Return-Path: <nifl-health@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j16IpmC24735; Sun, 6 Feb 2005 13:51:48 -0500 (EST) Date: Sun, 6 Feb 2005 13:51:48 -0500 (EST) Message-Id: <000501c50c7c$d56a03e0$d5a8eb04@compaqcomputer> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-health@literacy.nifl.gov Originator: nifl-health@literacy.nifl.gov Sender: nifl-health@literacy.nifl.gov Precedence: bulk From: "rick lynn" <mayfieldga@netzero.net> To: Multiple recipients of list <nifl-health@literacy.nifl.gov> Subject: [NIFL-HEALTH:4636] RE: I hope my reading program will help others X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1409 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 9830 Lines: 212 > I hope you're not trying to reinvent the wheel. Methods based on scientific > research abound. from rick LOL; Not sure what you are talking about. My method does offer some thing I feel are quite necessary such as front and back of l,m,n, & r. Also the skill of teaching students to read by differentially inserting different sounds on their own to arrive at new words from their social vocabulary is something not currently being stressed in school, but rather more sight reading. Consider Orton-Gillingham methodology, calling for > structured explicit direct instruction. from rick - From what I see sounds like DIRECT INSTRUCTION with much programmed learning. If this is the case, I find their phonics approach sadly lacking in not offering all the sounds, using much to quick a pace, and although using sounds, really wind up teaching more whole language. You see such programmed learning does not help students slow way down to insert different sounds on their own to locate new words from their social vocabulary. Also, the environmental effects of average stress, fatigue, improper pace and intensity, are not taken into consideration. I feel to integrate all parts of spelling, reading, and writing as a teaching tool for reading simply overloads for learning one of the skills. I have taught Direct Instruction as an Intern and found that although it uses sounds (but still not all of them), it uses the same words, tests on those words and does nothing to help build both sensitivity to the sounds and vital skill of differentially inserting different sounds of the letters to arrive at words from one's own social vocabulary. Also, its much too lively pace, offers a negative for slowing down and learning to visualize material necessary for good comprehension. I hope my reading program will help others > > > rick lynn > 5012 Seaboard Ave. > Jacksonville, FL 32210 > mayfieldga@netzero.net > > http://learningtheory.homestead.com/Theory.html > > Teaching the skill of Reading > When teaching reading, I think the first thing would be to not make the > teaching of reading of long duration but shorter times of instruction by > you. I would start with perhaps 5 to 7 minutes teaching the sounds and > multiple sounds of letters to young students and longer for older students. > But even before this, I think many parents and some teachers fail to change > gears and learn to go very slowly with new readers. They need to keep it > light and easy. > > I like teaching the sounds of the letters and then helping the student learn > to combine the sounds in the letters to discover, with perhaps some little > cues from you along the way, words they already know from their very large, > social vocabulary. > I teach the first skill very slowly and help the student become sensitive > to, and aware of the sounds of the letters. Speed, pace, and immediate > achievement are not important; we are looking to instill long-term > motivation and reading for enjoyment. Speed and achievement will come in > time. > > I would go through on your own first and discover the sounds and also the > multiple sounds of the letters. You want the child to hear and be sensitive > to the sounds. They should learn to say them softly and never hard or fast. > It is the slow, soft teaching of these sounds that give the student tools to > then use these sounds constructively to discover new words. Another skill is > learning to differentially insert different sounds of the same letter > independently to arrive at the correct pronunciation. Note this occurs after > you have gone through many if not all the sounds. An example would be "a" as > in ate; "a" as in at; "a" as in all. The student is then given the word > apple to read. They may try first sounds "a as in ate" and then try to > pronounce it. The word doesn't make sense. This is good for it is a > necessary part of learning how to find the correct sound. You may have to > give him the multiple sounds again and have him choose another sound to use. > He uses the A as in at and then reads the word. It comes out correctly as > apple. When he hears the correct pronunciation, he is delighted and is > slowly developing the skill of independent reading by learning to > differentially insert the different sounds. This builds their confidence > over time. > > He is now learning the skill of inserting different sounds. You may continue > down your list of new words. He continues very slowly bringing the > individual sounds together and inserting the different sounds to arrive at > the correct