Reading Whisperer Approach

[ReadingWhisperer]

Edited by TeachingMyToddlers: This topic has been split to preserve the original poster's question and to move the posts below,  which is a discussion of a product/method/approach, here to a more appropriate board.

Edited yet again by The Reading Whisperer - to hopefully make the approach clearer  . I write too much, too fast, and the message can get lost

I think I annoyed people by asking that they didnt buy anything that involves putting children infront of a tv or asking them to learn whole words (flashcards) - I pointed out that can (not always of course) actually stop the process- this isnt what reading and spelling is. I want them to be readers for life- to be able to start reading to learn- not to memorise whole words - which is little more than a party trick. They wont even recognise that 'horse' is different to 'house' because they are the same length and shape- which is what youre teaching them to look for. Because they arent reading for meaning they also wont pick up on the difference- for example you could show a picture of a horse with the word house and they wouldnt know the differece. If you watch the 4 year old (who had only had 3 hours of teaching with me over 3 weeks) is decoding and THEN looking at the picture (also watch her face- shes loving working it out independently) 

SOME children learn whatever we do with them! They are the lucky ones- but often if using flashcards they dont also become good at spelling. However I ALSO pointed out that teaching using phonics isnt enough for every child either (Im a Jolly Phonics trainer among others)

If you join the facebook page ReadAustralia you can see free info and links to free resources- including downloadable readers that I get children actually reading within 3 weeks. You can see clips on the ReadAustralia youtube channel- on one you can see progress of a 4 year old in 3 hours of training. Ill be uploading clips of younger children soon as we start Shaping Reading Brains playgroups here next month and will be videoing them incase any parents are interested. All free. This approach is based on the latest education and neuroscience research - we can actually change brains (see brain imaging studies for proof)
Teach phonological awareness first- not print- so that your child can not only read but also understands how to spell- using magnetic letters and cut out letters when this young as not ready to be writing. Its all about speech to begin with- and teaching your child to hear speech sounds in words- beginning, middle end- and THEN how they are represented on paper (we call these Speech Sound Pics- ie pictures of speech sounds)

I also recently posted on another thread- these comments are relevant here also...

Please always watch your child's body language to see what they are really trying to tell you....for example that they arent really interested, they arent comprehending, or its just not developmentally appropriate for that child and their way of processing the information. This does not mean they arent ready to be reading and spelling- far from it! You may just need to rethink your approach and try something different.
I am asking you to expore the idea of STARTING from speech sounds and THEN how they are represented - not the other way around ie by showing her print. Print was created to represent our speech- not the other way around. So start with speech- it will make more sense to her. See video clip at bottom.   

The Shaping Reading Brains approach starts with child and grows with the child. Think of a combination of 'whole languge' (but without a heavy focus on flashcards) and phonics- plus not just what to teach but HOW to teach- and youll start to understand it.

We start from speech- NOT print or phonics - developing oral abilities and verbal intelligence alongside phonological awareness. You are then teaching from what the child can do (not what you want them to be ableto do) and builds up- logically- and alongside their interests, learning styles, concentration span etc. Most of what happens before 3yrs of age with this aproach isnt something you can see as its changing the way in which their brains process the info- to develop what we call the 'reading (and spelling) brain. What happens on average at 3+ (and sometimes earlier) is that you realise how much of the skills required for 'real' reading and spelling that they are understanding- they arent just memorising words- and the  is that they love it and you do it while doing everything else- shopping, playing, singing.....
Its YOU that needs the training so you know what to do - thats appropriate to your child.

Our focus centres around the reason why so many struggle- poor oral abilities and phonological awareness- so we prevent this. Some children will read easily whatever method you use- but too many dont. Rather than do the traditional things- flashcards, phonics, lots of reading to them- and then finding out at 5 and 6 that they arent really 'getting it' - we prevent it. This approach works for ANY child- no matter how their brain works or if they have speech delay, autism, dyslexia etx. It gives them the skills to process sounds in words- to decode and encode- rather than rely on memorising things without understanding them. Its very difficult for a child to memorise whole words and learn to read for comprehension - because we actually dont really read words as whole until fluent- and certainly not if an unfamiliar word. We have to understand how print relates to speech.     

