Abstract:
An apparatus for assisting dyslexic individuals, comprising a binder made of a generally rigid material and having a first section and a second section, both sections being pivotably associated with each other by a middle hinge portion; a means for generating at least one audio sound from a set of a plurality of possible audio sounds in response to an actuating signal; and, a plurality of pages associated with the binder, each page comprising a first side and a second side, each page having a plurality of discrete regions. The regions include a first region comprising a set of printed instructions, a second region comprising a three-dimensional structural graphic image, a third region displaying a given three-dimensional word, a fourth region displaying a guide for pronouncing the word, a fifth region displaying a definition of the word, a sixth region displaying the spelling of the word, and a seventh region displaying a guide for pronouncing the word. A method is also provided using a sequence of steps using the apparatus.

Description:
FIELD OF THE INVENTION  
       [0001]     The present invention relates to apparatus and methods of assisting dyslexic individuals to improve their reading and comprehension abilities. More particularly, the present invention provides an interactive book having an audio speaker and button area, a plurality of printed instructions and other indicia regions, a region having a three-dimensional graphical image pertaining to a word or symbol of interest, and the word or symbol of interest displayed in one or more regions in a raised format that produces a three-dimensional effect.  
       BACKGROUND OF THE INVENTION  
       [0002]     Dyslexia is a perceptual condition that results in an abnormal or altered ability to read, speak, learn and work with written characters of any kind. Any written character, such as a letter, a number, a music note, or a trigonometry sign, is nothing more than a two-dimensional symbol. The dyslexic is primarily a three-dimensional thinker who uses the experience of his/her senses to tell him/her about the world. When reading words of any kind that are in the two-dimensional format, the dyslexic individual&#39;s senses become confused and this leads him into brain dis-integration. In this state confusion reigns and frustration builds. When dis-integrated, the dyslexic (or anyone) cannot use all the resources of his brain to resolve the conflict at hand and resorts to unconscious coping behaviors to reduce the discomfort of his frustration.  
         [0003]     The theories about the “cause” of dyslexia are many, and most describe a break-down in the function of the brain, moreover the nervous system. The message to the public in the past has been that there is a “problem” in the function of the dyslexic&#39;s brain, perhaps a pathology, which must be overcome. The implication to parents and children has been that the “hardware” of the brain is deficient and that there is something “wrong” with their poor learners. Over the years, parents, tutors and teachers have attempted to overcome a student&#39;s inability to read and write with extra, extensive practice sessions aimed at developing phonetic skills. They used enlarged letters to aid vision, and phonetics training and rote memorization to conquer the alphabet and numbers. And still, too many children read and write poorly.  
         [0004]     The inventor of the present invention recognized that the learning disability associated with the dyslexic&#39;s inability to read, write, do math or otherwise work with written characters most often results from the lack of a fit of the individual&#39;s Gestalt thinking style with the teaching skills he is being given to learn English, or any of the languages of the Western world. It is, most often, a brain function (“software”) problem rather than a brain damage (“hardware”) problem. When the child&#39;s locus of thinking remains primarily in the three-dimensional, multi-sensory processing (Gestalt thinking) realm typical of his early development, the locus of his thinking does not progress to the areas of linear, abstract thinking (logic thinking). His lack of ability to integrate well his Gestalt-initiated brain functions with his logic-initiated brain functions puts him at risk for developing learning disabilities. He is not suited to the linear, largely two-dimensional, logical style of teaching available in school.  
         [0005]     In contrast to the high occurrence of dyslexia in the Western speaking world is the minimal occurrence of the dyslexia phenomenon in China. It is believed that the low occurrence of dyslexia in China is due to the nature of the Chinese language. It is a language filled with sensory experience, and each Chinese written character/word has an associated sensory experience. Since three-dimensional significance can be associated with every two-dimensional written character in Chinese (and, there are over 10,000 characters), Chinese characters “make sense” to the Chinese child.  
         [0006]     In the English language, there are at least 290 sight words punctuation marks and abstract symbols that we use often. Some examples of sight words are: a, and, I, me, the, he, she, my, on, and the like. These words and all abstract symbols have no sensory experience associated with them. Therefore, specific techniques are required to learn to read and write them. These words and symbols gain meaning when they are associated with concrete, sensory experiences of using them, or when they are explained in already meaningful abstract terms that are associated with sensory experiences and meaning.  
         [0007]     There are dozens of methods currently being used to address dyslexic students, such as, but not limited to, Wilson Learning, Sylvan Training, Hooked on Phonics, Orten-Gillingham, which use the tools of phonemes and/or phonetics. None of these methods teach the student how to master the three parts of an abstract word; nor do they teach the dyslexic about the utilization of the mind&#39;s eye. Yet, managing the mind&#39;s eye and mastering the three parts of an abstract word are two critical keys to correcting the learning disability associated with dyslexia.  
