Abstract:
A reading education tool has detachable letters and/or letter combinations to be attached thereto, and can be stretched to separate the letters and/or letter combinations to enable a learner to sound out individual letters and/or letter combinations and to see the words both in a compact format and a stretched format.

Description:
FIELD 
       [0001]    The present disclosure relates in general to educational tools and methods, and more specifically, to tools and methods for reading education. 
       BACKGROUND 
       [0002]    Reading is a process of viewing symbols and decoding those symbols in order to derive their meaning. One common reading instruction method is referred to as phonics. Phonics involves teaching the reader to associate letters or groups of letters with a spoken sound. When an unknown word is encountered, the reader identifies the individual sounds for each letter or group of letters in the word. The individual sounds are then combined and blended together to allow the reader to identify the complete word or at least an approximation of the complete word. 
       SUMMARY 
       [0003]    In general terms, this disclosure is directed to a reading education tool. In one possible configuration and by non-limiting example, the reading education tool includes an elastic strip and a plurality of letter pieces coupled to the elastic strip. The reading education tool includes a first position and a second position. When the reading education tool is in the second position, a distance between adjacent letter pieces is greater than when the reading education tool is in the first position. 
         [0004]    One aspect is a reading education tool comprising an elastic strip, a first letter piece, and a second letter piece. The elastic strip has a relaxed position and a stretched position. The first and second letter pieces are coupled to the elastic strip. When the elastic strip is in the stretched position, a distance between the first and second letter pieces is greater than when the elastic strip is in the relaxed position. 
         [0005]    Another aspect a software program stored on a computer readable storage medium. The software program includes instructions executable by a processor of a computing device to generate a user interface display. The user interface display includes a visual representation of a reading education tool. The reading education tool includes a plurality of spaced letter pieces. Each letter piece is associated with at least one letter. The reading education tool includes a stretched position and a relaxed position. When the reading education tool is in the stretched position, a distance between adjacent letter pieces is greater than when the reading education tool is in the relaxed position. 
         [0006]    Yet another aspect is a reading education method, the method comprising: arranging and connecting a plurality of letter pieces on a reading education tool while the reading education tool is in a relaxed position; stretching the reading education tool to a stretched position to increase spaces between adjacent letter pieces of the plurality of letter pieces; viewing the plurality of letter pieces while the reading education tool is in the stretched position; allowing the reading education tool to return to a relaxed position; and viewing the plurality of letter pieces while the reading education tool is in the relaxed position. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0007]      FIG. 1  is a front perspective view of an example reading education tool according to the present disclosure, the reading education tool being arranged in a relaxed position. 
           [0008]      FIG. 2  is a front perspective view of the reading education tool shown in  FIG. 1  in a stretched position. 
           [0009]      FIG. 3  is an exploded front perspective view of the reading education tool shown in  FIG. 1 . 
           [0010]      FIG. 4  is an exploded rear perspective view of the reading education tool shown in  FIG. 1 . 
           [0011]      FIG. 5  is an exploded left side view of the reading education tool shown in  FIG. 1 . 
           [0012]      FIG. 6  is a front view of an example stretchable strip of the reading education tool shown in  FIG. 1  in a relaxed position. 
           [0013]      FIG. 7  is a front view of the elastic strip shown in  FIG. 6  in a stretched position. 
           [0014]      FIG. 8  is a left side cross-sectional view of the elastic strip shown in  FIG. 6 . 
           [0015]      FIG. 9  is top plan view of a plurality of example letter pieces of the reading education tool shown in  FIG. 1 . 
           [0016]      FIG. 10  is a left side cross-sectional view one of the letter pieces shown in  FIG. 6 . 
           [0017]      FIG. 11  is a front perspective view of another example reading education tool according to the present disclosure, including five letter pieces. 
           [0018]      FIG. 12  is a front perspective view of another example letter piece according to the present disclosure. 
           [0019]      FIG. 13  is a screen shot of an example user interface display of a software program according to the present disclosure including a representation of a reading education tool in the relaxed position. 
           [0020]      FIG. 14  is a screen shot of the example user interface display of the software program described in  FIG. 13  including a representation of the reading education tool in the stretched position. 
       
    
    
     DETAILED DESCRIPTION 
       [0021]    Various embodiments will be described in detail with reference to the drawings, wherein like reference numerals represent like parts and assemblies throughout the several views. Reference to various embodiments does not limit the scope of the claims attached hereto. Additionally, any examples set forth in this specification are not intended to be limiting and merely set forth some of the many possible embodiments for the appended claims. 