Its not a program or prescribed method- you can learn about his approach for free- you dont have to buy anything. We have DVDs, deliver training to schools, have an Accredited Shaping Brains Reading Coach course etc- but parents wont need all this. You can watch alot on the youtube channel ''ReadAustralia' and get free support on facebook.com/ReadAustralia to get ideas - and start rethinking what you think reading and spelling is.

Have fun!

http://youtu.be/w8sXFKXg1b4

I had to upload to our new youtube channel- sorry the quality isnt the best!

And why I have minus 8 karma points when Im sharing free info- how do they work? Ive taught thousands of pre-school aged children and children with special needs and am sharing this for free- saying you can do it yourself, without buying anything. Why is that bad karma??! 
Ill continue to post though- watch the clips of children aged 2+ at our playgroups starting in June - this isnt someone who deserves bad karma (quite upset about that!)  - and hopefully many will find it useful.


Emma Hartnell-Baker BEd Hons MA Special Educational Needs
The Reading Whisperer- Shaping Reading Brains!       

[Mandabplus3]

@Reading whisperer, there are literally hundreds of people on this forum with children reading who provide very clear evidence that your claim against whole word learning is just unsubstantiated! the proof is clear, read further on the forum.
@natacion 20 days is too early to ask for results from a 2 year old. Your child has seen many many words and is making many many neural connections, you are building a web of knowledge that goes beyond reading too.  Please have faith and continue. 2 and a half is still early! You have nothing to worry about, I started my son at almost 4!  If you want to add more then add in some phonics. Teach your child the sounds the letters make.  (this should keep the reading whisperer happy too    ) use starfall.com or just point out letters as you read print around you. You will also find some alphabet files in the share section. LR teaches letter sounds further down the track in it's phonics sessions which I think at day 20 you have just started on? they are after picture flash.
For LM firstly I also thought my son wasn't getting anything from it, but he did gain some number awareness from it. We got to day 40 before he seemed to get it. He was too old for it at 4 so we switched to rightstart math now. BUT  your child is closer to the age SOOOOO download heaps and heaps of icons from the share file section and do LM in small spurts (between LR sections if need be.) if you want to solidify her small number recognition use something physical and important to her. Like toy dolls, balls.... Just show three and say this is three dolls.  Also count around the house. One plate for you. Two bickies....

[ReadingWhisperer]

I may have misunderstood- does the site sell these products? I had seen a link on my google alerts and thought it was for parents wanting to teach their children to read and spell early. As Im an early childhood specialist- and former government inspector of early years education- with 20 years working with children who have been failed by parents and teachers pressuming to know whats best for them, I spend a fair bit of my time trying to change this- eg by posting on forums.

The research is clear - and every single government report is also clear. It also just makes plain sense. Yes, there are a few children (less than 5%) who will read easily (lucky them) but Im speaking out for the rest. At least 20 - 30% of all children- in any area- will really struggle due to phonemic awareness difficulties- and being told to learn words as flashcards is highly detrimental. The ONLY way they can read and spell is by using this approach- but often they are then 7 older and completely disillusioned. We prefer that every child learn- and so teach using the approach that will help every child- even (especially) if English is a second language.

But if this is a forum where people are selling something this will fall on deaf ears. Im speaking out for children though. We know too much now - brain imaging studies show us what is needed to change brains to become 'reading brains'. Why wait til they are struggling to use this approach? You can start as soon as they are talking. If a child is talking I know I can teach them to read and spell!

The problem when people start with print is that they also dont help children to become good at spelling. For example when they try to work out an unfamiliar word with the 's' sound in it they may not realise there are 8 pictures that represent this speech sound - and think its just 's'. 'Phonics' starts with print- we start with developing phonological awareness - and then phonics makes sense.