         [0008]     The Church of Scientology and Davis Dyslexia Association International both teach the dyslexic three-dimensionally by the use of manipulating clay to experientially represent words and their meanings. The Church of Scientology now uses inanimate, three-dimensional, generic objects instead of clay. It still does not recognize the mind&#39;s eye or its importance in the learning process.  
         [0009]     The Davis method, like the present invention, recognizes the importance of managing the mind&#39;s eye, and that abstract words and written symbols have to be mastered three-dimensionally. Both programs, Davis and the present invention, recognize that the mastery of a word happens when the dyslexic knows and can use all three parts of it, i.e., what the word looks like on paper, what the word sounds like, and what the word means. Unlike the present invention, the Davis method is relatively expensive, inflexible, and time intensive; it uses the sculpting of clay instead of audio-facilitated structural graphics books, and requires travel to a facility for training rather coaching over the Internet.  
       SUMMARY OF THE INVENTION  
       [0010]     The present invention provides an apparatus in the form of a book with a specifically designed and laid out organizational pattern, with selected areas being in three-dimensional relief or “pop up” type presentation, together with a sound generating board for generating the audible pronunciation of a subject word for the student to hear. In one exemplary embodiment, a book is laid out with various areas of instructions, visual presentation, pronunciation region, definition region, spelling region, sentence formation, query region, as well as other regions.  
         [0011]     According to one exemplary embodiment of the present invention, a sequence of steps is used to programmatically progress through a given page or pages of the book to concentrate on a particular study word, phrase, sound, punctuation mark or the like.  
         [0012]     According to one exemplary embodiment of the present invention, an apparatus for assisting dyslexic individuals is provided, comprising a binder made of a generally rigid material and having a first section and a second section, both sections being pivotably associated with each other by a middle hinge portion; means for generating at least one audio sound from a set of a plurality of possible audio sounds in response to an actuating signal; and, a plurality of pages associated with the binder, each page comprising a first side and a second side, each page having a plurality of discrete regions comprising; a first region comprising a set of printed instructions, a second region comprising a three-dimensional structural graphic image, a third region displaying a given three-dimensional word, a fourth region displaying a guide for pronouncing the word, a fifth region displaying a definition of the word, a sixth region displaying the spelling of the word, and a seventh region displaying a guide for pronouncing the word.  
         [0013]     Other features and advantages of the present invention will become apparent upon reading the following detailed description of embodiments of the invention, when taken in conjunction with the appended claims. 
     
    
     BRIEF DESCRIPTION OF THE DRAWINGS  
       [0014]     The invention is illustrated in the drawings in which like reference characters designate the same or similar parts throughout the figures of which:  
         [0015]      FIG. 1  is a schematic view of one exemplary embodiment of an apparatus of the present invention with the book shown in a closed position.  
         [0016]      FIG. 1A  is a perspective view of one exemplary embodiment of an apparatus of the present invention with the book shown in an open position  
         [0017]      FIG. 2  is a schematic view of one exemplary set of sight word pages of the embodiment of  FIG. 1 .  
         [0018]      FIG. 3A  is a schematic view of one exemplary set of lower case alphabet pages of the embodiment of  FIG. 1 .  
         [0019]      FIG. 3B  is a schematic view of one exemplary set of upper case alphabet pages.  
         [0020]      FIG. 4  is a schematic view of one set of exemplary punctuation pages of the embodiment of  FIG. 1 .  
         [0021]      FIG. 5  is a flow diagram of the sound board component of the embodiment of  FIG. 1 .  
         [0022]      FIG. 6  is a schematic diagram of the sound generator circuitry of  FIG. 5 .  
         [0023]      FIGS. 7A &amp; 7B  are flow diagrams illustrating one exemplary embodiment of a sight word method according to the present invention.  
         [0024]      FIG. 8  is a flow diagram illustrating one exemplary embodiment of an alphabet method according to the present invention  
         [0025]      FIGS. 9A-9C  are flow diagrams illustrating one exemplary embodiment of a punctuation method according to the present invention.  
         [0026]      FIG. 10  is a schematic view of a back cover of an exemplary embodiment of the present invention. 
     
    
     DETAILED DESCRIPTION OF THE EMBODIMENTS  
       [0027]     Apparatus  
         [0028]     The present invention provides an apparatus for assisting in teaching dyslexic individuals.  FIG. 1  and  1 A show one exemplary embodiment having a book  10  generally comprising a binder  12  having a front cover  14 , a back cover  16  (not shown in  FIG. 1 ), and a hinge portion  18 . A sound generating unit  20  within a housing  60  is associated with the back cover  16 .  
