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Published 14.11.2014 | Author : admin | Category : What A Man Wants From A Woman

Most parents and educators emphatically believe that the best, most reliable path to learning to read is through a systematic teaching of phonics.
Frank Smith, in his book, Reading without Nonsense, was one of the best, well, no-nonsense views on how children learn to read. Some parents or educators will swear that if a young child (between the ages of 2 and 4) begin the gold standard phonics teaching program, all children will learn to read painlessly and early. I have two children who taught me, in retrospect, that readiness to learn to read has nothing to do with intelligence. I think many parents, and maybe even educators, think of the Dolch words when they think of sight words. In this same context, some right-brained, whole-to-part learners, may need particular resources to help them notice these chunked parts of a whole.
There came a time in the program, like most dyslexia programs of this nature, that it is “required” for the child to memorize certain sound combinations. What are your experiences or insights regarding learning to read with sight words or phonics? This entry was posted in Autism, Dyslexia, Learning Time Frames, Reading Posts, Right-Brained, Strengths-Based, Whole to Part and tagged debate, dyslexia, eides, phonics, pictorial, reading, right-brained, sight word, three-dimensionality, translate, visuaization, visual, whole-to-part. But do keep in mind that Frank Smith was the ultimate big bad voodoo witch doctor of Whole Word and Whole Language. As a child with undiagnosed hearing problems reading using phonics was a painful and often tearful process. I have an 11 year old son with intellectual disability and autism who is an emerging reader.
I just stumbled on this site and haven’t had time to really look at what it is all about.
That said, there is a real and important difference between a child who is simply not ready to read and a child whose brain functions in such a way that learning to read will be difficult at any age.
As I said, I have not looked in detail at your site, and as a dyslexic myself, I am distinctly prone to misinterpretation in cursory reading, so I may be completely misunderstanding your point.
If that is what you are saying, there is a massive body of scientific research that disagrees.
But dyslexia is a lifelong problem and the remedial programs developed by experts don’t just help a person learn to read, brain imaging studies show they actually change the way the brain functions while reading. The short answer is that I do believe there will be a percentage of right-brained children who will struggle to learn to read. I also understand how you can feel gratitude for the label for your child if he attends school.
My thoughts anyway, based on supporting six right-brained children into reading and supporting thousands of parents of right-brained children. Also, although some kiddos cannot decode, is it not beneficial to the as they age, to realize the letters are there for a reason, to help them decode words you never did put on a flash card?
Katharine, first, let me address your questions if knowing phonics isn’t still a good idea.
We definitely use our whole brain and understanding brain dominance should not make people believe otherwise. Phonics is not only best, it is the only way – because phonics is not a way of teaching someone to read, it is the bones of reading.
I am going to attach the words with velcro so that I will be able to change the words when needed.
Can anyone really believe that a child could identify these words by sounding out the letters? I’d been trying to help him learn to speak and understand the spoken word, but it was slow going. Dolch words consist of the top 220 high frequency sight words that can’t be learned by pictures or phonics. Unisg the icndeblire pweor of the hmuan mnid, aocdcrnig to rseecrah at Cmabrigde Uinervtisy, it dseno’t mttaer in waht oderr the lterets in a wrod are, the olny irpoamtnt tihng is taht the frsit and lsat ltteer be in the rhgit pclae.
It’s a tough call for me to make since it’s accepted that the majority of children are forced to learn to read between the ages of 5 and 7. I was fortunate that instinct led me to give space to each of my children to be able to show me how and when they needed to learn to read.
I hear what you’re saying, Bruce, but I wonder if it’s only backward depending on how you learn to read? In sixth grade I was in the challenged reading group at school while reading the unabridged Count of Monte Cristo at home. This is exactly what we have been going through for the last year or so, and have been so confused.

