We began our project with 5 premises:
- Technology provides us with a unique opportunity to do something that has never been done before: fundamentally change how reading is taught. Delivering a paper curriculum in an electronic medium was not an option.
- A real teacher is better than an animated cartoon character. Our program would therefore not substitute a mouse for a human. We would have to come up with an alternative way to deliver the instruction.
- ELL students should be given equal learning opportunities as their classmates. We wanted to create a program that caters equally to native English speakers and ELL students.
- The world does not need another “Edutainment App.” We wanted to create a solid curriculum with zero distractions (i.e. one-eyed-monsters, letter-eating-frogs, flying spacecrafts), so students can spend more time learning.
- Extrinsic rewards do not motivate children to read. Our program would have no extrinsic rewards (badges or currency). Students would be motivated to progress out of a love of learning.
We set out to create something unique…
What We Built
We built the first—and only—program that teaches students to read by "Playing with Sounds," and not through “verbal instructions.” With CAPIT Reading students “Play with Sounds” and intuitively create Letters, blend Words, and assemble Sentences. This could not have been imagined before technology. (Premise 1)
When students learn to read by “Playing with Sounds,” they do not need a “guide” of any kind, whether a mouse or any other cartoon character. We achieved an alternative way of delivering the instruction. (Premise 2)
Because CAPIT Reading teaches without verbal instructions, it is “language agnostic” and naturally accommodates students of all backgrounds without any modifications or special accommodations. Other programs require ELL students to don their headphones and learn in a foreign language. CAPIT Reading is used by ELL students and English speaking students in the same way and in the same manner, giving all students a shared learning experience. (Premise 3)
When students learn to read by “Playing with Sounds,” they are constantly engaged and entertained by the curriculum. As soon as students enter CAPIT Reading they know what the “game plan” is: Learning to Read. (Premise 4)
Lastly, CAPIT Reading has no external rewards, so students are entirely self-motivated. Each interface was carefully built to test students just enough to make an exercise seem challenging, yet easy enough to make it seem solvable—so students stay engaged from lesson to lesson. (Premise 5)
CAPIT Reading will help more students reach reading proficiency before they finish 2nd grade.
How We Build
Everything we build at Capit Learning is based on research and is built in an iterative process. Each component is first paper tested with students before it turns digital. This is done in our office and in the classroom in our Beta testing site at LAUSD. After multiple rounds of paper testing and digital testing, we gather the information and make decisions about what needs to be corrected, iterated upon, or entirely scrapped.
How We Got Our Name
Our name—CAPIT—was carefully chosen. It is an acronym for Concept And Personality Integration Technique and is reflective of our educational philosophy: we take deep Concepts and give them Personality so students can Integrate them into their growing body of knowledge.
To learn more about how our Visual Mnemonics dress abstract Concepts with Personality, click on the link below.
CAPIT Reading is a supplementary reading program that is easy to implement alongside any ELA core curriculum. CAPIT Reading covers many of the Common Core State Standards, and in some ways far surpasses them. To learn how CAPIT Reading aligns to the CCSS click on the link below.
CAPIT Reading was built upon very specific research on early reading instruction, child development, and cognitive science. To learn about the research that guided our development click on the link below.