         [0029]     The binder  12  is preferably constructed of a generally rigid material, such as cardboard, pressboard, wood, plastic, composite, combinations of the foregoing or the like or other materials known to those of ordinary skill in the art. While flexible material may also be used, a more rigid material is preferable to maintain the book  10  in a stable position during use.  
         [0030]     At least one and preferably a plurality of alphabet pages  19  and  21 , sight word page  22  and/or punctuation page  23  are associated with the binder  12 , preferably at the generally vertical midsection of each page by a binding agent  24 , such as, but not limited to, stitching, stapling, gluing, hinges, combinations thereof or the like or other materials or techniques known to those of ordinary skill in the art.  
         [0031]     Alternatively, the book can be designed as a spiral-bound book or a ring bound book, as are known in the art. Each sight word page  22  comprises a first section  26  and a second section  28 , which may occasionally be referred to herein as the left side and right side of the page, respectively. Alphabet pages  19  and  21  also comprise a first section  26  and a second section  28  connected by the binding agent  24 . The page  23  preferably, though not mandatorily does not extend across the binding agent  24 . Each punctuation page  23  comprises a single page, ending at the binding agent  24  of the book  10 . The pages  19 ,  21 ,  22  and  23  are preferably made of paper, but can also be made of plastic, fiberboard, cardboard, oak tag, combinations thereof or other material known to those skilled in the art.  
         [0032]     One exemplary lower case alphabet page  19  (shown in  FIG. 3A  has twenty-six (or other number of) raised lower case alphabet letter  78  ordered from “z” to “a” of lower case letters, and another exemplary upper case alphabet page  21  (shown in  FIG. 3B ) has twenty-six (or other number of) raised upper case alphabet letters  80  ordered from “Z” to “A” of upper case letters. All raised alphabet letters  78  or  80  are preferably arranged along the sight or alignment lines  90  to show their correct shape and position on the printed line. The sight lines  90  preferably include a set of three parallel lines. Lines  90 A and B are preferably solid (although dashed, dotted, colored or other visual markings can be used) and are above and/or below, respectively, the top and bottom portions of the letter (with letters such as “g”, “h”, “j”, etc., possibly going above or below the line). Line  90 C is preferably dashed or dotted and is generally midway between lines  90 A and B. It is to be understood that a different number of sight lines  90  may be used; e.g., for different languages or symbol sets.  
         [0033]     As shown in  FIG. 4 , each punctuation page  23  has discrete regions containing particular aspects of punctuation marks and their rhythmic use as pause points. Structural graphic image region  34  provides three-dimensional symbols that represent the rhythm of pauses at the punctuation pause points. Raised punctuation marks  88  are arranged along the sight lines  90  for three-dimensional pause point rhythm recognition and practice. The related name and symbol of each punctuation word/symbol  87 , are found at preferably the left margin of sight line  90  on the page  23  and are related to the raised punctuation marks  88  along the sight line  90 . Each page  23  has punctuation word/symbol  87  and related, repeated raised punctuation marks  88 , pause point count length regions  84  that describe the count or rhythm of the pause point, repeated raised stop block symbols  86  that three-dimensionally represent the rhythm of the pause points, a movable eye marker loop  95 , preferably with two eyes  94  at the top of the movable eye marker loop  95 , slides along an eye marker horizontal slide band  96  that can be attached by a repositionable (e.g., hook and loop, repositionable, or the like) tab  92  on the back of the movable eye marker loop  95  to the (repositionable adhesive) stop  93  at the left side of the page  23 , and that can be moved vertically and horizontally by the student S along a line of raised punctuation marks  88  to simulate three-dimensional eye movement along a line of print between the stop block symbols  86  of the pause points.  
         [0034]     Each sight word page  22  has a set of discrete regions containing particular aspects of the visual, tactile, auditory and verbal teaching method. The various regions will now be described in brief. The functionality of each region will be described in greater detail hereinbelow in the operating section. Each sight word page  22  has a particular study word  30  of interest for study. It is to be understood that that the study word  30  may be in English or any other language, or may be a word fragment (e.g., prefix, suffix or the like).  
         [0035]     As shown in  FIG. 2 , starting at the top of the second section  28  of the (right side of) sight word page  22 , initial instructions (e.g., “push the sound button”) are found in region  50 . Below region  50  is a visual representation of the study word  30  for that page.  
