Phonics, Learning to Read, Intro
Michele Turner
I have followed the "Learning to Read" thread with great interest and thought I would weigh in. We have four children (9, 8, 7 & 4 1/2). With the exception of the 7 year old who attended 1st grade last year (home now), they have been homeschooled from the beginning.
The three older children were taught to read using a book titled Phonics Pathways. This was a very simple book using progressively more difficult lessons. By the end of the book all three children were reading well. Rather than boring them with phonics, I feel very strongly that they have been given a great gift and part of the mystery that is reading our language can now be carefully uncoded. There are so many words that a child will never routinely encounter in day to day life. Being dependent on someone else to help with each of these words can lead to frustration and ultimately a dislike of reading.
My 8 year old finished reading the Harry Potter books this summer. I looked through The Goblet of Fire this morning to see if I could find some examples to illustrate my point. Here are some words I found: transmogrify, divination, parchment, dwindling, impartial, dormitory. Will he have known the meaning to each of these words as he came to them? Of course not, but just being able to pronounce them in his mind encourages him to look for meaning in the context.
Now to my 7 year old daughter whose phonics instruction was interrupted when we made the bizarre decision to send her to first grade. There she faced a room with labels on many objects and lists of sight words to memorize. Her reading is at a completely different level than her brother's was at her age. She does not particularly enjoy reading because she has to constantly stop and ask me about particular words.
While they are definitely very different learners, I am convinced that resuming phonics instruction with her will make a big difference.
I have only recently begun to consider unschooling and my philosophy on reading is obviously not very unschoolingish, but perhaps some of you will consider my ideas as I have been considering yours for the last few months.
Michele T
[Non-text portions of this message have been removed]
The three older children were taught to read using a book titled Phonics Pathways. This was a very simple book using progressively more difficult lessons. By the end of the book all three children were reading well. Rather than boring them with phonics, I feel very strongly that they have been given a great gift and part of the mystery that is reading our language can now be carefully uncoded. There are so many words that a child will never routinely encounter in day to day life. Being dependent on someone else to help with each of these words can lead to frustration and ultimately a dislike of reading.
My 8 year old finished reading the Harry Potter books this summer. I looked through The Goblet of Fire this morning to see if I could find some examples to illustrate my point. Here are some words I found: transmogrify, divination, parchment, dwindling, impartial, dormitory. Will he have known the meaning to each of these words as he came to them? Of course not, but just being able to pronounce them in his mind encourages him to look for meaning in the context.
Now to my 7 year old daughter whose phonics instruction was interrupted when we made the bizarre decision to send her to first grade. There she faced a room with labels on many objects and lists of sight words to memorize. Her reading is at a completely different level than her brother's was at her age. She does not particularly enjoy reading because she has to constantly stop and ask me about particular words.
While they are definitely very different learners, I am convinced that resuming phonics instruction with her will make a big difference.
I have only recently begun to consider unschooling and my philosophy on reading is obviously not very unschoolingish, but perhaps some of you will consider my ideas as I have been considering yours for the last few months.
Michele T
[Non-text portions of this message have been removed]
Christy Mahoney
>just being able to pronounce them in his mind encourages him tolook for meaning in the context.
I don't understand this. Why would being able to pronounce a word
make someone want to know what it means more than if they couldn't
pronounce it? IMO, people want to know what unfamiliar words mean
regardless.
> There she faced a room with labels on many objects and lists ofsight words to memorize. Her reading is at a completely different
level than her brother's was at her age. She does not particularly
enjoy reading because she has to constantly stop and ask me about
particular words.
There is a world of learning to read between phonics instruction and
lists of sight words. The process can be pretty mysterious really,
but both of my girls figured it out on their own without
frustration. And even though they never had phonics instruction,
they can pronounce unfamiliar words quite well. And they don't
necessarily memorize each individual word either. Like I said, it's
mysterious :) With my daughters, it just kind of sunk in, and soon
they were reading just about anything.
My oldest dd began reading at 3, so my dh thought it was just a
fluke. But my younger dd is now 6 and suddenly surprising us all
with what she can read. Dh is amazed! He was made to feel stupid
as a child because his younger sister was reading before he was, but
it is such an individual process. I wish I could see inside the
brains of my girls because it is so interesting to see this unfold.
Ok, my point is that if a group of kids are taught with phonics,
some kids will pick it up and some will be tortuously sounding
things out for years. The same goes for memorizing sight words -
that may work great for some and be painful for others. Why not
give them a chance to figure it out?
>that resuming phonics instruction with her will make a big
> While they are definitely very different learners, I am convinced
difference.
A big difference to her? To you? Is reading important to her right
now, today? Is she frustrated because other people are trying to
tell her "this is how you learn to read" and she's not getting it?