This clip may show you why this approach makes sense to children- and gets them reading and spelling really quickly and easily. But if parents are determined to use flashcards and ignore this then thats their choice of course- but do you want whats best for your child- or to be 'right'.
<a href="http://www.youtube.com/v/xX0BWBBaTdE&rel=1" target="_blank">http://www.youtube.com/v/xX0BWBBaTdE&rel=1</a>

This approach changes brains. Having difficulties with reading and spelling can happen with any child- regardless of intelligence, parental involvement etc. The early intervention approach we use prevents ANY child from having difficulties as it changes the way in which the brain processes sounds in words. It modifies brain networks. The brain imaging results we have now seen indicate how powerful this is - even in just a few weeks. We have seen images that show the brain activity (lit-up areas) of a 10 year-old boy while he completes a task that requires the ability to identify the sounds of words. His reading level equaled that of an eight-year-old child. Other images show his brain activity while he completes the same task after receiving eight weeks of training. Phonemic awareness training and systematic phonics instruction are vital if we are to quickly
make progress with struggling students. Using flashcards and teaching children to memorise doesnt do this- and the brain can only retain a certain number anyway. So you can seem to have progress- they can memorise thousands- but then struggle. Their brains cant then work out how to read or spell more and more words- and usually we see this at the end of year 1- as they havent the skills- theyve been relying on memory.
As you can see on the attached images his (the student given the training) reading level increased by three years and the images indicate that his brain activity changed as well.

So parents should decide on whether they are going to look at the research regarding the brain and what is needed for great reading and spelling- or listen to people selling their product. With this approach you dont need to buy anything- just learn what to do! And I gave you links to do most of that for free earlier. I do get children aged 2 (if speaking) reading and spelling- not memorising- actually reading and spelling words including ones they have never seen before. This means that before they start school they can be not only reading for pleasure but actually spelling brilliantly- using the keyboard if not developmentally ready to write with a pencil (if not drawing bodies, just heads with arms sticking out, they arent ready) 

Just open your minds and dont listen to individuals who say 'my child learnt to read like this' This approach will enable every child to read - and prevents reading difficulties such as dyslexia. Its powerful. And you can do it, as parents, without buying anything!

Thanks for at least considering this?

Emma
 

 

[ReadingWhisperer]

ps and the reason we use the terms 'speech sounds' and 'speech sound pics' with young children is because we make it simple and visual. Letters dont make sounds- if I had a dollar for every teacher who said 'what sound does this letter make' Id be rich- and still want to shake them. Letters dont make sounds! And teaching letters is confusing- you need to help children understand speech sounds- and how we represent these on paper. So when they see 'shop' they will know this is 3 speech sounds when spoken- and 3 speech sound pics when written! sh/o/p.
So when looking at words they need to see these words according to how they are created - and why. We use bolded text or coloured text so easier for them to identifiy them- and know how to read them- when first learning.
This will also hopefully be useful- the last clip (I think!) whos why knowing how to read a word is important- I give the word reindeer and reinforce- both starting with rein...but read differently.
<a href="http://www.youtube.com/v/wAuKM3mQP8M&rel=1" target="_blank">http://www.youtube.com/v/wAuKM3mQP8M&rel=1</a>

[baz]

Hi ReadingWhisperer,

Your menthod is impressive indeed. Definitely something worth considering.
Can you clarify;
You said that for your approach parents dont need to buy anything, but in your website http://www.readaustralia.com/sound-pics-training.htm the sound pic DVD costs AUD97.00. The Reading Tutors coach fees is AUD975 !
Thanks!

[Tanikit]

ReadingWhisperer this is a site for people teaching young children and babies how to read. Almost every child who started on this site while during the beta testing now has a 4 or 5 year old (Little Reader the programme began in 2008 I believe) who is reading at an advanced level regardless what method or methods were used to teach them. With very young children and babies in particular it is usually advisable to start with some whole/sight word reading - the idea being that the young children will learn the phonics by themselves - this seems to work for some babies and others in later toddlerhood do need the phonics instruction you speak about, however the sight word reading never does hold them back and in fact seems to promote early fluent reading. I know this because both my sister and I were taught using sight words initially and then phonics as 2 and 3/4 year old children and I have taught my first child to read using these methods (She's 4.5 years old now and reading at a 4th grade level or above) and my second child is well on her way to reading though she is only 15 months old at the moment.

