Read Phonics
2009
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Read Phonics
How to Teach Your Child to Read – Easily
Many parents are intimidated by the idea of teaching their children to read. At the same time, they want to make sure the child has a jump start in reading and in school. Countless reading games, phonics activities and learn to read programs are available today. The best place to search for a program or that can help you teach your child to read is on the Internet.
How to Begin Teaching a Child toRead
When a child is just starting to learn to read, the best way to get started is with phonics. Depending on your budget, how you think your child will prefer to learn, etc. there are many options. Many free programs, worksheets, and online games are available. If you have some teaching experience and/or are very comfortable in working one-on-one with your child to teach them, it may be enough for you to gather a variety of reading skill worksheets, game ideas and workbooks to put together you own at-home reading course. Many parents do this. It can be highly successful and rewarding. Before getting started, read up on the basics of reading and become familiar with a methodology that you can follow. For example, letters are usually taught in a certain order and you need to be familiar with this before getting started. For children with a learning disability such as dyslexia, you should learn about the disability and how it can affect their ability to learn to read. In most cases, there are methods for handling a disability that are more effective than standard methods of teaching reading.
Purchasing a Reading Program
It may be easier for you to follow a specific reading program. There are many good reading and phonics programs available today. One of the easiest ways to get started is to find a reading program that is available online. Often, these programs provide you with a sample reading lesson for free so you can try it before committing to purchase. Pricing for home use can be very reasonable. Most importantly, a good reading program provides you with the full reading curriculum. It allows you to ensure your child will learn in the right order and covers all of the reading skills. When you are deciding about which program to choose, consider the following:
- It is appropriate for your child’s current reading level and will help advance their skills.
- It will make learning fun – it is supposed to be enjoyable, not a chore.
- Check who stands behind the company or product. If you can not figure out who they are or it sounds questionable, don’t buy it.
- Try to get a complete course – for example, a phonics program covering K-3.
- If they have an online version this is a big advantage: you can access anytime, from anywhere, no CDs to lose or damage, you automatically have access to new and improved features.
- Pricing should not be outrageous. There are good, affordable products out there.
- Check if a child can work on their own – this is an obvious advantage.
- There should be some kind of progress report included so you can actually see if your child is succeeding and if there are areas that need further attention.
About the Author
Complete phonics software programs are available on the Internet and can help ensure that a child gets off to the right start in school. They even can have fun while learning to read!
Whole language vs phonics for teaching childern to read?
Some say debate if phonics is the right apporach to teaching childern to read. What is the whole debate about?
People spend their entire professional careers trying to answer that question, so you're not likely to get a comprehensive response here in Yahoo Answers.
Here's my nutshell version.
People learn language, the language that is around them whether it's visual (sign) or auditory (spoken). They will engage in this learning spontaneously, and, without instruction, will still achieve what is considered outside of socially enforced language norms and conventions (i.e. "prescriptivism") full competency.
This is not the case with literacy. Individuals do not (typically) spontaneously engage in learning the written form of their native language. It needs to be taught. The outcome presumably would be someone with full competence in spelling, writing, and written word recognition. How to best achieve this outcome has been debated historically, however, my understanding is that for some time now the evidence has been mounting up on the side of "phonetic" rather than "whole word".
Phonetic teaching can take a lot of different forms but in general, the goal is to help the learner become aware of decompositionability of spoken words into smaller "sound" units called "phonemes" (generally you don't tell the reader "hey we're learning phonemes today!" But you do have sound substitution tasks and word games that involve dropping, adding, or changing a "sound" in a word: "say 'pat' with a 'ssss' sound at the start of it" or more coarse grained phonological awareness tasks like tapping out the syllables in a word). This approach is thought to facilitate what is called "bottom up" or assembled processing of words, where the reader will engage in some process of mapping letters and letter combinations onto sounds of their language and then will assemble those into the word's phonetic form (which, presumably, is how it is stored in the word memory, or lexicon).
Whole word teaching also can take a lot of forms. The goal in that is to (and I may be doing this a bit of an injustice here) dispense with all the extra work of assembly and just try to map an entire written form onto the phonetic representation stored in the word memory. So to contrast with the phonetic approach, when learning that the letter combination s+p+a+t = the word that sounds like [spaet], the whole word learner would NOT be encouraged to break the written word down into letter components, map the letters to sounds, then "sound it out". They would be encouraged to find ways to map the whole visual pattern of the letters onto the word that sounds [spaet].
There are many good, experimental and natural observational reasons why the whole word approach seems not to be the preferred method of teaching reading to normal (i.e. non-dyslexic, normal hearing) learners. One common sense one is that the written form in an alphabetic language (e.g. English, Italian) DOES map onto sounds, and is decomposable (more or less) into generalizable rules or correspondences between the letters and the sounds (some languages having slightly more regular and consistent correspondences than others, e.g. Italian is better than English at this). Thus, why leave out all that useful information for the learner? Why force him or her to engage in what seems to amount to the ungodly complicated (but not complex) task of memorizing visual word patterns and simple, non-heuristically (at least not intrinsically) motivated association between the written words and their acoustically learned lexical counterparts? Alphabetic languages have an advantage of encoding the sound of the words that they represent. To throw away that advantage is to do a disservice to the literacy learner.
O Song - Hooked on Phonics Learn to Read Kindergarten
