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* * * My Little Realm v2.5 * * *
- Read More -
____________________________________________________________________
General Information
____________________________________________________________________
Important
Read More is protected by copyright. It is not freeware, and it is
not in the public domain.
This is the evaluation version of My Little Realm's Read More. It
is a full-featured, fully functional program. You are welcome to
try it on your computer to ensure that it functions on your system
as it should, and that it meets your individual needs. If after
30 days you decide to keep using Read More, you must pay for the
program. To print an order form, press <$> in the Options Window.
For readers from ages six months (they might need a little help
with the program and the reading) to young adults ... and even
those who aren't so young.
The registered version of Read More comes with a new Book Title
file that contains over 2,500 titles. It requires 512 Kb of RAM.
Bonus! Get one MLR stand-alone program free with your order.
Read DESCRIBE.TXT for details. This offer ends 12/31/94.
My Little Realm Enterprises stands behind all of its products with
a 90-day money back guarantee.
Thank you for trying Read More.
____________________________________________________________________
Introduction
Note: Read More is quite useful to readers of all ages.
For literary focus, however, this document is addressed
to parents of young readers.
The Read More goal.
Parents of young readers frequently find it difficult to come up
with new books and authors for their children. Read More attempts
to alleviate that problem by offering a large list of titles and
authors from which you and your children can choose right in the
comfort of your own home. You won't have to look for a free
librarian to help you as you roam through the stacks, or ask older
friends what their children were reading when their kids were your
children's ages.
Read More also entices and encourages young readers by helping them
keep track of those books they've read. This provides positive
reinforcement to children by giving them tangible proof of their
accomplishments. Read More lets readers select and print out those
titles that they'd like to look for at their favorite library or
bookstore. Then, after they've read their books, readers can check
them off and a smiley face will be displayed next to the titles.
The titles offered in the Read More program are to be read for pure
enjoyment. When reading is fun, interesting, and exciting, young
people will simply want to read more. Who doesn't? Most kids
(especially the older ones) lose interest because the only works
they're exposed to are those books they're told to read by their
teachers. Quite frequently, these are works the kids just don't
understand until their teachers explain them (by which time the
kids have lost interest).
There is nothing wrong with those intellectual works, but a steady
diet of forced reading material quickly dulls the literary appetite
of many a young reader.
Summer vacations, long weekends, and lazy holidays are great times
for pleasure reading. Don't feel your children have to be brought
up on a regimen of the literary luminaries found on their teachers'
recommended reading lists. Everyone needs a little play time ...
for the body and for the mind. And once your children get hooked
on reading, even a teacher's recommended reading list won't
diminish their new-found passion.
Encourage your young readers to read for fun. The more they read,
the more proficient they become at it, and the more they retain.
Without even realizing it, they'll absorb more of what they read
for school simply because they'll be better readers. A goal all
parents share.
____________________________________________________________________
The Interface
Windows.
Read More's screen has three types of windows: a Working Window, a
Viewing Window, and an Options Window. If you are using a color
monitor the Viewing Window is always green, the Working Window red
and the Options Window blue.
You choose processes (such as printing a list of titles) in the
Options Window. You respond to Read More's queries in the Working
Window, and you find your book title records in the Viewing Window.
----------------------------
Extended processing options.
Several processing tasks, called extended processing options or
EPO's, are not listed in the Options Windows because they are
functions that only occasionally need to be performed. EPO's are
used to "extend" a program's power and functionality.
To find out what EPO commands are employed by Read More, enter <?>
(the question mark) in the Options Window or in the Working Window
during Logon. When you use the Help EPO, <?>, Read More tells you
if you're in the Working Window or in the Options Window by placing
an asterisk next to the appropriate Window line you're in so you'll
know which EPO's are accessible to you at that moment. The EPO's
of Read More are defined near the end of this document.
Sample EPO Screen.