         [0036]     The instruction region  32  (see  FIG. 2 ) contains a visual representation in the form of letters of the study word  30  for the page. The instruction region  32  also contains a set of printed instructions, which separately include a number of steps (shown in  FIG. 2  in an exemplary embodiment as seven steps, it being understood that seven greater or different steps can be used), for the instructor to use as a guide for using the present invention. The following steps are exemplary and not by way of limitation. Step #  2  contains the graphic sentence  52  which describes the action of the three-dimensional structural graphic region  34 . Step # 3  contains a query  54  of the use of the definition  44  by the graphic sentence. Step # 4  contains the answer  55  to the query  54 . Step # 5  contains the five (or other number of) new sentences  56  that the student creates to use the study word  30  in accordance with the definition of the word as shown in definition region  44 . Step  7  contains the mind&#39;s eye image  58  that shows the height, width and depth of the letter(s) of the study word  30  as spelled in spelling region  46  that is created by the student S. The “mind&#39;s eye” is the student&#39;s brain&#39;s imaging of a remembered image or scene, such as but not limited to, after the image has been removed from the visual field of the student.  
         [0037]     A preferably structural graphic image region  34  is a three dimensional image of a picture depicting a referred to sentence  54 . The three-dimensionality is preferably achieved by utilizing a conventional “pop up” device of paper (or other material) as is known in the art that has been designed, cut, attached in part to the page  22  and folded such that when the page  22  is opened the pop up device extends out of the plane of the page to form a three-dimensional picture. The structural graphic image  34  is designed specifically to correlate to the definition of the study word  30 . Alternatively, the three-dimensional image can be created by holographic or other technique, or may incorporate a computer and electro-optic (e.g., liquid crystal) display showing a three-dimensional image on a screen. It is to be understood that other ways of rendering three-dimensional images know to those or hereafter developed may be used.  
         [0038]     A raised word display region  40  contains the study word  30  in large, raised letters. The letters of the raised large letter display  40  are raised from the page  22  to create a three-dimensional effect, which is believed to assist the student in seeing and thinking with the study word  30  in a more three-dimensional manner.  
         [0039]     A pronunciation region  42  contains instructions on how to pronounce the study word  30 , such as, but not limited to, using conventional pronunciation guides for English or other languages (it being understood that the present invention may be in the technique of English or other language or symbol sets).  
         [0040]     A definition region  44  contains text indicating one or more definitions of the study word  30 . As the study word  30  is an abstract word or symbol not generally associated with an image, the definitions are created to orient the student to experiencing the study word  30  with his/her senses.  
         [0041]     A spelling region  46  contains a raised large letter display  40  of the letters of the study word  30 . The letters of raised letter displays  40  are mandatorily raised from the page  22  to create a three-dimensional effect to enhance learning to spell the study word  30 .  
         [0042]     The sounds like pronunciation guide  48  repeats the pronunciations(s) of the study word  30  for reinforcement of all of the pronunciations of the study word  30 .  
         [0043]     While the placement and arrangement of each region on the page is not absolutely critical, it has been found that the general layout and arrangement of the regions as shown in  FIGS. 2, 3  and  4  provide a visual progression through a given lesson of study to be advantageous to the student. The layout in  FIG. 2  first provides the student with what the study word  30  looks like by way of the three-dimensional sense of touch of the raised letters in the large letter display  40 . The three-dimensional sense of sound of the study word  30  is provided by pushing a sound button  64  and listening to a recorded (or computer or otherwise generated) voice that pronounces the word in all given pronunciations. These pronunciation(s) are found in regions  42  and  48 . What the study word  30  means is given verbally in the definition region  44 , and is three-dimensionally demonstrated by way of the structural graphic image  34 . The spelling of the study word  30  is given in raised letters in spelling region  46 , and is voiced, one letter at a time, when the button  64  is pushed for the study word  30 . What the word sounds like  48  again reproduces each given pronunciation of the study word  30  in order to reinforce the number of ways in which the study word  30  can be said. Finally, the instruction steps in instruction region  32  guide the Teacher T and Student S sequentially through the process of using the information on page  22  of a study word  30 .  
         [0044]     The sound generating unit  20  is of a design commonly known to those skilled in the art and available in many children&#39;s books preferably comprises (as shown in  FIG. 1 ) a housing  60 , which may be made of plastic, cardboard, polymer, composite, combinations of the foregoing, or other materials known to those of ordinary skill in the art. The housing  60  is associated with the back cover  16  material by glue, rivets, screws, grommets or other fastening means known to those of ordinary skill in the art. A front panel  62  comprises a plurality of input interfaces, which may be buttons  64  actuatable by the user. Inside the housing  60  may be a circuit board  61  comprising the user interface, a battery  66  or other power source (e.g., alternating current, solar cell, or the like), memory storage unit  68 , tone generator  70  and a speaker  72 .  