I love that even though you have been diagnosed with dyslexia, you can see that there is a different learning pattern and timeframe with many children that is not honored in school and could be the answer to some reading challenges.
I would love to see the research concentrate its efforts on the attributes of being right-brained that may contribute to that. I seems to me that most of the words on the list follow the phonics rules exactly… What am I missing, here? Though the brain works together, there are as many ways that the brain works together as there are people. That is the point of this article…some people do well with phonics and others with sight words TO START. I have found that if you see your child continually sounding out phonetically a word over a period of time, something isn’t clicking and more time is needed to mature into reading.
Since there is no decoding mechanism that comes with phonetic reading, they guess at the meaning based on the picture on the page (regardless of how that word is spelled), or they just stop and get frustrated.
The English language has so many issues, that some worlds have to be learned this way, but I feel that it should be the aid to assist phonetic reading and not the focus of how we are teaching children to read. We hope that you enjoy our many free educational materials for kindergarten through high school. For right-brained children, learning to read with sight words means something very different. This high level of visualization ability is what helps a right-brained child learn to read and comprehend what they read. I agree that reading instruction should be based on the learner and while phonics is an important tool when faced with new words, it is a tool not necessarily the basis for all reading instruction. I remember learning sight words, over fifty years ago, in first grade, along with many we were required to sound out.
You can use sight for a few small words but when you get in to the world of advanced vocabulary you can’t memorize it all by sight. I hope your reset will help your daughter ease back into reading at a time and in a manner that works for the way she learns best. You can start with either sight word or phonics as a base, and then add the other in to finish the process. And I strongly believe that it doesn’t matter which starts first, but it should be based on the learning preference of the child.
These readers will more likely learn to read “giraffe” before any of the Dolch words because it can be visualized.
For young left-brained readers, who are part-to-whole learners, it makes a lot of sense to discover that c-a-t makes cat.
Tihs is bucseae the huamn mnid deos not raed ervey ltteer by istlef, but the wrod as a wlohe.
I gave him some resources with Greek and Latin roots after which he excitedly came up to me and declared, “Why didn’t you tell me words were like LEGO!?” His point was that he could see how the individual blocks made the whole creation he made, but he hadn’t seen that words had individual parts that made the whole as well.
Thus, no one considers researching different learning time frames or methods based on learning style. It was also highly reinforcing to discover in translation how so much of their process aligns with brain research and learning style differences. Yet now as an almost four year old he is laboriously sounding out cat over and over, exactly as you describe. Can you recommend a curriculum or program that teaches readers like these through a sight-word approach rather than decoding? By age 11-13 years of age, the brain is supposed to integrate enough to include two-dimensional translations. My desire is that the school system starts to recognize and honor the natural reading process for right-brained children outside the need to label it as dyslexia before the age of 13. Second, within the Dolch word list are often common words that don’t follow phonic rules, such as the, of, was, is, should, one, etc.
And I assure you that you’re using more sight word strategies than you may think if you are a fluent reader. I feel it’s important to start with what makes best sense to each learner, which is often based on their dominant brain processing preference. On the other hand, hearing words spoken to him was confusing, unpredictable, and frustrating.
If he could better understand the written word, would that help him understand what he was hearing of the spoken word?
These strengths?and his readiness based on those strengths?helped him learn to read at age 4.
Thus, it is a huge mistake to begin with Dolch word readers to teach a right-brained child to read by sight words.

Most right-brained children will pick this up in the appropriate stage (11 to 13 years old, or 1 to 2 years after reading fluency), but some may have need of being pointed to the right resource to help with the transition. As the years progressed without fluency occurring, we continued to consistently offer reading opportunities.
As I use my honed observation skills with this emerging reader, he shows me he still has an instinct for sight words. Yet, I feel strongly that those who suddenly come to reading between 8 and 10 after phonics teaching are simply right-brained learners who would have done so anyway if their process had been understood and honored. But maybe some right-brained people are so heavily three-dimensionally focused that this transition doesn’t occur (completely). Utilizing the reading skill acquisition strategies best matched to right-brained learners will help support most of them into joyful learners by the age of 11.
My confusion was in calling simple phonetic words by that name, when they are simple and phonetic. Books with patterned letters that created words were a source of comfort, pleasure, and predictability. It is much better to start with reading nouns, verbs, adjectives, adverbs, and any other words that have pictures. Being that he’s a right-brained learner, he often will sound out each word meticulously if pressed to figure it out. Every word rings true and I am now looking forward to properly supporting my child from now on in a way that actually HELPS her and with confidence.
He has an understanding of each letter sound, bit I’m not sure he could ever put a word together using phonics. That all said, there are some words in the list that are phonetic (which wasn’t my point in this particular post) such as up, and can be translated to pictures (definitely was my point) such as jump. Because I’m a great reader and understand phonetics , I have had so many patients tell me I that I pronounced their name correctly. They can start by reading alphabet books or children’s picture dictionaries or favorite repetitive books. One of those programs was ABeCeDarian, a program using the Phono-Graphix method made to be accessible to parents.
If I do this too often, he will begin to continually sound out each word meticulously, thus, joining the ranks of slow, laborious dyslexic readers who, as the Eides have pointed out, have created their own strange style of reading. Thousands of stories of later readers should prompt more research in this area to better understand and honor different ways and times for learning. The introduction to reading should be based on the learning preference of the child in question.
Typically speaking, based on right-brained children needing to translate to a picture, the Dolch word list is not an ideal place to start unless you sort out those that can be translated, such as the color words, action words, etc.
I bought a new flap book alphabet book and made picture flashcards of the words in the book. These strengths and his readiness based on those strengths helped him learn to read at age 9. Though my 12-year-old falls into the later-than-normal fluent readers, I still have confidence that it will happen for him. Matching was his favorite way to learn, so I helped him learn these words separate from the book. You might find with young right-brained readers (between 5 and 7 years old), they continue to sound out c-a-t each time over months. I take in all factors, such as his birth father (public schooled) learning to read at 13-14 years old, his high energy level and main outdoor interests, his interest in books more slowly established (yet his reading level increasing as his interest naturally increases), his developmental stages being one stage later than average (so 11-13 years would be his norm), his instinct with reading fluency, and his overall intelligence intact.
That’s because they are whole-to-part learners and the part-to-whole understanding that sounds make words doesn’t make reading click for them. Not only is it not using their strength, it’s not honoring their learning time frame for reading acquisition (usually between 8 and 10).
Then I showed him the book containing his flashcard words and had him start reading it with his new knowledge. His eyes lit up as he realized he could learn to read his alphabet books without someone having to read to him.

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