         [0022]      FIGS. 1 and 2  illustrate an example reading education tool  100  according to the present disclosure.  FIG. 1  is a perspective front view of reading education tool  100  in a relaxed position.  FIG. 2  is a perspective front view of reading education tool  100  in a stretched position. 
         [0023]    Reading education tool  100  includes elastic strip  102  and letter pieces  104 . Elastic strip  102  includes ends  110  and  112 . In this example, letter pieces  104  include letter pieces  120 ,  122 , and  124 . 
         [0024]    Elastic strip  102  is typically an elongate strip of one or more materials. Elastic strip  102  includes a first end  110  and an opposing second end  112 . Elastic strip  102  can be stretched by a reader by pulling on ends  110  and  112 . 
         [0025]    Letter pieces  104  include a representation of at least one letter or symbol. In this example, reading education tool  100  includes three letter pieces  120 ,  122 , and  124 . The letter “c” is printed on letter piece  120 . The letter “a” is printed in letter piece  122 . The letter “t” is printed on letter piece  124 . Other embodiments include other letters and letter pieces. 
         [0026]    Some embodiments allow multiple letter pieces  104  to be connected to elastic strip  102  at a time. The quantity of letter pieces is typically in a range from about 1 to about 10, and preferably from about 3 to about 5, and more preferably from 3 to 4. 
         [0027]    Letter pieces  104  are fastened to elastic strip  102 . In some embodiments letter pieces  104  are permanently fastened to elastic strip  102 , such as by thread or adhesive. In other embodiments letter pieces  104  are removably fastened to elastic strip  102 , as described in more detail below. 
         [0028]    As shown in  FIG. 1 , when the reading education tool  100  is in the relaxed position, letter pieces  104  are near to each other. This allows the reader to see the whole word that is formed by the letters on the letter pieces. In this example, the word is “cat”. 
         [0029]    The letter pieces can then be separated as shown in  FIG. 2 . When the reader pulls on ends  110  and  112 , elastic strip  102  stretches causing reading education tool  100  to be placed into the stretched position. When in the stretched position, letter pieces are separated from each other to allow the reader to more easily consider each letter of letter pieces  104 . For example, after reading education tool  100  is placed into the stretched position shown in  FIG. 2 , the reader can then study each of the letters that make up the word individually. The reader looks to the first letter piece  120  and sees the letter “c.” The reader then determines what sound is represented by the letter “c.” Next, the reader evaluates the second letter piece  122  and sees the letter “a.” The reader then determines what sound is represented by the letter “a.” The reader then continues by evaluating the third letter piece  124  having the letter “t.” The reader determines what sound is made by the letter “t.” Once all three sounds have been determined, the user then attempts to combine all of the sounds together to pronounce the word represented by the letter pieces  120 ,  122 , and  124 . In this case, the reader determines that the word is “cat.” The reading education tool  100  is then returned to the relaxed position, where the entire word is viewed by the reader. 
         [0030]    An advantage of some embodiments of reading education tool  100  is that reading education tool  100  does not cause letters represented by letter pieces  104  to be distorted when reading education tool advances between the relaxed and stretched positions. The letters are distortion free in some embodiments. 
         [0031]      FIGS. 3-5  illustrate another example reading education tool  100  according to the present disclosure.  FIG. 3  is an exploded front perspective view.  FIG. 4  is an exploded rear perspective view.  FIG. 5  is a left side view. In this example, reading education tool  100  includes separable fasteners. 
         [0032]    Reading education tool  100  includes elastic strip  102  and letter pieces  104 . Elastic strip  102  includes ends  110  and  112 . In this example, letter pieces  104  include letter pieces  120 ,  122 , and  124 . Reading education tool  100  also includes fasteners  302 . In some embodiments fasteners  302  include a first portion  310 ,  312 ,  314  (shown in  FIG. 3 ) and a second portion  320 ,  322 , and  324  (shown in  FIG. 4 ). 
         [0033]    Some embodiments of reading education tool  100  include three fasteners  302  for attaching up to three letter pieces  104  to elastic strip  102 . Other embodiments include other quantities of fasteners, such as a quantity of fasteners in a range from about 1 to about 10, and preferably from about 3 to about 5, and more preferably 3 to 4. 
         [0034]    In this embodiment, fasteners  302  include first and second portions that are separable to allow letter pieces  104  to be removed from elastic strip  102 . Fasteners  302  also allow letter pieces to be connected to elastic strip  102 . 