>philosophy on reading is obviously not very unschoolingish, but
> I have only recently begun to consider unschooling and my
perhaps some of you will consider my ideas as I have been
considering yours for the last few months.
We pretty much all went to school as children, and we probably all
encountered phonics instruction in school. Maybe some of us
remember it fondly - I don't know. I do remember SRA cards and how
incredibly boring they were. It was all about doing the work and
moving on to the next level. I just did what I needed to do and
then read for pleasure at home, but then reading came easy to me. I
know that the huge box of SRA cards must have been overwhelming to
some of the other kids who weren't ready to read at 6 years old.
Just like my dh, who thought "I'll never read as well as my sister,
so why bother?" It took him years to get over that message and
realize that he is very smart, and he loves reading now.
So, if you have been considering our ideas, are you planning to try
any? :)
-Christy M.
Manisha Kher
--- Michele Turner <michelet@...> wrote:
It really depends on the particular child. My daughter
(7) had figured out the phonics rules a long time ago,
i.e. when she was 4 or 5. She's still not reading much
because decoding every word phonetically is a pain.
Besides a great many words in English are not phonetic
at all. Now that she knows more words by sight she
starting to read more.
My son(5) is a much more visual learner and I think
he'll learn words by sight. He did not learn any
letters by themselves. He learnt to spell his name and
then everyone else's name in our family. Now he's
encountered other letters in words that he sees around
like STOP on stop signs.
I agree that knowing some phonics helps decode new
words while reading books. But a child who's made it
to that level of reading will have gathered some
phonics on the way anyway. I'm just not convinced that
it's a good starting point for every child.
Manisha
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> While they are definitely very different learners, IMichele,
> am convinced that resuming phonics instruction with
> her will make a big difference.
>
> I have only recently begun to consider unschooling
> and my philosophy on reading is obviously not very
> unschoolingish, but perhaps some of you will
> consider my ideas as I have been considering yours
> for the last few months.
>
It really depends on the particular child. My daughter
(7) had figured out the phonics rules a long time ago,
i.e. when she was 4 or 5. She's still not reading much
because decoding every word phonetically is a pain.
Besides a great many words in English are not phonetic
at all. Now that she knows more words by sight she
starting to read more.
My son(5) is a much more visual learner and I think
he'll learn words by sight. He did not learn any
letters by themselves. He learnt to spell his name and
then everyone else's name in our family. Now he's
encountered other letters in words that he sees around
like STOP on stop signs.
I agree that knowing some phonics helps decode new
words while reading books. But a child who's made it
to that level of reading will have gathered some
phonics on the way anyway. I'm just not convinced that
it's a good starting point for every child.
Manisha
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Michelle Leifur Reid
On 10/19/06, Michele Turner <michelet@...> wrote:
with each of these words can lead to frustration and ultimately a
dislike of reading.
aren't common in their venacular. :) Being able to pronounce a word
doesn't necessarily equate with being able to understand the meaning
of the word. I have 2 children who never had "official reading
lessons" and both of them read very well, comprehend way above "grade
level" (whatever that really means - I just notice that they read
books that are more difficult than what are on the reading lists for
their ages) and have a huge vocabulary. My son uses phrases like
"engineering mechanisms" and "explosive ordinances" and has for quite
some time. I think word understanding comes more from use than from
being able to pronounce them.
Michelle - who also learned to read on her own when I was just 3 years
old because it just made sense.
>> There are so many words that a child will never routinelyencounter in day to day life. Being dependent on someone else to help
with each of these words can lead to frustration and ultimately a
dislike of reading.
>One can also be dependent on other books to understand words that
aren't common in their venacular. :) Being able to pronounce a word
doesn't necessarily equate with being able to understand the meaning
of the word. I have 2 children who never had "official reading
lessons" and both of them read very well, comprehend way above "grade
level" (whatever that really means - I just notice that they read
books that are more difficult than what are on the reading lists for
their ages) and have a huge vocabulary. My son uses phrases like
"engineering mechanisms" and "explosive ordinances" and has for quite
some time. I think word understanding comes more from use than from
being able to pronounce them.
Michelle - who also learned to read on her own when I was just 3 years
old because it just made sense.
wuweimama
Michele, thanks for sharing your experience about phonics resources.
However, this sentence is the crux of unschooling, I believe:
"Her reading is at a completely different level than her brother's was
at her age. She does not particularly enjoy reading because she has to
constantly stop and ask me about particular words."
With unschooling, it really doesn't matter if a child is at a
completely different level than another was at any age. My perception
is that the ability to read only distracts from opportunities to do
other equally valid activities. I don't believe that there is a lost
opportunity for a child not to be able to read, until they are seeking
to do so. For instance, our son learns though observation, auditory
intake of information and memory/recall, instead of relying on the
written word for storing or exchanging information. The ability to
enjoy a (non)/fiction story is not limited to the written word, of
course. In fact, I don't believe that the written word has greater
value than storytelling or media representation of (non)/fiction. It
is just a different tool of conveying information.