I will not argue about government reports - I do however know that children taught to read early in general do outperform those that learn later and I am of the belief that teaching babies to read is different to teaching older children simply because of how they are learning language at that age - the same way that teaching a baby to speak results in them speaking the language as a first language whereas teaching an older child results in second language learning and there are great differences between the two and even between the parts of the brain that process the language.

In general on this site most people seem to believe that both phonics and whole language/sight words should be used to teach reading or at least that one should lead to the other and vice versa.

To me your argument regarding "reindeer" and "reinforce" relates less to knowing the origins of the word and thereby figuring out how to read them. These words will be more easily read in context with knowledge of spoken language and comprehension. Having heard the word in use one will be able to pronounce it - if you need so much knowledge as to the words roots then you would surely also have aquired knowledge as to its meaning and pronounciation BEFORE you learnt its roots and would therefore be able to read it before you acquired all this knowledge (else we would all need to be linquists before we could read well and that isn't true).

Based on what I have read of people's successes and failures with early reading and in particular with teaching babies and toddlers to read, I believe the following to be true:

1. All normal children can learn to read as young children/toddlers/babies.
2. They learn to read REGARDLESS of the method used (sight words/phonics, red writing/black writing, capitals/small letters first, signs or stories first, DVDs/computer programmes/books/flashcards/even cereal boxes and so on) PROVIDED that teaching is consistent and provided that a good environment full of the written word is available to them preferably at all time.
3. Phonics and in particular blending can be taught to all normal children as young as toddlerhood PROVIDED that it is done in a fun manner, sessions are short and testing is not done - ie blending is best taught by continuosly blending for the child rather than requesting that the child blend for you - this constant testing of blending is usually the way blending is taught and causes many many problems for many parents and teachers and then they say the child is not developmentally ready to blend which is not true - they perhaps have just not heard how it is done often enough to be expected to do it themselves.
4. Sight words are less problematic than they are made out to be. Many programmes incorporate both and fluent reading relies on the ability to sight read most words to achieve speed. Provided a child CAN also sound out a word when stuck it will not matter if they know some/many by sight. Other ways of working out a word including using contextual clues (not necessarily picture clues though they can also be used in very early reading) and understanding of the grammar of a language - using all these methods together is naturally the BEST way to read and will result in the most accuracy since all clues to what the word is MUST line up - you are getting a triple or quadruple check on whether the word you are reading is the right word.

I am not trying to sell anything. I do want what is best for my child, but right now at 4.5 years old what my child needs is to be able to keep reading and enjoy it as much as she has been doing and she needs books that are appropriate for her age and her reading level and these are not so easy to find. If we are going to teach our children to read and spell early then how are we going to persuade writers to write books that address this market of well-above-grade-level reading 4 year olds?

[ReadingWhisperer]

Hi- the facebook page is where parents go for free info and support- or the youtube channel - we do sell products as we couldnt afford to operate otherwise! And yes, training involves hundreds of hours of our time - of course we charge. But parents dont need to become qualified. I wasnt posting this for teachers or those wanting to tutor- but for parents.

<a href="http://www.youtube.com/v/dLjrrvKMcvs&rel=1" target="_blank">http://www.youtube.com/v/dLjrrvKMcvs&rel=1</a>
 
If this is a site for people teaching children and babies how to read then why argue with my suggestions about finding out the best way for ANY child. 

"it is usually advisable to start with some whole/sight word reading - the idea being that the young children will learn the phonics by themselves"

This is completely inaccurate. Children cannot learn 'phonics' by themselves. And teaching a word as a whole completely contradicts that - it deliberately prevents the child from learning about our alphabetic code.
 
And the following are all incorrect. (normal children? so the HUGE percentage with poor phonological awareness- that has nothing to do with intelligence- how do you explain this group?)