pronunciation. Help him to do this on his own but provide (cues) > of support when he forgets. As the student progresses, I begin adding > suffixes and prefixes to his words so he becomes acquainted with both the > roots of the words and the variations of those words. I might use the word > "care", and then begin adding such suffixes as "fully", "less", and "ful". I > will use more root words to help develop this area of reading. Notice again, > the object is not to teach words so much as it is to teach the skill of > independent reading. > > I present him with words, one at a time, during a warm-up period (usually > words they will be using in their reading from a book afterwards), which I > am aware he does not know how to immediately pronounce but is definitely in > his social vocabulary. I tell him that he has heard these words before. This > also is an important skill in learning new words. In this way, the student > hears the sounds of a word he is reading and compares these sounds to words > in his social vocabulary. When he is older, he will begin to learn > completely new words based in a more complex skill or developed recognition > of how words should sound. > > Other multiple sounds are "e" as in eat and "e" as in pet. Then "i" as in > pie; "i" as in it; and "i" as in ring. Then "o" as in go; "o" as in tot; "o" > as in too. Then "u" as in use; "u" as in put; "u" as in cut; "u" as in blue. > There are also the beginning and ending sounds for "l" as in like and "l" as > in tell. Then there is "m" as in make and "m" as in gum. Then there is "n" > as in nice and "n" as in fun. There is also the crisp (but never said hard) > "c" as in cool and "c" as in city. I think you can get the rest of the > consonants on your own. Just remember to say them softly to yourself so you > can hear the sounds you are saying. You want the student to also be able to > hear the sounds and learn to use those sounds to bring words independently > from their social vocabulary and learn to see them in print. > > Reading should be fun so try to also be aware of and patient of: reflection > time - the time the student is thinking (never rush); frustration > tolerance - time when the student is not able to think on and needs a cue or > is trying too hard; and fatigue factors - working perhaps longer than you > should given the mood of the student, time of the instruction, and other > conditions that may affect their motivation. This may require adjusting time > of study in minutes and breaks in between, depending on the age and present > motivation of the student(s). > > Again I teach the sounds very slowly so the student hears and is sensitive > to the individual sounds of the letters. I ask him slowly, "Can you hear > it?" I go over many if not all of the sounds as a warm-up to help the > student hear and read slowly as he develops the skill of independently > inserting different sounds to new words as he reads on his own. > > Next, I go over a list of blends, teaching him how to combine two and three > letter combinations. > I then find a book or story that is along his present level but still has > some difficult words for him. I get him to begin reading very slowly and > visualizing or seeing pictures with the words he is reading (an extremely > important skill for reading comprehension and in later years, for higher > math and science skills). When he comes to a word he does not know, I get > him to slow down and remember the technique he learned earlier of slowly > beginning from the first letter and connecting the individual sounds. I may > have to help him slow his pace and help cue him either with sounds or > remembering blends or syllables. I try not to give him the whole word but > rather pieces of the word and allow him to independently discover the word > on his own. > > As the student progresses, he develops the wonderful skill of locating and > pronouncing new words on his own. By teaching him how to slow down on his > own and use the skill of inserting the different sounds, you will create > confidence and greater motivation to read. He will begin to learn these new > words and will move on to other more complex reading. > > Remember, long-term motivation to read is more important than any short-term > results. Also remember that the average stress in the > child from things in their environment outside that reading session also > plays a large role in enjoying reading and instruction. The more at ease the > child is the more the child will be able to think, learn, and picture the > words they are reading. > > Oh, visualization skills are also important for motivation to read. When a > child is able to read and see the words as pictures, the child can then > learn to see the text they are reading as more of a movie they are seeing > their mind. This little noticed or taught skill is extremely important for > long-term motivation, reading comprehension, and the ability to add and > combine knowledge onto other learned material. This is vital for learning to > understand and develop many if not all higher learning from middle school > onward. This reading approach for teaching individuals is on my home site or > is free on request by e-mail. > > > >
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