_____________________________________________
| |
| Extended Processing Options |
| |
| * From the Working Window |
| <!> Reset Readers List |
| <\> Change Quickeys |
| |
| From the Options Window |
| <-> Change Reading Level |
| <=> Display Abbreviations |
| |
|_____________________________________________|
The asterisk next to the line "From the Working Window" indicates
that you are currently in the Working Window. If the asterisk
appears next to the line "From the Options Window", you know you
are operating from the Options Window.
----------------------------
Quickeys.
The Quickeys for Read More are the names of the young readers who
will be using the program. Up to six are allowed and the maximum
length of a name is twelve characters.
Associated with each reader's name is a code called the Reading
Level. It tells Read More if it should display all of the Book
Titles, or just a portion of them. This allows the more advanced
readers to skip the book titles whose age group categories are
inappropriate to their reading abilities. The next section,
Getting Started, explains how to set the Reading Level.
____________________________________________________________________
Getting Started
Creating the Quickey name list.
When you start Read More the very first time, it will know that
there are no reader names in its Quickey list. Before you can
continue, Read More will ask you if you want to create the Quickey
list. Press <Y> or <enter> to enter your Quickey names. When you
finish, press <esc>. The name of each person can be up to twelve
letters long. [Note: If you tell Read More that you don't want
to create the Reader Quickey list, it will return you to your
operating system.]
After you create your Reader Quickey list press <esc>, and Read
More will display the following prompt in the Working Window:
____________________________________________
| |
| |
| Enter your Reader Quickey: _ |
| |
|____________________________________________|
The Reader Quickeys and their respective names will be displayed in
the Reader ID Box on the lower right side of your screen.
Enter the appropriate Quickey (numbers 1 through 6). Once you have
identified yourself to Read More, called logging on, it will set up
the files it needs as they pertain to the identified reader. This
is important to understand.
As an example, suppose Quickey 1 is for Bob (who is 5 years old)
and 2 is for Paula (who happens to be 14). If Paula logs on, only
her records will be accessible. Bob will have to wait his turn to
peruse the Book Title file or update his records. Furthermore, if
Paula has specified a Reading Level of "F", Bob won't even be able
to view the books in his age group (C) because Read More would have
filtered them out for Paula. (See below for information on setting
a reader's reading level.)
So when can Bob log on? When Paula is finished with Read More, and
the cursor is in the Options Window, press <esc>. Read More will
ask for the next reader's Quickey in the Working Window. The title
"Logon" appears in the top center of the window. Enter 1, and Read
More will create Bob's own version of the Book Title display, and
put the cursor in the Options Window. He would then have sole
access to Read More.
Who's logged on?
In the Reader ID box on the lower right side of your screen, Read
More identifies the reader who is using the program. It will also
display the Reading Level of that user and the total number of
books that reader has read. When no one is logged on, the Options
Window is empty.
Overview.
There are three options in the Read More Options Window. The first
is to select and print those titles you and your children would
like to look for in your favorite libraries or bookstores. The
second is to check off those books you've read so that Read More
can keep track of your children's accomplishments. The third
option lets your children view their accomplishments. Specific
details on each of these options follow in the section entitled
`Program Information' below.
Setting the Reading Level.
The default reading level for readers is A (for ages 0 to 2 years).
If a reader is beyond that level, he can instruct Read More not to
display the lower levels when he is using Options 1 or 2 in the
program. (Option 3, View all titles, always displays the entire
Book Title file regardless of reading level.)
To adjust the Reading Level, press <-> (the minus sign) in the
Options Window. It's one of Read More's EPO's. Read More will
tell you the current Reading Level for that reader and ask for the
new reading level.
Refer to the age groups below. There are seven:
Age Group Category
0 - 2 A
3 - 4 B
5 - 6 C
7 - 9 D
10 - 12 E
13 - 15 F
16 - 18 G
Remember, Read More already knows who is currently using the
program when you invoke the Reading Level function, so the reading
level you are setting can only pertain to the user who is currently
logged on.