         [0045]     A more detailed discussion of the sound generating the  20  (see  FIG. 6 ) follows. The sound generating unit  20  converts a physical stimulus into an audible sound. The sound generating unit  20  has a sound controller  20 A connected to a plurality of momentary switches or push-button keys  64 . The push-button keys  64  are connected to the input/output ports P 2 . 0  to P 2 . 7  of the sound controller  20 A. The audio output  20 B of the sound controller  20 A is connected to an adjustable amplifier  20 C which is connected to a speaker  72 . A typical sound generating unit  20  is available from Sunplus Technology under the part number SPEF160A.  
         [0046]     In operation, a physical stimulus is received on at least one of the push-button keys  64 . The sound generating unit  20  converts the physical stimulus or digital input into an analog signal and applies that signal to the adjustable amplifier  20 C. The adjustable amplifier  20 C may, if desired, be adjusted to any convenient sound level via speaker  75  suitable for the present invention  10 . The user may, if desired, make contact or depress a series of push-button keys  64  in a predetermined sequence to generate tones that represent or form words of any selected language.  
         [0047]     Sight Word Method  
         [0048]     The present invention also provides a method for teaching dyslexic individuals how to better read and comprehend language. According to one exemplary sight word method of the present invention, a sequence of interactive instructor and student steps are followed.  FIGS. 7A &amp; 7B  show a flow diagram of one exemplary set of steps for learning sight words. It is to be understood that variations or modifications to this sequence are possible and are included as being within the scope of the present invention.  
         [0049]     Initially, when a student opens the book, the study word  30  (which may alternatively be an abstract word, phrase, an alphabet letter, a symbol, a punctuation mark, a phoneme, a syllable, a prefix, suffix, sound or the like) is shown above the instruction region  32 . The student may then search for the study word  30  on the front panel  62  of the housing  60  and press the appropriate button  64  for the study word  30 . As shown in  FIG. 5 , the word sound(s) is/are retrieved from the memory storage device  68  and a signal is sent to the tone generator  70 , which plays the tone through the speaker  72  so that the student can hear the study word  30  pronounced (see the pronunciation region  42 ) correctly in all ways it is spoken, the definition  44  given for the study word  30 , the spelling  46  of the word, and the pronunciation repetition in the sounds like pronunciation(s)  48  of the word.  
         [0050]     Each study word  30  is preferably presented in several regions on two pages, forming page  22 , to stimulate the three-dimensional senses of sight, sound, touch and interactive experience (kinesthetics) in order to promote learning and understanding of the word. The student looks at the two sides of page  22  of a study word  30  and uses as many of his/her senses as possible to experience everything that she/he sees. Then, the Teacher T and Student S follow the directions of the numbered steps in the instruction area  32  on the right hand side  28  of page  22 .  
         [0051]     Turning to  FIGS. 7A &amp; 7B  of according to one exemplary embodiment of a sight word method according to the present invention, the teacher T and student S begin at the Start (block  100 ). The Teacher T reads the instructions in the push button region  50  and the instruction region  32  (block  102 ). The Teacher T or the Student S activates the word sound button  64  (block  104 ) for the study word  30 . The Student S and Teacher T listen to and read along while the voice comes from activating the sound button  64  with the recalled information from the memory storage unit  68 .  
         [0052]     Turn to  FIG. 5  for a more detailed description of the sound generation aspect of the method. After the sound button  64  is activated (block  104 ), the study word  30  is retrieved from memory storage unit  68  (block  106 ). Tone data is transmitted to the tone generator  70  (block  108 ), which generates the tones of the recalled information (block  110 ) and plays this data through the speaker  72  (block  112 ).  
         [0053]     Turning to  FIGS. 7A &amp; 7B , the Student S and Teacher T view and touch the three-dimensional representation of the raised large letter display  40  of the study word  30 . They view the structural graphic image  34  related to the study word  30 , the pronunciation(s) region  42 , the definition region  44 , the raised letters of the spelling region  46 , the pronunciation repetition in the sounds like pronunciation region  48  as they listen to the recalled information relative to the study word  30  playing through the speaker (block  114 ).  
         [0054]     The teacher T reads the instructions in step # 1  of the instruction region  32  for the study word  30  as the student S listens, views page  22  and touches the raised letters in the large letter display  40  (block  116 ).  
         [0055]     After the teacher T pronounces the study word  30  in all ways given, the student repeats the same sounds (block  118 ). As the teacher points to and reads the definition in the definition region  44 , the student listens and looks at page  22  (block  120 ). The teacher T points to the raised letters in spelling region  46  and spells the letters of the word. The student S touches the raised letters of the spelling region  46  and repeats the sounds of the letters of the study word  30  (block  122 ). Finally, the teacher points to the sounds like pronunciation region  48  and again verbalizes all the pronunciation(s) of the study word  30 . The student S listens and repeats the pronunciations of the study word  30  (block  124 ).  
