The document describes the Live In Letters colorized reading program created by Kelly Russell. The program applies a repeating color pattern to text being read to stimulate engagement and recall. It operates in three tiers - applying color to individual letters, letter blends/patterns, and finally full words/sentences. Research showed students comprehended more and read faster using the colorized text. The program can benefit various ages and reading levels from beginners to advanced. It is available via applet, Microsoft add-in, and printed materials for purchase.

1. Live In L tters
_____________
A akenin the Alpha et
Balancing the Brain
Creating Colorful Connections
____________________________
Colorized
Reading Program
________________
Kelly Russell, M.A. Ed.
Inventor/Founder of Live In L tters

2. Left and Right
The conjunction, and is…
 Used as a function word to indicate connection or addition
especially of items within the same class or type.
 Used to join sentence elements of the same grammatical rank or
function.
 Used as a function word to express logical modification,
consequence, antithesis, or supplementary explanation.
 Used as a function word to join one finite verb to another so that
together they are logically equivalent to an infinitive purpose.

3. Right Brain/Left Brain
In general, the left and right hemispheres of our
brain process information in different ways. While we
have a natural tendency towards one way of thinking,
the two sides of our brain work together in our everyday
lives.
The right brain of the brain focuses on the visual,
and processes information in an intuitive and
simultaneous way, looking first at the whole picture then
the details. The focus of the left brain is verbal,
processing information in an analytical and sequential
way, looking first at the pieces then putting them
together to get the whole.
Left brain thinking is verbal and analytical. Right
brain is non-verbal and intuitive, using pictures rather
than words. The best illustration of this is to listen to
people give directions.

4. The left brain person will say something like “From
here, go west three blocks and turn north on Vine Street.
Go three or four miles and then turn east onto Broad
Street.”
The right brain person will sound something like this:
“Turn right (pointing right), by the church over there
(pointing again). Then you will pass a McDonalds and a
Walmart. At the next light, turn right toward the Esso
station.”
Though right-brain or non-verbal thinking is often
regarded as more ‘creative’, there is no right or wrong
here; it is merely two different ways of thinking. One is
not better than the other, just as being right-handed is
not ‘superior’ to being left-handed. What is important is
to be aware that there are different ways of thinking, and
by knowing what your natural preference is, you can pay
attention to your less dominant side to improve the
same.

5. Black-and-White
Do you consider life to be a black-and-white?
What connections to literacy do we find in black-
and-white?
How can we break the literacy barriers that
learning disabilities, ADHD, developmental delays
and at-risk factors create for our hard-to-reach
students?

6. Increased Demands
Increased Lesson Developing
Increased Differentiation
Increased Instruction
Increased Intervention
Increased Innovation
With the increased demands targeting
Reading Assessment and Achievement Levels…
How can we possibly propel
the pleasure of reading?

7. It can be difficult for children and adults
with or without learning disabilities, ADHD,
Asperger’s Syndrome, Autism, and visual
impairments to read, comprehend, and recall
traditional black and white text.
Black-and-white text also offers little
engagement, memory recall, attentiveness,
and expression.
Further, artists use color to create
patterns. Colors can show different moods;
bright colors can make people feel happy and
energetic, whereas dark colors can make
people feel calm or sad—creating a lasting
impression.

8. The Live In Letters Colorized Reading
Program is a multi-tiered color-pattern
software that creates a colorized visual aid
when reading from an electronic device,
such as a laptop or desktop computer, a
mobile device, a projection screen or even a
television.
The Live In Letters Electronic Text
Tracker stimulates and engages the mind
when reading. This inspiring and imputing
instrument, available for immediate
download, projects the Live In Letters color-
sequenced pattern to an otherwise black-and-
white electronic text, creating and applying
the sequenced color pattern to each word to a
selected reading passage or text.

9. In general, the left and right hemispheres of our
brain process information in different ways. While we
have a natural tendency towards one way of thinking,
the two sides of our brain work together in our
everyday lives.
The right brain of the brain focuses on the visual,
and processes information in an intuitive and
simultaneous way, looking first at the whole picture
then the details. The focus of the left brain is verbal,
processing information in an analytical and sequential
way, looking first at the pieces then putting them
together to get the whole.
Left brain thinking is verbal and analytical. Right
brain is non-verbal and intuitive, using pictures rather
than words. The best illustration of this is to listen to
people give directions.

10. The left brain person will say something like “From
here, go west three blocks and turn north on Vine
Street. Go three or four miles and then turn east onto
Broad Street.” The right brain person will sound
something like this: “Turn right (pointing right), by the
church over there (pointing again). Then you will pass a
McDonalds and a Walmart. At the next light, turn right
toward the Esso station.”
Though right-brain or non-verbal thinking is often
regarded as more ‘creative’, there is no right or wrong
here; it is merely two different ways of thinking. One is
not better than the other, just as being right-handed is
not ‘superior’ to being left-handed. What is important is
to be aware that there are different ways of thinking,
and by knowing what your natural preference is, you
can pay attention to your less dominant side to improve
the same.