         [0035]    One example of fastener  302  is a hook-and-loop fastener, such as the VELCRO ® brand hook-and-loop fastener. In some embodiments the first portion  310 ,  312 , and  314  is a material including a plurality of hooks. The second portion  320 ,  322 , and  324  is a corresponding material including a plurality of loops. The hooks of the first portion  310 ,  312 , and  314  are engagable with the loops of the second portion  320 ,  322 , and  324  to securely connect the first and second portions together. After the first and second portions have been connected together, the first and second portions are then separable. To do so, a separation force is applied by the user in the direction of arrows Al to cause the hooks to release the loops. In this way the letter pieces can be separated from the elastic strip  102 . In an alternate embodiment the first portion has a plurality of loops and the second portion has a plurality of hooks. 
         [0036]    Other embodiments include other types of separable fasteners. For example, another separable fastener is a pair of oppositely polarized magnets where first portions  310 ,  312 , and  314  are a first magnet having a first polarity and portions  320 ,  322 , and  324  are a second magnet having an opposite polarity such that the first and second magnets attract each other. Another example of a separable fastener is a magnet and a ferromagnetic material. In this example, first portions  310 ,  312 , and  314  include a magnet and second portions  320 ,  322 , and  324  include a ferromagnetic material that is attracted to the magnet when in close proximity to the magnet. Other examples of a separable fastener include a snap, a button and button hole, a zipper, a piece of tape, a non-permanent adhesive, a suction cup and a smooth nonporous material, a clip, or other connectable fasteners that are subsequently separable from each other. In some embodiments a separable fastener is separable without being permanently damaged (e.g., breaking, tearing, ripping, or permanently deforming). As discussed in more detail below, some embodiments of reading education tool  100  use one or more permanent fasteners to permanently connect first portions  310 ,  312 , and  314  to elastic strip  102  and to permanently connect second portions  320 ,  322 , and  324  to letter pieces  104 . 
         [0037]    As discussed above, some embodiments include permanent fasteners, such as thread sewn between two materials. Other embodiments include other permanent fasteners, such as an adhesive. In some embodiments a permanent fastener is not separable without causing permanent damage to the fastener or attached materials. 
         [0038]    An advantage of some embodiments of reading education tool  100  is that a single reading education tool  100  can be used to teach a reader to read a wide variety of words. For example, a set of letter pieces including various letters is provided in some embodiments (such as shown in  FIG. 9 ). A user selects certain letter pieces from the set and arranges them on elastic strip  102  to form a word. The reader then uses reading education tool  100  to learn to read that word. Once that word is known, the letter pieces  104  can be removed and another word can be arranged on the elastic strip  102  from other letter pieces  104 . 
         [0039]      FIGS. 6-7  illustrate an example elastic strip  102  of the reading education tool  100 , shown in  FIG. 1 .  FIG. 6  is a front view of the elastic strip  102  in a relaxed position.  FIG. 7  is a front view of the elastic strip  102  in a stretched position. 
         [0040]    In some embodiments, first portions  310 ,  312 , and  314  of fasteners  302  are connected to elastic strip  102 . In this example, fasteners  302  are separable fasteners including first and second portions, as discussed above. Some embodiments also include permanent fasteners  610 ,  612 , and  614 . 
         [0041]    First portions  310 ,  312 , and  314  of fasteners  302  are configured to engage with second portions of fasteners (such as shown in  FIG. 4 ). In some embodiments first portions  310 ,  312 , and  314  are fastened to elastic strip  102  by permanent fasteners  610 ,  612 , and  614 . In one example, permanent fasteners  610 ,  612 , and  614  are thread that is stitched through first portions  310 ,  312 , and  314  and elastic strip  102 . The thread is typically knotted at the ends. Any suitable stitching pattern may be used. In some embodiments first portions  310 ,  312 , and  314  are only connected to elastic strip  102  about at or around a vertical centerline (c 1 , c 2 , and c 3 ) of the first portions  310 ,  312 , and  314 . An advantage of such embodiments is it maintains more of the elasticity of the elastic strip  102 . In another embodiment, first portions  310 ,  312 , and  314  are connected near the periphery of first portions  310 ,  312 , and  314 . For example, some embodiments include a first stitching pattern near to the perimeter of first portions  310 ,  312 , and  314  and further include an x-shaped stitching pattern inside of the first stitching pattern for added reinforcement. Other embodiments include other stitching patterns. Yet other embodiments include other permanent fasteners, such as adhesive. 