         [0056]     In step # 2  of instruction region  32 , the teacher T reads the sentence  52  that describes the action of the image character  36  in the graphic image region  34 . The student S looks at the graphic image region  34  and identifies him/herself as the image character  36  doing the action in the structural graphic image region  34  (block  126 ).  
         [0057]     In step # 3  of instruction region  32 , the teacher T reads the sentence query  54  which asks the student S if the graphic sentence  52  shows the definition  44  of the study word  30  (block  128 ). In step # 4  of instruction region  32 , the teacher T waits for the student S to give the answer  55  to the sentence query  54 . The complete correct answer to the sentence query  55  is written in step # 4 . If the student S gives an incorrect answer, the teacher explains the correct answer to the student S (block  130 ).  
         [0058]     In step # 5  of instruction region  32 , the student creates five (or other number) of his/her own sentences  56  that correctly use the study word  30  and its given definition  44  (block  132 ). The teacher T queries the student S about each sentence  56  s/he creates and whether it shows the meaning given in the definition  44 . The student S explains how the definition  44  is expressed in his/her sentences  56  (block  134 ). Any sentences that do not correctly use the definition  44  of the study word  30  are thrown out, and more sentences  56  are created by the student S.  
         [0059]     In step # 6  of instruction region  32 , the student S pushes the sound button  64  for the study word  30 . The student listens, points to and touches the large letter display  40 , the pronunciation region  42 , the definition region  44 , the spelling region  46 , and the sounds like pronunciation region  48  as the recalled tones  68  and  70  play through the speaker  72  (block  136 ).  
         [0060]     The student then sweeps his/her hand across page  22  and says, “This is [insert study word  30 ].” S/he points to and says the definition in region  44 , points to and touches the raised letters in the spelling region  46  as s/he spells out loud the letters of the study word  30 , and verbalizes the pronunciation(s) in the sounds like pronunciation region  48  as s/he says the study word  30  in all ways given (block  138 ).  
         [0061]     In step # 7  of instruction region  32 , the student S views and makes a mental picture of the raised letters in spelling region  46 , and uses his/her mind&#39;s eye to create a mind&#39;s eye image  58  of these letters. The student S then turns away from the book  10  and projects his/her mind&#39;s eye image  58  in front and above him/her in the air (block  140 ). As each letter appears as a mind&#39;s eye image  58  in the air, s/he points to each letter and spells the letters, backward and then forward (block  142 ).  
         [0062]     The student S turns the page  22  (block  144 ) and returns to the Start (block  100 ) of this  FIG. 7  exemplary embodiment of a sight word method to learn the next study word  30 , which is on the next page  22 .  
         [0063]     Alphabet Method  
         [0064]      FIG. 3A  provides a schematic of one exemplary set of steps for each of the two lower case alphabet pages  19  and  FIG. 3B  provides a schematic of one exemplary set of steps for each of the two upper case alphabet pages  21  used by the student S to learn the letters of the alphabet. The two pages  19  contain the study letters of the lower case alphabet arranged from “z” to “a” in raised lower case alphabet letter displays  78  along the sight lines  90 . The two pages  21  contain the study letters of the upper case alphabet arranged from Z to A in raised upper case alphabet letter displays  80  along the sight lines  90 . It is to be understood that variations or modifications to this sequence are possible.  
         [0065]     The alphabet pages  19  and  21  span over a total of one or more pages for the lower case and for the upper case letters. The raised alphabet letter  78  or  80  are preferably arranged along the sight lines  90  in the reverse order of the alphabet, from “z” to “a”, with raised lower case letter region  78  on alphabet pages  19  and the raised upper case region  80  on pages  21  (see Figures). The letters of the raised lower case and upper case alphabet letters  78  or  80  are preferably raised from the page  19  and from the page  21  to create a three-dimensional effect, which is believed to assist the student in seeing and thinking with the study word  30  in a more three-dimensional manner.  
         [0066]      FIG. 8  shows a diagram according to one exemplary embodiment of an alphabet method according to the present invention. The student S looks at the raised lower case alphabet letters  78  of the sequentially listed alphabet letters, from “z” to “a”. The student S starts with the raised lower case alphabet letter  78  in the lower case letter region  78  (block  202 ).  
         [0067]     The student S closes his/her eyes and tactilely feels the first lower case alphabet letter  78  for the lower case letter z, found at the top left of the first line of page  19  (block  204 ). The student S identifies the letter shape and makes a three-dimensional mind&#39;s eye image  58  of the raised lower case alphabet letter  78  (block  206 ). The student S states out loud the name of the raised lower case alphabet letter  78  (block  208 ).  
         [0068]     Keeping his/her eyes closed, the student S moves his/her fingers to the right to the next raised lower case alphabet letter  78  on page  19  (block  210 ). The student S repeats blocks  204  to  210 , until he has gained command of all 26 of the raised lower case alphabet letters  78  on page  19  (block  212 ).  