1. All normal children can learn to read as young children/toddlers/babies.
2. They learn to read REGARDLESS of the method used (sight words/phonics, red writing/black writing, capitals/small letters first, signs or stories first, DVDs/computer programmes/books/flashcards/even cereal boxes and so on) PROVIDED that teaching is consistent and provided that a good environment full of the written word is available to them preferably at all time.
3. Phonics and in particular blending can be taught to all normal children as young as toddlerhood PROVIDED that it is done in a fun manner, sessions are short and testing is not done - ie blending is best taught by continuosly blending for the child rather than requesting that the child blend for you - this constant testing of blending is usually the way blending is taught and causes many many problems for many parents and teachers and then they say the child is not developmentally ready to blend which is not true - they perhaps have just not heard how it is done often enough to be expected to do it themselves.
4. Sight words are less problematic than they are made out to be. Many programmes incorporate both and fluent reading relies on the ability to sight read most words to achieve speed. Provided a child CAN also sound out a word when stuck it will not matter if they know some/many by sight. Other ways of working out a word including using contextual clues (not necessarily picture clues though they can also be used in very early reading) and understanding of the grammar of a language - using all these methods together is naturally the BEST way to read and will result in the most accuracy since all clues to what the word is MUST line up - you are getting a triple or quadruple check on whether the word you are reading is the right word.


This is all incorrect. Actually wrong. Youve been sucked into myths about reading- and I understand that you are only trying to do whats best for your children. If you had been faced with teaching groups - more than your own - youd understand why Im so passionate about this. I led 2 centres for children aged 6 weeks to 5 years and taught hundreds. The aim of this was not to create mini Eninsteins but because we know the effect finding reading and spelling difficult has on children. One of my main concerns with what you are trying to teach here is that it masks difficulties- because most children can memorise a lot of words- and seen to be 'reading' - but they arent- and the brain then gets stuck. By then the brain has failed to learn what it needs, in order to become a reader (and to spell)  These kids are often really intelligent- and its why they were also able to retain so many whole words to memory. Ask children to read unfamliar words - they need the skills in order to do it - same with spelling- or you are limiting how far they can go. There is only one way to teach ANY child- and this does NOT involve promoting memorisation of whole words. As you will see on our clips we do give them some 'tricky' words to start decoding and encoding sentences before they have started learning about these words- eg I, was, the - but the focus is not these words- its decoding and encoding the others. We however want them understand why we read early- and get them reading decodable books early.  There are also now decodable readers to use with no tricky words- to start off with. See image below.

If out in the street yes be engaged- but dont look at words- look at sound pics first- and then how they fit into the word. 'street' - highlight s/t/r/ee/t - 5 speech sounds and 5 sound pics. THEN blend them into the whole word. It also of course helps toddlers understand that we start on the left.   

Please speak to reading scientists and those involved in early intervention etc. And understand that phonological awareness is NOT phonics. I
wasnt talking about phonics- I was talking about starting from SPEECH (not print) to develop phonological awareness because it is then more logical for children to understand how and why we represent this speech on paper ie print.
You talk of whole word reading and phonics - this wasnt my argument- and, with respect, ignores scientific knowledge of how the brain processes information relating to speech sounds and print. The 'reading brain'.

Children can comprehend text and therefore work out meaning if they dont first learn to read (and spell! - the two should go hand in hand). If you dont teach them about our alphabetic code how can they then break a word down if they dont recognise it? Why wouldnt you just give all children the skills we all need as readers and spellers- from day 1?

But this is your site and you are promoting the whole language approach- with a bit of phonics thrown in if people really want it. (?!)

All I ask is that you look at the latest reading research and especially regarding neuroscience. Would it hurt for your parents to be able to follow the facebook and youtube channels - which are free? Thats all I posted for them to know about. There are many people in the world giving out incorrect information- however well meaning- its why the Your Baby Can Read program is under investigation for false advertising- we know too much now. And parents deserve to know it too.