         [0042]    In another possible embodiment, elastic strip  102  is or includes the first portion of fastener  302 . For example, in some embodiments elastic strip  102  has a surface having a plurality of loops that are engagable by a second portion having a plurality of hooks. As another example, in some embodiments elastic strip  102  has a smooth non-porous surface, such that it is engagable by a second portion including a suction cup. In other possible embodiments elastic strip  102  includes multiple layers, where one layer is the first portion. In yet other embodiments first portions  310 ,  312 , and  314  are contained within elastic strip  102 . 
         [0043]    Dimensions are described below with reference to example embodiments. Other embodiments include other dimensions outside those discussed below. H 1 , shown in  FIG. 6 , is a height of elastic strip  102 . H 1  is typically in a range from about 0.2 inches to about 4 inches, and preferably from about 0.5 inches to about 1 inch. L 1 , shown in  FIG. 6 , is a length of elastic strip  102  in the relaxed position. L 1  is typically in a range from about 4 inches to about 18 inches, and preferably from about 6 inches to about 10 inches. L 2 , shown in  FIG. 7 , is a length of elastic strip  102  in the stretched position. L 2  is typically in a range from about 5 inches to about 30 inches. 
         [0044]    Elastic strip  102  includes an amount of elasticity E. E is a percentage elongation of elastic strip  102  from the relaxed position shown in  FIG. 6  to the stretched position shown in  FIG. 7 , and is computed by dividing L 2  by L 1 . E is typically in a range from about 120 percent to about 170 percent, and preferably in a range from about 140 percent to about 160 percent. 
         [0045]    The elasticity of elastic strip  102  allows letter pieces to be separated when elastic strip  102  is in the stretched position. D 1  is the distance between centerlines C 1  and C 2  of first portions  310  and  312  when in the relaxed position shown in  FIG. 6 . D 2  is the distance between centerlines C 2  and C 3  of first portions  312  and  314  when in the relaxed position shown in  FIGS. 6 . D 1  and D 2  are typically in a range from about 0.5 inches to about 4 inches, and preferably from about 1 inch to about 2 inches. 
         [0046]    When elastic strip  102  is stretched, as shown in  FIG. 7 , the distance between centerlines of first portions  310 ,  312 , and  314  expands. D 3  is the distance between centerlines C 1  and C 2  of first portions  310  and  312  when in the stretched position shown in 
         [0047]      FIG. 7 . D 4  is the distance between centerlines C 2  and C 3  of first portions  312  and  314  when in the stretched position shown in  FIGS. 7 . D 3  and D 4  are typically in a range from about 1 inch to about 6 inches, and preferably from about 2 inches to about 3 inches. Therefore, when a letter piece is connected to elastic strip  102 , the distance between letter pieces is greater when reading education tool  100  is in the stretched position than when reading education tool  100  is in the relaxed position. This separation allows a reader to more easily focus on each individual letter of a word, when reading education tool  100  is in the stretched position, but also allows the reader to view the word as a whole when reading education tool  100  is in the relaxed position. 
         [0048]    In some embodiments elastic strip  102  is configured to include end tabs  620  and  622  at opposite ends of elastic strip  102 . End tabs  620  and  622  provide a region where elastic strip  102  can be conveniently grasped, such as between a thumb and an index finger. For example, a reader grasps end tab  620  with a left hand and end tab  622  with a right hand. The reader holds reading education tool  100  (shown in  FIG. 1 ) in the relaxed position to view an entire word made up of the letter pieces. The user then applies a separation force Si and S 2  to end tabs  620  and  622  to place reading education tool into the stretched position. The reader then gradually releases the force Si and S 2 . The elasticity of elastic strip  102  causes reading education tool  100  to return to the relaxed position. 
         [0049]    It should be understood that additional structure may be provided in the region where the elastic strip  102  can be grasped may be added to further ease use of the reading education tool  100  without departing from the scope of the disclosure. For example, a loop of material could be used as a handle to assist smaller children or those with less dexterity to operate the reading education tool  100 . Other such structures are within the scope of one of skill in the art. 
         [0050]    In some embodiments elastic strip  102  has a bright color. For example, some embodiments of elastic strip  102  are a bright red. Other embodiments have other colors or patterns of multiple colors. Some embodiments of elastic strip  102  have a color that contrasts with letter pieces  104 . 
         [0051]      FIG. 8  is a left side cross-sectional view of an example elastic strip  102  and first portion  310  of fastener  302 . In this example, elastic strip  102  includes a back surface  802  and a front surface  804 . First portion  310  includes a back surface  806  and a front surface  808 . Permanent fastener  610  is included in some embodiments. 
         [0052]    A process of forming portions of reading education tool  100  is illustrated in FIG. 