         [0069]     The teacher T now asks the student S to turn away from book  10  and look at the wall. The teacher T asks the student S to place his/her mind&#39;s eye images  58  of the lower case raised alphabet letter  78  above and in front of him/her on the wall. The mind&#39;s eye images  58  of the letters must appear sequentially from z to a to show command of the 26 lower case alphabet letters (block  214 ).  
         [0070]     The student points to each mind&#39;s eye image  58  as it appears on the wall and says the name of the letter it represents, sequentially from z to a. Any alphabet letters that are spoken in error or out of order are to be studied again (blocks  202  to  210 ) until the 26 lower case letters can be seen and named in order from z to a (block  216 ).  
         [0071]     Once the alphabet can be said sequentially from z to a without touching the raised lower case alphabet letters  78 , the student S is ready to learn the raised upper case alphabet letters  80  on page  21 . Blocks  202  to  216  are repeated for each of the raised upper case alphabet letters  80  of page  21  (block  218 ).  
         [0072]     Punctuation Method  
         [0073]      FIG. 4  shows a flow diagram of one exemplary set of steps for leaming to recognize and use punctuation. It is to be understood that variations or modifications to this sequence are possible.  
         [0074]     Each punctuation word/symbol  87  is presented over a single page  23 . A preferably structural graphic image region  34  is attached to the hinge  18  and binder  12  so that the image “pops up” and is three-dimensional when the book  10  is opened to page  23 . The letters of the raised large punctuation mark  88  are raised from the page  23  to create a three-dimensional effect, which is believed to assist the student in seeing and thinking with the punctuation word/symbol  87  in a more three-dimensional manner.  
         [0075]     The three-dimensional senses of sight, touch and kinesthetics are stimulated by the structural graphic image region  34 , the raised punctuation marks  88 , the raised stop block symbols  86 , the movable eye marker loop  95 , and the rhythm of the counting that is done at each raised punctuation mark  88  and each stop block symbol  86 . The sense of sound is stimulated by the voices of the teacher T and student S as they pronounce the punctuation word/symbol  87  at the left of each set of sight lines  90 , and count out loud at each pause at a stop block symbol  86  and at a raised punctuation mark  88  on page  23 .  
         [0076]      FIGS. 9A-9C  shows a flow diagram of one exemplary embodiment of a punctuation method according to the present invention. It is to be understood that variations or modifications to this sequence are possible.  
         [0077]     The student S looks at all three raised punctuation marks  88  on the sight lines  90  and at the associated punctuation word/symbol  87  located to the left of the sight lines  90 . The student S looks at the structural graphic images  34  information about the rhythm of the pause used by the punctuation word/symbol  87  on page  23  and the information about the pause point count length  84 . S/he looks at the raised stop block symbols  86  and the three (or other number of) arrows in the arrow line  82  which show the direction and rhythm counted for each punctuation pause point, and the movable eye marker loop  95  that can be picked up and moved horizontally and vertically along the eye marker horizontal slide band  96  so that it slides over the line of raised punctuation marks  88  until it reaches one of these punctuation marks  88  to practice the rhythm of pausing for punctuation word/symbol  87 . The student S and Teacher T follow the punctuation process instructions provided at the beginning of the book  10  in the “How to Use” section (block  302 ).  
         [0078]     The Student S looks at the raised punctuation mark  88  of the punctuation word/symbol  87  that is nearest the left page margin on the top sight lines  90  of page  23 . S/he tactilely feels the raised large punctuation mark  88  and relates it with the punctuation word/symbol  87  at the left margin of the line, and says the name of the punctuation word/symbol  87  out loud (block  304 ).  
         [0079]     The Student S looks at the upper left corner of page  23  and identifies the count of the pause point count length  84  of the punctuation word/symbol  87 . S/he says, “The count is [pause point count length  84 ]” (block  306 ).  
         [0080]     Student S picks up the movable eye marker loop  95  and moves the eyes  94  part across the set of sight lines  90  on page  23  from the left margin of page  23 , until he/she reaches the first raised punctuation mark  88  of the punctuation word/symbol  87  (block  308 ). Student S pauses, stops moving the movable eye marker loop  95 , and counts out loud the duration of the pause point count length  84  (block  310 ).  
         [0081]     Student S moves the eyes  94  of the movable eye marker loop  95  right along the sight lines  90  until he/she reaches another raised punctuation mark  88  of the punctuation word/symbol  87  (block  312 ). Student S pauses, stops moving the movable eye marker  95 , and counts out loud the duration of the pause point count length  84  (block  314 ).  