The ability to sound out words, is discrete from the ability to
recognize meanings of words. The theory is that a person has exposure
to a larger vocabulary through the written word than through verbal
oratory. I guess that depends on if one is 'stoping to constantly ask
about particular words', or not. Our son deduces meaning from context
independently anyway, or occasionally he asks about a new word. So, I
don't see the merit of reading 'earlier' especially if one 'does not
particularly enjoy reading', for whatever reason. When reading serves
its own value and enjoyment, there are many tools of enriching that
interest, beyond the use of a structured lesson since learning happens
all the time. Symbolic representation of meaning with words exists
everywhere; one doensn't need to read a phonics lesson to deduce how
letters are related to sounds. Our son just spontaneously pops out
with 'mama, boy starts with the b-sound'. He wasn't taught that, he
figured it out.
Respectfully,
Pat
However, this sentence is the crux of unschooling, I believe:
"Her reading is at a completely different level than her brother's was
at her age. She does not particularly enjoy reading because she has to
constantly stop and ask me about particular words."
With unschooling, it really doesn't matter if a child is at a
completely different level than another was at any age. My perception
is that the ability to read only distracts from opportunities to do
other equally valid activities. I don't believe that there is a lost
opportunity for a child not to be able to read, until they are seeking
to do so. For instance, our son learns though observation, auditory
intake of information and memory/recall, instead of relying on the
written word for storing or exchanging information. The ability to
enjoy a (non)/fiction story is not limited to the written word, of
course. In fact, I don't believe that the written word has greater
value than storytelling or media representation of (non)/fiction. It
is just a different tool of conveying information.
The ability to sound out words, is discrete from the ability to
recognize meanings of words. The theory is that a person has exposure
to a larger vocabulary through the written word than through verbal
oratory. I guess that depends on if one is 'stoping to constantly ask
about particular words', or not. Our son deduces meaning from context
independently anyway, or occasionally he asks about a new word. So, I
don't see the merit of reading 'earlier' especially if one 'does not
particularly enjoy reading', for whatever reason. When reading serves
its own value and enjoyment, there are many tools of enriching that
interest, beyond the use of a structured lesson since learning happens
all the time. Symbolic representation of meaning with words exists
everywhere; one doensn't need to read a phonics lesson to deduce how
letters are related to sounds. Our son just spontaneously pops out
with 'mama, boy starts with the b-sound'. He wasn't taught that, he
figured it out.
Respectfully,
Pat
[email protected]
-----Original Message-----
From: michelet@...
Again, I'm late weighing in.
-=-=-=-=-=-
The three older children were taught to read using a book titled
Phonics
Pathways. This was a very simple book using progressively more
difficult
lessons. By the end of the book all three children were reading well.
Rather
than boring them with phonics, I feel very strongly that they have been
given a
great gift and part of the mystery that is reading our language can now
be
carefully uncoded. There are so many words that a child will never
routinely
encounter in day to day life.
-=-=-=-
Like Hermione? That's one of my favorite recent ones that so many
people mispronounce.
How would phonics help that?
-=-=-=-
Being dependent on someone else to help with each
of these words can lead to frustration and ultimately a dislike of
reading.
-=-=-=-
Being dependent on your mom is the way it's *supposed* to be until
you're ready to do it on your own!
Schools regularly lead to frustration and ultimately a dislike of
reason.
-=-=-=-=-
My 8 year old finished reading the Harry Potter books this summer. I
looked
through The Goblet of Fire this morning to see if I could find some
examples to
illustrate my point. Here are some words I found: transmogrify,
divination,
parchment, dwindling, impartial, dormitory. Will he have known the
meaning to
each of these words as he came to them? Of course not, but just being
able to
pronounce them in his mind encourages him to look for meaning in the
context.
-=-=-=-=
But that's why we READ to them! That's why we answer questions about
pronumciation and spelling.
-=-=-=-=-=
Now to my 7 year old daughter whose phonics instruction was interrupted
when we
made the bizarre decision to send her to first grade. There she faced
a room
with labels on many objects and lists of sight words to memorize. Her
reading
is at a completely different level than her brother's was at her age.
She does
not particularly enjoy reading because she has to constantly stop and
ask me
about particular words.
-=-=-=-=-
Do you think that's due to a lack of phonics instruction? Or maybe it's
due to being forced to read before she was ready. School does that a
lot.
-=-=-==-
While they are definitely very different learners, I am convinced that
resuming
phonics instruction with her will make a big difference.
-=-=-=-=-
If you are convinced, we can't change your mind.
But I know she'll read when she's ready.