         [0053]      8 . The process begins by arranging back surface  806  of first portion  310  so that it contacts front surface  804  of elastic strip  102 . A permanent fastener  610  is then used to permanently connect elastic strip  102  with first portion  310 . In some embodiments permanent fastener  610  is thread that is sewn into first portion  310  and elastic strip  102 , as shown. Other embodiments include other fasteners. For example, an adhesive is used to fasten first portion  310  with elastic strip  102  in some embodiments. 
         [0054]    Once assembled, letter pieces (shown in  FIG. 9 ) are selectively connected to front surface  808  of first portion  310 . 
         [0055]    Although only first portion  310  is shown in  FIG. 8 , other first portions (e.g., first portions  312  and  314  shown in  FIGS. 6-7 ) are similarly arranged in some embodiments. 
         [0056]    Example dimensions for one embodiment of reading education tool  100  are provided below. Other embodiments include other dimensions. T 1  is the thickness of elastic strip  102  when in the relaxed position. T 1  is typically in a range from about 0.001 inches to about 0.5 inches, and preferably from about 0.01 inches to about 0.05 inches. T 2  is the thickness of first portion  310  of fastener  302 , such as a portion of a hook-and-loop fastener. T 2  is typically in a range from about 0.001 inches to about 0.5 inches, and preferably from about 0.01 inches to about 0.2 inches. T 3  is the overall thickness of reading education tool  100  not including letter pieces  104 . T 3  is typically in a range from about 0.002 inches to about 1 inch, and preferably from about 0.02 inches to about 0.25 inches. 
         [0057]      FIG. 9  is top plan view of an example set  900  of letter pieces  104  of the reading education tool  100  shown in  FIG. 1 . Set  900  includes a plurality of letter pieces  104 . In some embodiments, reading education tool is sold with set  900  of letter pieces  104 . Set  900  includes multiple letter pieces. In some embodiments, the quantity of letter pieces  104  in set  900  is in a range from about 3 letter pieces to about 100 letter pieces, and preferably from about 10 letter pieces to about 50 letter pieces. 
         [0058]    Letter pieces  104  typically include a representation of at least one letter. For example, some letter pieces  104  include a representation of vowels. Other letter pieces include a representation of consonants. Yet other letter pieces include representations of lower case letters. Further letter pieces include representations of capital letters. Examples of letters include the 26 letters of the English alphabet. Some letter pieces include other symbols, such as punctuation marks. Other embodiments include letter pieces having letters from other languages, such as Russian, German, Swedish, Norwegian, Chinese, Japanese, Korean, or other languages. 
         [0059]    Some embodiments include letter pieces  104  that represent a digraph. A digraph is typically two characters that represent a distinct sound (phoneme) or sequence of sounds that do not correspond to the normal sounds of the characters. An example of a digraph is “ch”, such as used in the word “chick.” Because the combination of these two letters does not typically represent the sound made by the letters individually (the “c” sound plus the “h” sound), it is useful for the reader to learn the sound made by the digraph separate from the individual letters. 
         [0060]    Some embodiments of reading education tool  100  include more than one letter piece  104  that represent the same letter. For example, some embodiments include two or more of the letter “e”. This is useful in forming words having more than one of the particular letter, such as the word “bee” that includes two of the letter “e”. This is also useful in some embodiments to provide replacement letters in the event that one becomes lost or damaged. It is also useful in some embodiments that include multiple elastic strips  102  so that multiple reading education tools may be used at a single time or in different places. 
         [0061]    Some letter pieces  104  do not represent a letter. For example, some letter pieces  104  are blank. A user may subsequently write or print the letter onto the letter piece  104 , for example. A blank letter piece is useful in some embodiment as a spare letter piece. If a particular letter piece is lost, the blank letter piece can be used as a substitute for the lost letter piece by writing the letter of the lost piece onto the blank letter piece. 
         [0062]    In another embodiment, a blank letter piece is useful to allow a reader to think about what letter could be put in place of the blank letter piece to form a word. For example, if the following letter pieces are arranged on reading education tool  100 : “c” and “a” followed by a blank letter piece, the reader can try to come up with all of the words that could be made by replacing the blank letter piece with a letter. Examples include the words: “car”, “cap”, “cat”, and “can.” 
         [0063]    In some embodiments the quantity of each letter included in set  900  is proportional to how commonly the letters are used in the English language (e.g., there are more letter pieces that represent the letters “s” and “t” than letter pieces that represent the letters “q” and “z”. In other embodiments the quantity of each letter included in set  900  is proportional to how commonly the letters are used in an appropriate reading level vocabulary (e.g., first grade). In other embodiments, set  900  includes only those letters that are commonly used in the vocabulary of a particular reading level. 