         [0082]     Student S moves the movable eye marker  95  right along the sight lines  90  until he/she reaches the last raised punctuation mark  88  of the punctuation word/symbol  87  (block  316 ). Student S pauses, stops moving the movable eye marker  95 , and counts out loud the duration of the pause point count length  84  (block  318 ).  
         [0083]     Student S moves the movable eye marker  95  along the sight lines  90  until the line ends. Student S moves his/her movable eye marker loop  95  down to the left end of the next sight lines  90  on page  23  and parks the tab  92  on the back of the eye marker loop  95  on the stop  93  (block  320 ).  
         [0084]     Student S now puts his/her imaginary eyes on the tips of his/her first two fingers, and moves his/her first two fingers up to the left margin of page  23 , under the pause point count length region  84 , which is to the left of the structural graphic image region  34  (block  322 ).  
         [0085]     Student S moves his/her first two fingers along the arrow line  82  until s/he reaches a stop block symbol  86  (block  324 ). Student S stops, with his/her fingers touching each of the first set of stop block symbols  86 , and counts out loud each pause point count length  84  (one count per stop block symbol  86 ) (block  326 ).  
         [0086]     Student S moves his/her fingers and his/her imaginary eyes right along the arrow line  82  until s/he reaches the next stop block symbol  86  (block  328 ). Student S stops with his/her fingers touching each of the set of stop block symbols  86 , and counts out loud each pause point count length  84  (one count per stop block symbol  86 ) (block  330 ).  
         [0087]     Student S moves his/her fingers and imaginary eyes right along the arrow line  82  until s/he reaches the last stop block symbol  86  on the line (block  332 ). Student stops with his/her fingers touching each of the set of stop block symbols  86 , and counts out loud each pause point count length  84  (one count per stop block symbol  86 ) (block  334 ).  
         [0088]     When the student S can correctly follow the arrow lines  82  with his/her imaginary eyes, stop at each stop block symbol  86  on the arrow line  82  near the top of page  23  and count the pause point length, s/he moves his/her first two fingers with his/her imaginary eyes on the tips down to the left margin of the line of the punctuation word/symbol  87  of which s/he is gaining command (block  336 ).  
         [0089]     Student S moves his/her first two fingers right from the left margin of the sight lines  90  until s/he reaches the first raised punctuation mark  88  of the punctuation word/symbol  87  (block  338 ). Student S stops silently, without counting to him/herself, for the pause point count length  84  (block  340 ).  
         [0090]     Student S moves his/her first two fingers and imaginary eyes right to the next raised punctuation mark  88  of the punctuation word/symbol  87  (block  342 ).  
         [0091]     Student S stops silently, without counting to self, for the pause point count length  84  (block  344 ).  
         [0092]     Student S moves his first two/her fingers and imaginary eyes right to the next raised punctuation mark  88  of the punctuation word/symbol  87  (block  346 ).  
         [0093]     Student S stops silently, without counting to self, for the pause point count length  84  (block  348 ).  
         [0094]     Student S moves his first two fingers and imaginary eyes right to the end of the sight lines  90 , and then moves down to the left margin of the next sight lines  90  (block  350 ).  
         [0095]     When the student S makes all three stops along the sight lines  90  with his finger tips correctly, without counting, s/he is ready to gain command of the next punctuation study word/symbol  30 , which is on the sight lines  90  below the one s/he has been working (block  352 ). Student S looks at the raised punctuation mark  88  of the punctuation word/symbol  87  that is nearest the left page margin on the next sight lines  90  of page  23 . S/he relates it with the name of the punctuation word/symbol  87  at the left margin of the sight lines  90 , and says the name of the punctuation word/symbol  87  out loud (block  354 ).  
         [0096]     Student S repeats blocks  306  through  354  for each punctuation word/symbol  87  on page  23  until s/he gains command of all punctuation word/symbol  87  on page  23  (block  356 ). Student turns to the next page  23 , and continues blocks  306  through  356  to gain command of all punctuation word/symbol  87  (block  358 ).  
         [0097]     Advantages  
         [0098]     The present invention utilizes three-dimensional stimulation of sight, tactile feeling, hearing and kinesthetics (body experiences) as a learning vehicle. The invention and methods encourage the student to use as many of his/her senses as possible to promote his/her learning.  
         [0099]     The present invention can be used to teach chemistry, music, math and other subjects. The present invention can be adapted to teach in other languages and use symbol sets other than letters.  
         [0100]     Although only a few exemplary embodiments of this invention have been described in detail above, those skilled in the art will readily appreciate that many modifications are possible in the exemplary embodiments without materially departing from the novel teachings and advantages of this invention. Accordingly, all such modifications are intended to be included within the scope of this invention as defined in the following claims. It should further be noted that any patents, applications and publications referred to herein are incorporated by reference in their entirety.