Exiting Read More.
To exit the Read More program, press <esc> when the cursor is in
the Options Window and once again when the cursor is at the "Enter
your Reader Quickey" line (i.e., when Read More is waiting for
someone to log on).
If you have made any changes to Read More's master file, Read More
will ask you if you want to save those changes. Reply <Y>, for
yes, or simply press <enter>. You can also press <esc> to return
to the Logon screen if you decide you want to do something else in
Read More.
Why would anyone ever reply <N>, no, to saving changes? Home
programs must take into account the unwanted help of children who
occasionally get into a program and wreak havoc. Should you find
that someone you love has put smiley faces next to more book
titles than he or she should have, don't get angry. Just exit the
program and don't save the changes! You'll be returned to your
operating system with your Book Title file intact.
____________________________________________________________________
Program Information
____________________________________________________________________
The Options Window.
______________________________________
| |
| 1 Print selections |
| 2 Check off titles Choice: _ |
| 3 View all titles |
|______________________________________|
You have two EPO's available from the Options Window and two from
the Working Window. Younger readers may find the <=> EPO extra
important. It displays the abbreviations used in the Book Title
display. Refer to the section entitled "Extended Processing
Options" near the end of this document.
____________________________________________________________________
Option # 1, printing a list of book selections.
Young readers can browse through the Book Title file and highlight
those titles they would like to look for at their library or
bookstore. They can use the directional keys to scroll.
Select titles.
To highlight a particular title simply enter its record number
(shown on the left side of the Viewing Window) when Read More asks:
"What is the record number of the book you wish to print?". (Don't
forget to press <enter> after you've typed in the record number.)
If you hightlight the wrong title, reenter the record number to
turn off the highlight. To end the Print Select function, press
<esc> (or you can press <enter> without keying in a record number).
Confirm print.
Read More will then display the following confirmation prompt in
the Working Window:
______________________________________
| |
| Press <1> to confirm print. |
| Press <2> to abort print. |
| Press <3> to recheck selections. |
|______________________________________|
To print your highlighted selections, turn on your printer and
press <1>.
If you decide you don't want to print out your highlighted
selections after all, simply press <2> (or press <esc>) to return
to the Options Window. [Note: If you return to the Options
Window, the highlights are turned off, and Read More will not
remember them if you reenter the Print Select function again.]
Should you decide to delete one of your selections or add another,
press <3>, and Read More will allow you to make the necessary
changes.
____________________________________________________________________
Option # 2, checking off the books read.
Select titles.
Highlight those titles you (or your young readers) have read by
entering the record numbers of the works you've finished. Press
<enter> without entering a record number when you've finished. If
an incorrect title is highlighted, the highlight can be turned off
by reentering the record number, as in the preceding option.
Confirm checkoff.
Press <esc> (or <enter> without entering a record number) to
advance to the next phase of the Check Off function. Read More
will display the following prompt in the Working Window:
______________________________________
| |
| Press <1> to confirm update. |
| Press <2> to abort update. |
| Press <3> to recheck selections. |
|______________________________________|
If you don't need to change any of the titles you've highlighted,
press <1>. Read More will update your file accordingly.
If you want to exit the Check Off function without making any
updates whatsoever, press <2> or <esc> to return to the Options
Window.
Finally, if you find you've highlighted the wrong title or left
one unhighlighted, press <3> and Read More will let you correct the
problem.
Smiley faces will be displayed next to the appropriate titles after
the file has been updated, which is when the reader exits this
function. To see the smiley faces, then, bring up any of the
functions in the Options Window after you have left the Check Off
function. (Option # 3, View All, is safest for young readers.)
Erasing a smiley face.
If a smiley face appears next to the title of a work that the
current reader hasn't read, it can be removed by highlighting that
title before you leave the Check Off function. When Read More
updates its records, it will see that the book had been
highlighted, and since the work already has a smiley face next to
it, Read More will assume it is to remove the smiley face this
time.