         [0064]      FIG. 10  is a left side cross-sectional view of an example letter piece  120  according to the present disclosure. In some embodiments, other letter pieces (e.g., any of letter pieces  104 ) are the same as letter piece  120 . Other embodiments of letter pieces  104  have different arrangements or configurations. 
         [0065]    In this example, letter piece  120  includes a backer layer  1000  and second portion  320  of fastener  302 . Further, some embodiments of letter piece  120  include permanent fastener  1002  and ink layer  1004 . Second portion  320  includes a back surface  1020  and a front surface  1022 . Backer layer  1000  includes a back surface  1024  and a front surface  1026 . Letter piece  120  includes a face  1028 . 
         [0066]    Backer layer  1000  is typically a sheet, plate, or piece of material on which a representation of a letter is applied. One example of backer layer  1000  is a sheet of paper (such as a material made of cellulose pulp, including paper, paperboard, cardboard, and card stock). Another example of backer layer  1000  is a sheet or piece of wood or wood-based material (e.g., plywood or particle board). Another example of backer layer  1000  is a metal piece or sheet. Further examples of backer layer  1000  include a piece of fabric or cloth (including felt or cotton or other fabric or cloth materials). Some embodiments of backer layer  1000  include multiple layers. Other embodiments include other backer layers or combinations of backer layers. In some embodiments backer layer  1000  includes a protrusion or indentation in the shape of a letter. The protrusion or indentation allows the reader to feel the shape of the letter or symbol in some embodiments. 
         [0067]    Letter piece  120  typically includes a representation of a letter or symbol. In this example, backer layer  1000  includes an ink layer  1004  applied to front surface  1026  of backer layer  1000 . In some embodiments ink layer  1004  is printed onto front surface  1026 . In other embodiments, ink layer  1004  is written (such as with a marker, pen, or pencil) or painted onto front surface  1026 . In some embodiments ink layer  1004  includes multiple layers, such as ink and a protective coating. Contact paper or a laminate is used as a protective coating in some embodiments. The protective coating surrounds backer layer  1000  (including back surface  1024  and front surface  1026 ) in some embodiments. Some embodiments of ink layer  1004  include an embossed ink layer, such as to allow the reader to feel the shape of the letter or symbol. 
         [0068]    In some embodiments letter piece  120  includes a second portion  320  of fastener  302  that is coupled to backer layer  1000 . As one example, front surface  1022  of second portion  320  is fastened to back surface  1024  of backer layer  1000 . A permanent fastener  1002  is used in some embodiments to connect second portion  320  to backer layer  1000 . An example of a permanent fastener  1002  is adhesive. Another embodiment of permanent fastener  1002  is double sided tape. Another possible embodiment of permanent fastener  1002  is thread sewn to connect backer layer  1000  and second portion  320 . Preferably, the thread does not penetrate entirely through backer layer  1000  so that it is not visible at face  1028  of letter piece  120 . 
         [0069]    As discussed above, back surface  1020  is selectively engagable with front surface  808  (shown in  FIG. 8 ) of first portion  310  to connect letter piece  120  with elastic strip  102  (as shown in  FIG. 1 ). 
         [0070]    Example dimensions for one embodiment of reading education tool  100  are provided below. Other embodiments include other dimensions. T 10  is a thickness of backer layer  1000 . T 10  is typically in a range from about 0.0001 inches to about 0.3 inches, and preferably from about 0.001 inches to about 0.2 inches. T 12  is the overall thickness of letter piece  120 . T 12  is typically only slightly larger than T 10 . In some embodiments, however, ink layer  1004  includes an embossing or protective layer. In such embodiments, T 12  is typically in a range from about 0.00001 inches to about 0.001 inches larger than T 10 . T 14  is the thickness of second portion  320  of fastener  302 , such as a portion of a hook-and-loop fastener. T 14  is typically in a range from about 0.001 inches to about 0.5 inches, and preferably from about 0.01 inches to about 0.2 inches. 
         [0071]    T 16  is the overall thickness of letter piece  120 . T 16  is typically in a range from about 0.001 inches to about 0.8 inches, and preferably from about 0.01 to about 0.05 inches. 
         [0072]      FIG. 11  is a front perspective view of another example reading education tool  100  according to the present disclosure. Reading education tool  100  includes elastic strip  102  and letter pieces  104 . In this example, letter pieces  104  include letter pieces  1100 ,  1102 , and  1104 . 