-=-=-=-=-
I have only recently begun to consider unschooling and my philosophy on
reading
is obviously not very unschoolingish, but perhaps some of you will
consider my
ideas as I have been considering yours for the last few months.
-=-=-==-
I could read before I went to school. I had EXTENSIVE phonics
instruction. I still have the phonics notebook in which I wrote each
and every phonics rule. I liked the phonics idea. It made sense to my
seven year old brain. But I could *already* read. I was looking at the
rules I was learning and comparing them to the words and "rules" I
already knew. Kind of like math: if you understand the theory in
practice, then it's simple to apply the formula.
Both my boys learned whole word language---Cameron in school and Duncan
at home in his own time. They both understand how letters and phonics
work---maybe not the RULES, but the principles. <G>
~Kelly
"Wisdom begins in Wonder." ~Socrates
________________________________________________________________________
Check out the new AOL. Most comprehensive set of free safety and
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From: michelet@...
Again, I'm late weighing in.
-=-=-=-=-=-
The three older children were taught to read using a book titled
Phonics
Pathways. This was a very simple book using progressively more
difficult
lessons. By the end of the book all three children were reading well.
Rather
than boring them with phonics, I feel very strongly that they have been
given a
great gift and part of the mystery that is reading our language can now
be
carefully uncoded. There are so many words that a child will never
routinely
encounter in day to day life.
-=-=-=-
Like Hermione? That's one of my favorite recent ones that so many
people mispronounce.
How would phonics help that?
-=-=-=-
Being dependent on someone else to help with each
of these words can lead to frustration and ultimately a dislike of
reading.
-=-=-=-
Being dependent on your mom is the way it's *supposed* to be until
you're ready to do it on your own!
Schools regularly lead to frustration and ultimately a dislike of
reason.
-=-=-=-=-
My 8 year old finished reading the Harry Potter books this summer. I
looked
through The Goblet of Fire this morning to see if I could find some
examples to
illustrate my point. Here are some words I found: transmogrify,
divination,
parchment, dwindling, impartial, dormitory. Will he have known the
meaning to
each of these words as he came to them? Of course not, but just being
able to
pronounce them in his mind encourages him to look for meaning in the
context.
-=-=-=-=
But that's why we READ to them! That's why we answer questions about
pronumciation and spelling.
-=-=-=-=-=
Now to my 7 year old daughter whose phonics instruction was interrupted
when we
made the bizarre decision to send her to first grade. There she faced
a room
with labels on many objects and lists of sight words to memorize. Her
reading
is at a completely different level than her brother's was at her age.
She does
not particularly enjoy reading because she has to constantly stop and
ask me
about particular words.
-=-=-=-=-
Do you think that's due to a lack of phonics instruction? Or maybe it's
due to being forced to read before she was ready. School does that a
lot.
-=-=-==-
While they are definitely very different learners, I am convinced that
resuming
phonics instruction with her will make a big difference.
-=-=-=-=-
If you are convinced, we can't change your mind.
But I know she'll read when she's ready.
-=-=-=-=-
I have only recently begun to consider unschooling and my philosophy on
reading
is obviously not very unschoolingish, but perhaps some of you will
consider my
ideas as I have been considering yours for the last few months.
-=-=-==-
I could read before I went to school. I had EXTENSIVE phonics
instruction. I still have the phonics notebook in which I wrote each
and every phonics rule. I liked the phonics idea. It made sense to my
seven year old brain. But I could *already* read. I was looking at the
rules I was learning and comparing them to the words and "rules" I
already knew. Kind of like math: if you understand the theory in
practice, then it's simple to apply the formula.
Both my boys learned whole word language---Cameron in school and Duncan
at home in his own time. They both understand how letters and phonics
work---maybe not the RULES, but the principles. <G>
~Kelly
"Wisdom begins in Wonder." ~Socrates
________________________________________________________________________
Check out the new AOL. Most comprehensive set of free safety and
security tools, free access to millions of high-quality videos from
across the web, free AOL Mail and more.
[email protected]
-----Original Message-----
From: kbcdlovejo@...
Schools regularly lead to frustration and ultimately a dislike of
reason.
-=-=-=-=-
Huh. Freudian slip. <g>
dislike of *reading*.
~Kelly
"Wisdom begins in Wonder." ~Socrates
________________________________________________________________________
Check out the new AOL. Most comprehensive set of free safety and
security tools, free access to millions of high-quality videos from
across the web, free AOL Mail and more.
From: kbcdlovejo@...
Schools regularly lead to frustration and ultimately a dislike of
reason.
-=-=-=-=-
Huh. Freudian slip. <g>
dislike of *reading*.
~Kelly
"Wisdom begins in Wonder." ~Socrates
________________________________________________________________________
Check out the new AOL. Most comprehensive set of free safety and
security tools, free access to millions of high-quality videos from
across the web, free AOL Mail and more.