11. Live In Letters
To shelter specific reading levels and to
supply its’ users with the skills needed to
enhance reading performance, the Live In
Letters Colorized Reading Program
broadcasts a three-tiered systematic
functionality.
By formatting the sequential color
sequence to accommodate present levels of
reading performance, Live In Letters employs
a foundational formula for phonemic
awareness by crafting a comprehensive
system that awakens the principles, patterns
and purpose of written language.

12. Live In Letters- Tier
To validate its’ claim in propelling the reading
performance for all users, Live In Letters unpacks a
unique method by modifying the Live In Letters color
pattern to maintain and master targeted reading skills
from levels of non-reading to proficient.
Tier 1 of the Live In Letters Colorized Reading
Program applies the color sequence to each individual,
alphabetic letter.
Primarily purposed for ages 3-5, Tier 1 enlightens
the inexperienced reader to evidential letter differences
and letter cases, enabling the user to more readily
recognize and identify letters by their respective letter
casings and sounds.
Research findings from the use of Tier 1 show the
importance of fundamental phonemic awareness and
its’ foundational tie to building letter blends and
patterns.

13. A B C D E F G
H I J K L M N O P
Q R S T U V W X Y
Z
a b c d e f g
h i j k l m n o p
q r s t u v w x y
z

14. Fox and Frog
It is hot.
Frog sits on a pad.
Frog sits still in the hot sun.
He does not hop.
He does not jump.
Frog is just too hot.
Fox is very sad.
He wants to jump with Frog.
He wants to hop with Frog.
But Frog just sits still.
Fox sits on a log.
Fox comes up with a good plan.
Fox gets a very big fan for Frog.
Now Frog hops and jumps again.
Frog and Fox hop and jump together.
Fox is very glad.
1. Why does Frog sit still?
2. Why does Fox get the fan?

15. Tier 2
In an effort to highlight and brighten word-
building, Tier 2 of the Live In Letters Colorized
Reading Program applies the same color sequence
to letter blends, vowel patterns and teams,
digraphs and dipthongs.
As developmental markers indicate the
reader’s ability to orally recognize and recall
individual letters and letter sounds, Tier 2
functions as a building block to the awareness of
letter association.
By bridging a colorful connection to consonant
blends, word families, vowel patterns, digraphs
and dipthongs and developmentally designed for
individuals in the six to eight year old range, Tier
2 linearly opens the reader’s eye to word
segmentation and multi-syllabic word patterns.

16. With a new found awareness for word
association, targeted users in Tier 2 begin to
generate greater fluency and fluidity when
reading unfamiliar words, enhance their oral
expression when decoding words from narrative
passages and showcase a stronger sense for
developing word-attacking skills.
Monitored progress through performance
charting, outlined by increases in decoding skills,
reading fluency and elemental recall through the
use of Tier 2, provide the basis for the
implementation of Tier 3.

17. Fox and Frog
It is hot. Frog sits on a pad.
Frog sits still in the hot sun.
He does not hop.
He does not jump. Frog is just too hot.
Fox is very sad.
He wants to jump with Frog.
He wants to hop with Frog.
But Frog just sits still.
Fox sits on a log.
Fox comes up with a good plan.
Fox gets a very big fan for Frog.
Now Frog hops and jumps again.
Frog and Fox hop and jump together.
Fox is very glad.

18. Tier 3
The concluding and climatic setting of the
multi-leveled Live In Letters Colorized
Reading Program, Tier 3 connects readers to
the comprehensive components of sentence
structure by applying the Live In Letters
format to each word in a sentence or
paragraph.
Formulated for ages nine and up,
Tier 3 fastens the reading focal point on
identifying the structural elements of a
selected passage.
By highlighting the literal and figurative
hierarchies needed to develop high-order
thinking skills, Tier 3 of the Live In Letters
Colorized Reading Program embellishes a
colorful method for extracting explicit content
from reading selections when independently
completing comprehensive check-outs.

19. In addition, Tier 3 more appropriately
accommodates to the increased Lexile
measurements that vary substantially within
the age range of nine and adulthood.

20. Fox and Frog
It is hot. Frog sits on a pad.
Frog sits still in the hot sun.
He does not hop. He does not jump.
Frog is just too hot. Fox is very sad.
He wants to jump with Frog.
He wants to hop with Frog.
But Frog just sits still. Fox sits on a log.
Fox comes up with a good plan.
Fox gets a very big fan for Frog.
Now Frog hops and jumps again.
Frog and Fox hop and jump together.
Fox is very glad.