         [0073]    This example illustrates letter pieces  104  including a representation of one or more letters per letter piece  104 . As discussed above, some embodiments of letter pieces  104  include a representation of a digraph, such as two letters that represent a single sound or set of sounds that are different than the combination of the sounds from the letters individually. 
         [0074]    For example, letter piece  1100  includes the digraph “ch” that is different than the sounds represented by combination of the letters “c” and “h” individually. Letter piece  1102  include the letter “i”. Letter piece  1104  includes the digraph “ck” that has a single sound, rather than the double sound that would be produced by combining the sounds represented by the letters “c” and “k” individually.” 
         [0075]    Reading education tool  100  is stretched by a reader to the stretched position to examine each letter piece  1100 ,  1102 , and  1104  individually to consider the sound made by each digraph or letter. Once the individual sounds have been identifies, the reader returns the reading education tool  100  to the relaxed position (shown in  FIG. 12 ) to view the word as a whole, while combining the sounds to pronounce the entire word or an approximation of the word. 
         [0076]    Other examples of digraphs include the following: ci, gh, ng, ph, qu, rh, sc, sh, th, wh, wr, ea, ie, ai, ei, au, eu, ou, aw, ew, and ow. Some embodiments include other letter combinations, such as ii, ll, ee, ss, and oo. 
         [0077]    Another possible embodiment separates words into syllables. Each syllable is provided on a separate letter piece  104 . For example, the word “water” is made up of two letter pieces. The first letter piece includes the first syllable “wa” and the second letter piece includes the second syllable “ter.” 
         [0078]    Some embodiments of letter pieces  104  are colored. For example, in some embodiments consonants have a first color (such as blue) and vowels have a second color (such as red). In other embodiments, rather than the letters being colored, the area surrounding the letters (i.e., the background) is colored. 
         [0079]      FIG. 12  is a front perspective view of another example letter piece  1200  according to the present disclosure. Letter piece  1200  is an example of a three-dimensional letter piece. In this example, letter piece  1200  represents the letter “o”. 
         [0080]    Letter piece  1200  includes backer layer  1202  and three-dimensional letter portion  1204 . Three-dimensional letter portion  1204  includes outer sidewall  1210 , inner sidewall  1212 , and face  1214 . Some embodiments include more or less sidewalls. For example, a capital letter “B” can include two inner sidewalls in some embodiments. Recessed regions are defined by inner sidewall(s)  1212 . 
         [0081]    In some embodiments backer layer  1202  is the same or similar to backer layer  1000  shown in  FIG. 10 . Letter portion  1204  is coupled to a front surface of backer layer  1202 , such as by a permanent fastener. A fastener or fastener portion (not visible in  FIG. 12 ) is connected to a back side of backer layer  1202  in some embodiments as discussed herein. Some embodiments do not include backer layer  1202 . For example, the fastener or fastener portion is connected directly to letter portion  1204  in some embodiments. 
         [0082]    Three-dimensional letter portion  1204  includes a three-dimensional representation of a letter, symbol, or combination of letters or symbols. Three-dimensional letter portion  1204  is made of a foam material in some embodiments. Other embodiments of letter portion  1204  are made of other materials, including paper, cardboard, card stock, particle board, plywood, wood, plastic, fabric, or other materials or combinations of materials. In some embodiments a protective layer or coating is also provided. An ink layer is printed on face  1214  in some embodiments but not in other embodiments. 
         [0083]    The three-dimensional portion  1204  includes a thickness D 12 . The thickness D 12  is typically in a range from about 0.1 inches to about 2 inches, and preferably from about 0.2 inches to about 0.5 inches. 
         [0084]    In some embodiments face  1214  is substantially smooth and flat. In other embodiments, face  1214  has a substantially smooth and curved surface that merges with sidewalls  1210  and  1212 . Yet other embodiments include a textured surface at face  1214 . The textured surface provides increased tactile sensation. Various textures can be provided on face  1214 , including an arrangement of bumps or protrusions, a smooth or felt-like texture, a rough or sandy texture, a fabric texture, or other textures. 
         [0085]      FIG. 13  is a screen shot of an example user interface display  1300  of a software program according to the present disclosure. 