Speak with your babies and toddlers - help them understand our spoken language. A huge number need help hearing the first, middle, last speech sounds and to be able to blend them into words. This is NOT phonics. This is nothing to do with print. But when children understand more about our spoken language it is far easier to then teach them phonics and how we use the alphabetic code to represent it. When children can hear the 'sss' sound in spoken words and then we show them a sound pic 's' and introduce it is one of the pics that represents that speech sound it makes sense to them. We have Speech Sound Clouds for every single sound pic in the English language- they can have these on walls- and as they discover new words with the 'ssss' speech sound for example they look at the cloud and add another picture. So they could have had 'rice' for dinner and suddently shouted out 'risssss' because they hear the 'sss' sound! You can then show them that ce is another of the sound pics for the 'ssss' sound. Children can discover the code- with you (they wont alone) and it not only helps them understand print - but how to spell.
Parents can download these Speech Sound Clouds for free on Friday - there will be a link on the facebook page. We are also getting a range of decodable readers available - however they can use the SPELD SA ones that are also free - and follow a specific order of teaching sound pics. If you watch the clip from youtube posted above youll see this 4 year old is already understanding how to read words- by looking at the sound pics and then blending. NOT memorising or guessing. Also spelling using these 6 sound pics. You can also see how much they love it!!!

There are only around 55 words in the English language that cant be de-coded- they are the ones we would teach as sight words (yacht etc) we would rather teach children how to actually decode and encode the others. 

I wish you all the very best for your children and am happy to share useful free info, resources and tips parents could use - but I dont want to have an argument about whole words. Its been going on for decades and now we know too much. We need to move on- and be excited that we do now know how to help every child read and spell early.

Speech Sounds leading to understanding and recognising Speech Sound Pics - is easy - parents can do it for free - and its FUN. It also goes alongside their natural development- parents wont post asking why their child doesnt seem interested yet, or to be taking it in.

Emma Hartnell-Baker BEd Hons MA Special Educational Needs
Shaping Reading Brains     

[mum2tiger]

I am with Seastar. This argument can go on forever 

Anyways, since I am not expert on early reading, I am just going to share my experience with Natacion.

We started LR and LM when Lil Tiger was 9 months old. Initially it was "Woohoo! SO fun". Then a few months down the line, he found mobility and our daily lessons were erratic to say the least.

At about one year, he found his bossy voice and started to decline lessons with an affirmative "NO!" to Little Reader but "YES" to Little Math. So, after a year of Little reader and Little Math, we are still at lesson 70 perhaps? 

It's even worse with physical cards. He detest Doman style wordings (red words on plain cards) but enjoys pictures/words ones.

Now that he is almost 2, he has been asking for LR every night but not LM. He wasn't very interested in reading picture books until recently.
So, we are making progress, finally. I'm not that fussy about making an early reader but I would like him to enjoy learning. So, we do a lot of other activities like reading with puppets (LOVE), singing, phonics play and stuff. I rarely test him but I know he reads simple words, mostly nouns like cat, bag, red, etc.

He knows all his alphabets (upper & lower) and his phonics without any specific teaching, simply because he loves them. Also, he counts everything simply because he loves to count. Now, he ask for book reading nightly :0  So, my point is instill the love of learning first and the reading will come. Don't give up even though they may seem distant at first. Give them your trust and time.

[Mandabplus3]

seastar...that truely is the best advise I have ever given anyone   I thank you for reminding me of it again and I think we should actively post it in every single thread until it is a forum mantra! Focus on imput, rather than output. It applies so well in this case. We need to focus carefully on filling their brains with quality information and not focus on getting results.
 
mumtotiger "give them your trust and time" that is just beautiful. my heart melted.
 
to all (including reading whisperer) just because the makers of a product are not "into" early learning or whole word reading doesnt mean that their products are not useful to us. People develop opinions based on personal experience, People develop passions based on those opinions. Its fine for us all to have differing opinions.    The reading whisperer has given us a link to another phonics based (or phonemic awareness to be specific) resourse which I am sure will be useful to many parents. I have seen it before (popped up in my research) and it does contain some useful info on advanced phonics and letter combinations as well as some support for mums feeling a bit lost on where to go next. Many of the products we use are not made for 2 year olds, at least this one is child friendly Thankyou for the links even if we dont agree with the phylosophy entirely, it will be useful to some here.