____________________________________________________________________
Option # 3, viewing all the titles in the Read More file.
This option allows the reader to peruse the entire Read More file,
not just the reader's current reading level and up, as is shown
with the other options.
Option # 3 is also the safest to use for younger children since it
doesn't attempt to print or change the file structure. You can
highlight titles by entering their record numbers if you want to
focus on them. The highlights are turned off automatically when
you leave the function and return to the Options Window.
To return to the Options Window, press <esc> (or <enter> without
entering a record number).
____________________________________________________________________
Extended Processing Options
EPO Definition
<\> Change the Reader Quickey names for Read More. You do
not enter this EPO in the Options Window, but rather in
the Working Window when you log on (i.e., when Read More
is asking "Enter your Reader Quickey ==>"). Press the
backslash key.
Read More will ask you to select a Quickey (between 1 and
6). You cursor will then appear in the Reader ID Box
where you can add or change the name of the current
reader. Reader names can be up to twelve letters long.
Note: Once logged on, you (as the reader) are put in
sole control of your portion of the Read More files. You
can tell when someone is logged on in two ways: the
Options Window's commands will be displayed and the
Reader ID Box will contain the name of the current user
and a line about the number of books that reader has
read. In between logon sessions, when the cursor is in
the Working Window, the Options Window is empty.
_______________________________
<-> Set Reading Level. Enter this EPO (the minus sign) in
the Options Window.
In the Working Window, Read More will display the
following information:
______________________________________
| |
| Your current Reading Level is A. |
| Indicate desired Reading Level: _ |
| Reading Levels range from A to G. |
|______________________________________|
Refer to the age group listing below. [Note that
the levels listed here are approximations only.]
Age Group Category
0 - 2 A
3 - 4 B
5 - 6 C
7 - 9 D
10 - 12 E
13 - 15 F
16 + up G
_______________________________
<=> Display the abbreviations used in the book title file.
This function is invoked from the Options Window.
The titles used on children's books tend to get a trifle
long, especially those works with a popular heroine or
hero. Titles can sometimes get longer than the eighty
characters to which most computer screens are limited!
For that reason, a dozen of the more popular names that
appear in titles have been abbreviated. They are:
BC Babysitter's Club HH Happy Hollisters
BT Bobbsey Twins ND Nancy Drew
DD Danny Dunn NTG Nate the Great
DG Dana Girls SVH Sweet Valley High
EB Encyclopedia Brown TB Trixie Belden
HB Hardy Boys TS Tom Swift
Press any key to return to the Options Window after
you've finished the abbreviations.
_______________________________
<!> Reset a reader's selections. This EPO is accessible from
the Working Window.
Use this function to erase the smiley faces from all of
the titles a reader has marked as read. You can erase
the smiley faces one by one using Option # 2 in the
Options Window, but if there are a lot of them, that
method takes considerable time.
The <!> EPO is handy when there is a change of readers
for a given Quickey. The first reader may have read
dozens of the works in the Book Title file. Enter <!>
in the Working Window and give Read More the Quickey of
the reader whose titles you want to clear. Read More
will ask for confirmation.
_______________________________
<#> Switch between color and black/white display modes.
_______________________________
<$> Print an order form.
_______________________________
<?> Display EPO's for the Read More program. May be entered
in either the Working or the Options Window.
____________________________________________________________________
Helpful Hints from a Dad
Children are naturally inquisitive, and they all love to read, at
least initially. Exactly why some of them stop is a mystery.
Maybe their parents became too busy to help them keep up their
interest; perhaps it was peer pressure. Whatever the reason, we
can conclude that something makes those children change their minds
about reading. What we as parents must do, therefore, is make sure
that our kids don't change their minds.