21. Student Example #1
Black-and-White
Student Reading-Traditional Format
Student Example #2
Live In Letters
Student Reading: Live In Letters

22. Purpose and Benefits
 Enhances reading expression and
attentiveness to selected text.
 Awakens the text with seven
repeating color patterns.
 Reduces the need for verbal
prompts to being or continue
reading.
 Synthesizes short-term recall for
students with low-functioning
memory.
 Increases overall reading fluency.

23. Individual Instructional Research
Remedial Reading
Summer 2014
Subject’s Grade Level: 2nd
Gender: Male
Race: White
Age: 8
Reading Level: Grade 1.2
Date Lexile Format Time Errors
7/14/2014 310 Original 3:19 5
7/14/2014 310 Live In Letters 1:50 3
7/15/2014 320 Original 1:39 3
7/15/2014 320 Live In Letters 1:30 3
7/21/2014 370 Original 3:57 7
7/21/2014 370 Live In Letters 2:45 3
7/23/2014 290 Original 1:55 6
7/23/2014 290 Live In Letters 1:08 1
7/28/2014 380 Original 2:30 18
7/28/2014 380 Live In Letters 1:32 9
8/29/2014 260 Original 1:38 4
8/29/2014 260 Live In Letters 1:14 3


24. Small Group
Instructional Research
4th Grade Remedial Reading Group
11/25/14
Student
Grade
Level Lexile Format WPM Errors
#1 4th 530 Original 53 4
#1 4th 530 Live In Letters 70 3
#2 4th 530 Original 88 5
#2 4th 530 Live In Letters 90 3
#3 4th 530 Original 79 2
#3 4th 530 Live In Letters 101 1
#4 4th 530 Original 47 4
#4 4th 530 Live In Letters 45 2
#5 4th 530 Original 100 6
#5 4th 530 Live In Letters 112 3
#6 4th 530 Original 93 2
#6 4th 530 Live In Letters 114 2
#7 4th 530 Original 91 4
#7 4th 530 Live In Letters 128 3

25. Small Group
Instructional Research
4th Grade Remedial Reading
1/20/15
Student
Grade
Level Lexile Format WPM Errors
#1 4th 540 Original 81 6
#1 4th 540
Live In
Letters 98 2
#2 4th 540 Original 70 5
#2 4th 540
Live In
Letters 81 4
#3 4th 540 Original N/A N/A
#3 4th 540
Live In
Letters N/A N/A
#4 4th 540 Original N/A N/A
#4 4th 540
Live In
Letters N/A N/A
#5 4th 540 Original 81 6
#5 4th 540
Live In
Letters 75 3
#6 4th 540 Original 70 3
#6 4th 540
Live In
Letters 83 3
#7 4th 540 Original 80 4
#7 4th 540
Live In
Letters 94 3

26. Individual
Instructional Research
Remedial Reading
July 30, 2014
Student
Grade
Level Lexile Format Time Errors
#1 3rd 275 Original 52.2 3
#1 3rd 275 Live In Letters 34.6 2
#2 1st 100 Original 57.5 0
#2 1st 100 Live In Letters 42.7 0
#3 2nd 370 Original 4:18 5
#3 2nd 370 Live In Letters 3:31 3
#4 2nd 490 Original 1:59 8
#4 2nd 490 Live In Letters 1:20 2
#5 2nd 490 Original 2:04 4
#5 2nd 490 Live In Letters 1:16 2
#6 4th 490 Original 50.6 1
#6 4th 490 Live In Letters 31.1 0
#7 3rd 650 Original 5:06 16
#7 3rd 650 Live In Letters 4:02 4

27. When can I use Live In Letters?
 Identifying letters and letter sounds
 Introducing consonant blends,
vowel patterns and teams,
digraphs and dipthongs.
 Word-Attack Skill Building
 EOG Prep
 Guided Reading Groups
 Early Intervention Reading Programs
 Small Group Remedial Reading Instruction
 Large Group Reading Activities

28. Live In Letters
Live In Letters Applet.htm
$3.00
Live In Letters Microsoft Add-In
$12.00
Live In Letters Autobiography
Live In Letters Book-eStore Link
Full Color Paperback Copy: $8.00
Black-and-White Paperback Copy: $5.00
eBook: $3.00
Live In Letters 8GB
Cross
Zip Drives
$7.00-Unloaded
$22.00-Loaded (Applet, Word Add-In, eBook)

29. For Information Regarding
The Live In Letters
Colorized Reading Program…
Contact
Kelly Russell
704-322-8994
Or
Email
Kelly Russell
liveinletters.kr@gmail.com
Mr. Kelly Russell, M.A. Education
Inventor/Founder of Live In Letters
Live In Letters LLC
P.O. Box 325
Richfield, NC 28137