for the more fluent readers. While the primary goal of these taped lessons is to help develop children's directional skills, the contents of the worksheets are assimilated to the thought process also. Every spring at Lauren Dearing there was an art project. The last year I was there I did penguins. The children made penguins out of light bulbs and cut black construction paper for wings; used golf tees for the beaks; pearl beads for the eyes; and construction paper for the flippers. I still have one here.