         [0086]    In some embodiments the software program is executable on computing device. An example of a computing device is a desktop computer. Other examples of computing devices include a laptop computer, a handheld computer, a cell phone, a personal digital assistant, a BLACKBERRY ® smartphone, and an IPHONE ® mobile digital device. A computing device typically includes a processor and memory. The computing device also typically includes an input device for receiving input from a user and an output device for outputting information to the user. Examples of input devices include a mouse, a keyboard, a keypad, a microphone, a touch-screen display, or other input devices. Examples of output devices include a computer monitor, a display device, a speaker, a projector, or other output devices. Some embodiments further include a communication device, such as a network communication device or wireless communication device. 
         [0087]    Further, some embodiments include computer readable storage medium, such as a memory device. Examples of memory devices include memory cards, hard disc drives, compact discs (CDs), digital versatile discs (DVDs), or other devices capable of storing digital data. Data stored on a memory device is typically readable by the processor. Software stored on a computer readable storage medium is typically executable by the processor, such as to perform operations or methods described herein. 
         [0088]    An example user interface display  1300  is shown in  FIG. 13  as defined by a software program. The user interface display  1300  includes a representation  1302  of a reading education tool (previously discussed herein). User interface display  1300  further includes word prompt  1304 , stretch buttons  1306 , and hear it button  1308 . 
         [0089]    An example method is now described. The method begins with a first operation in which user interface display  1300  prompts a user to enter a word using word prompt  1304 . In this example, word prompt  1304  says “Please Enter A Word”. The user then uses an input device to enter a word, such as the word. The word is received by the computing device and displayed in word prompt  1304 . In some embodiments the word is entered by a reading instructor. In other embodiments the word is entered by a reader. In yet other embodiments the word is selected from a list of words automatically by the computing device. 
         [0090]    A next operation is then performed to display representation  1302  of the reading education tool including letter pieces corresponding to the word entered. In this example, letter pieces including the letters “c”, “a”, and “t” are displayed corresponding to the word “cat.” The representation  1302  of the reading education tool is first shown as being in a relaxed position, as illustrated in  FIG. 13 . However, in other embodiments the representation  1302  of the reading education tool is first shown as being in a stretched position, as illustrated in  FIG. 14 . 
         [0091]    Some embodiments include a “hear it” button  1308 . The hear it button  1308  can be selected by the user to request that the computing device read the word audibly. When the hear it button  1308  is selected, an operation is performed to output an audible representation of the word as a whole. In some embodiments the operation involves playing a recording of a person reading the word. In other embodiments the operation involves outputting an audible computer-generated representation of the word. 
         [0092]    When the representation  1302  of the reading education tool is displayed in representation  1302  in the relaxed position, stretch buttons  1306  are displayed. The stretch buttons  1306  are arranged on end tabs of the elastic strip, the same place that a user would grasp a physical reading education tool to stretch the reading education tool. A user can select stretch buttons  1306  to cause user interface display  1300  to simulate stretching of reading education tool to the stretched position, as shown in  FIG. 14 . 
         [0093]      FIG. 14  is a screen shot of the example user interface display  1300  in which the representation  1302  of the reading education tool is shown in the stretched position. 
         [0094]    When in the stretched position, representation  1302  of the reading education tool graphically increases the separation of the letter pieces in the user interface display and increases the length of the elastic strip. This simulates stretching of a physical reading education tool. 
         [0095]    In some embodiments, when representation  1302  is in the stretched position, user interface display  1300  includes relax buttons  1402  and hear it button  1404 . Relax buttons  1402  are arranged on end tabs of the elastic strip of the reading education tool, the same location that a user would grasp if holding a physical reading education tool. The user can select buttons  1402 . Once selected, the user interface display  1300  operates to simulate movement of the representation  1302  of the reading education tool from the stretched position to the relaxed position shown in  FIG. 13 . 
         [0096]    While representation  1302  is in the stretched position, the user can select hear it button  1404 . When selected, the software outputs audible sounds that relate to the individual letter pieces. In one example, the software states the name of a letter or group of letters on a letter piece and then outputs the sound represented by the letter or group of letters. The same process repeats for each letter piece. In another example only the sounds represented by each letter piece are output. In another example only the name of the letter is output. Other embodiments include other outputs. Some embodiments include a hear it button for each letter piece. 
         [0097]    It is noted that that the user interface does not require all of the physical components of a physical reading education tool in all embodiments. For example, some embodiments of representation  1302  do not include a representation of an elastic strip. Some embodiments of representation  1302  do not include fasteners. 
         [0098]    The various embodiments described above are provided by way of illustration only and should not be construed to limit the claims attached hereto. Those skilled in the art will readily recognize various modifications and changes that may be made without following the example embodiments and applications illustrated and described herein, and without departing from the true spirit and scope of the following claims.