How? Well, children emulate their parents. If they see you read,
they'll feel more inclined to read. Also, phrases like "I'm too
busy to read right now", or "I have more important things to do
than read", send subtle messages to our kids that reading isn't
important.
The fact is, however, that reading is extemely important. They'll
need to be able to read and read well for the rest of their lives.
Children who are better readers do better in school. Why? Partly
because they don't have to struggle with reading their homework,
whether it's math, history or science. They can simply concentrate
on what it is they're trying to learn. Good readers also absorb
their reading material more easily and more efficiently.
Poor readers get frustrated when they try to do their homework.
They have to work hard to read the material, and they have to work
hard trying to understand what it is they're supposed to be
learning. Who wouldn't give up in a situation like that?
If you have to tell your kids that you can't read with them "right
now", remind them that you know how important it is to read, but
you have other responsibilities and promise them that you'll read
with them just as soon as possible. (And don't forget because
they'll remember!)
You'd be surprised how you can squeeze reading with your child
into a normal day. While you're making dinner, for example, have
your child sit at the table and read to you while you prepare the
meal. Be as attentive as you can and ask questions, not only to
show your child that you're paying attention, but to force the
child to think, to analyze what he or she is reading.
Note: Even children who are too young to read
can "interpret" the pictures and pretend to read.
Play along. This will enhance your child's desire
to read later on.
The questions you ask of your very young readers don't have to be
thought provoking. If your four-year-old daughter is "reading"
something about the Berenstain Bears, ask what color jeans Papa
Bear is wearing or how tall are the buildings in the city the Bear
family is visiting. Ask them questions you're reasonably sure they
can answer. It helps build up their self-confidence, and it makes
them feel as if they are actually reading.
Starting Kindergarten.
Don't worry at this juncture about stressing the importance of
an education to your children. They won't understand. They will
understand, however, if you tell them that learning is their job.
They know that Mom and Dad have jobs, sometimes for pay, but other
times for nothing. It is important that they understand that each
of us has jobs that we have to do, just as Mom and Dad have jobs
like mowing the lawn, or fixing dinner, or cleaning the gutters on
the house, or working for an employer.
At home, at this early age, make sure you set aside a private place
for your kids where they can do their homework. This is very
important, especially in the first years of their formal education.
It helps them focus on the work at hand, i.e., their homework. It
is even better, if you have several children, if they each have
their own work area. It isn't always feasible in small homes with
large families. In those cases, try letting the kids work in
shifts in a place that's at least relatively quiet. Since the
oldest can usually stay up later, let him do his homework last.
For the youngest, it's beneficial if an adult is nearby when the
child is working on homework. If your kid has a problem and a
parent is close at hand, he won't hesitate to ask questions. As
the stay-at-home parent, I'd made a point of putting my daughter's
desk in the room where my desk was. Then when it was time for her
to do her homework, I'd pretend to have to do paperwork. I can't
begin to estimate the number of times she jumped down from her
chair to come over to ask a question.
By the way, asking questions is a good habit to instill in your
kids. Remind them that the teachers really do want to teach them
what they need to know. Tell your kids that if they don't
understand something, it's their job to ask the teacher questions.
It's the teacher's job to explain.
Can you substitute an older child for a parent? Sure, but the
older child is more likely to simply give the younger one the
answers to the problems (which doesn't help the younger child at
all). What you want to do is ask questions to find out what it is
exactly that the youngster doesn't understand. Then show him how
to arrive at the correct solution.
As kids get older they sometimes get teased by their peers for
getting good grades or for being teacher's pet. This is hard for
kids to get through because they want desperately to be accepted.
Be very understanding and remind your kids that a good education
doesn't make them weird, it makes them special. A good education
will make it a lot easier for them to get jobs later in life.
Should you pay your kids for good grades? I've never believed in
this practice. I've never seen it produce long-term gains. Yes,
in some cases, kids will initially try very hard to get good grades
to make some money, but after a short period their desire wanes.
Why? Because they weren't interested in the learning ... only the
money. And as most of us know, there are many easier ways to make
money than studying hard and paying attention in class for long
periods at a time. When your child does do well, remind him or her
that you know how hard it is to work every day in class, how very
difficult it is to keep up with the homework day in and day out
because so few students really have the discipline to do so.
What should you do for the kid who really does well? My wife and I
started a tradition back in the third grade (it was at the time our
daughter had heard that some of her friends were being paid for
good grades). We wouldn't pay her for the good grades she should
be getting for herself, we maintained, but we would be willing to
take her to the restaurant of her choice to celebrate her good
fortune and well-deserved rewards.
Now if you have a lot of kids and they're all doing well, you could
quickly end up in the poor house celebrating that way. An
alternative would be letting the feted children pick the dinner
for the family one night. Be creative, it's really the gesture
that matters in this situation. Just knowing that you're
celebrating their hard work and success with them can make all the
difference when it comes to sustaining them in times of trials.
What should you do for the child who's having trouble? First and
foremost, talk to the teacher. This person is the second most
important person in your child's educational life. Teachers are
usually quite helpful and can provide useful insight and techniques
for helping kids with problems.
You can also try remedial classes or summer school for older kids.
They'll feel embarrassed, but try to talk about it seriously, adult
to adult, if at all possible. Again, refer to their teachers for
assistance when selecting a remedial class.
Educational programs can be useful for those kids having trouble
with specific areas, such as geometry or algebra. Computers have
the advantage of patience and the correct program can make learning
more interesting. But be selective. Some educational programs are
little more than games, and giving a child a computer game is akin
to giving him the remote for the television. Both gestures will
yield little educational gain.
After a time, you will find that your very young children will want
to reread books that you used to read to them ... only now, they'll
want to read to you. Encourage this behaviour. Repetition is the
best way to learn at that early age. Don't forget to remind them
on occasion that as soon as they can read the words, they'll have
an even better idea of what the pictures mean since the words help
to explain the pictures.
And finally, remember that Read More is just the beginning. There
are millions of works in our public libraries, covering every known
subject, exploring every facet of life, and fulfilling every need.
Use Read More as a launching pad. If you find an author whose
works you enjoy, try to find more of that person's work in your
local libraries.
______________________
I realize that the methods I've outlined above take quite a bit of
time, but they pay huge dividends not only in the quality of the
education your child receives but in the discipline, character,
responsibility, and independence your child learns.
By the time our daughter was in the seventh grade she rarely asked
questions any more, and I certainly didn't have to be available
whenever she did her homework. Now that she's in high school, she
doesn't even ask me to proofread her essays and reports any more
(although I do ask to see them occasionally because I like to see
what she's doing in school). Her level of excellence has never
wavered. Such are the rewards of getting them started properly.
I wish you and your children equal good fortune and success.
Sincerely,
John L. Salisbury
____________________________________________________________________
About the Book Title file.
Some of the titles might be out of print, but they should be
available from most libraries. If you can't find a listed book,
ask your librarians for help. They might know of inter-library
loan programs that you could use to acquire it.
Many of the books for very young readers can also be purchased from
stores that sell such works. They don't have to be bookstores.
Ofttimes department stores and even large grocery stores will sell
a wide variety of books for children who are so young they would
rather devour them literally than literarily.
_ _ _ _ _ _ _ _ _
Is our file missing some of your old favorites? We've tried to
include a wide variety of books, but we're sure to have missed
a good many of your favorite titles and authors. If you'd like
to send us a list of your favorites, please include their titles,
authors, and the approximate age groups of the intended readers.
We'll try to include them in our next release of Read More.
Thank you!
Mail your list to:
My Little Realm Enterprises
The Read More Program
22 Church Street # 103, Suite 376
Ramsey, New Jersey 07446
____________________________________________________________________
+ + The End + +
____________________________________________________________________
(c) Copyright 1992 John L. Salisbury