[Korrale4kq]

Reading Whisperer,
 I fear you were mistaken about these forums. This isn't a forum placed here to sell any program. There are many advocates for Little Reader and Little Math. But you will also find just as many advocates who love using systematic phonics programs like Jolly phonics. Preschool Prep and Hooked on Phonics, Leapfrog and Monkisee  dvds and the Your baby can read series are very well received as well.   Daddudes Readingbear.org and flesch cards are also free successful programs.
There are many marketers and sellers of other products that technically compete with LR and LM that are active in this forum and have their representative status declared. Maybe it is something that could do so that you can spread the word about your program.

I do not use LR or LM because neither are within our budget. However I love coming to these forums to hear about all the amazing advice from the parents here who are believers of early learning. I have not been able to find another place like this.

[ReadingWhisperer]

Hi - thanks for clarifying about the site- I thought from initial response that it was supporting whole language. We've moved along massively since the old wars of 'whole word' versus phonics' because phonics is only one part of a successful program. Even synthetic phonics programs have limitations (I wont bore you with them here!)

Every gov reports recommends the same- because they have done the job at looking at what people are doing and what works for the greatest number of children. The s are starting early- which you are all doing (great) phonics taught systematically and directly and phonological awareness.

As you can see the main starting focus for Shaping Reading Brains is phonological awareness which is not phonics- its not print. The things people here are saying children struggle with is because of this aspect. They have often started with print- instead of speech sounds.

I am an early years specialist and so my focus (in this respect) is on developing speech, language, communication and confidence. For ALL children to thrive you should focus on speech and language first - the print is just a representation. If they understand speech sounds and can indentify them in spoken words- beginning, middle, end- blend, segment etc then learning to read and spell is easy because it is a natural progression. I teach them while they are playing - without even getting out a book (although of course sharing stories is a huge part of my teaching- as well as songs etc) I am helping them to develop speech - pronounce words correctly- as this is the basis for WHY we have our written text. Youll see me 'working' with children as they are building sandcastles with me!

I see so many parents trying to do what they think is right- and yet their children tell them otherwise! They turn their heads, try to get away- nomatter how much fun you try to make it! Children dont do that in our playgroups - they are too busy having fun. Our focus is on the individuals- and in helping them reach their potential. No program will do that- and should be used as a resource. I am an Accredited Jolly Phonics trainers as well as a qualified trainer of a wide range of other programs. Why? To get the best from each- and use this with each child. Also to actually use each with children and see where the gaps are (and learn from the strengths)

So this post wasnt about whole language or phonics- far from it- I was trying to offer help and advice to the person posting this about their 2.5 year old. My favourite age to start reading and spelling! Ill be upoading videos of our 2 and 3 years olds from next month at the Shaping Reading Brains playgroups- anyone can watch for free. I upload them to show that there is no set way we could possibly approach this for every child- but you can see what helps the most, the quickest.

I have also just uploaded a clip this afternoon- which some may find useful- it is of a 4 year old. Within around 3 hours (over 3 weeks) she was understanding what reading and spelling is- and we didnt use a pencil or sight words at all. Watch the last part- this is the bit parents should focus on in the early years- the children hearing the speech sounds, blending etc. I hadnt gone on to digraphs with this group - however when I asked them to spell 'fish' they could. They knew there were 3 speech sounds- and they would have known to put 3 lines ready to position the 3 sound pics. They would already know to spell the last one 'sh' even if they hadnt seen that sound pic yet. If they were to be given the work 'fish' first it wouldnt make sense. They would have to learn it as a whole word - or they couldnt learn it at all. This is what I mean when I say start with speech. Then they understand why words are spelt as they are- even within 3 weeks!- and how to read words. These children gained so many more reading and spelling skills in that short period of time because I was teaching phonological awareness and THEN phonics. As you can see in the first session there wasnt a letter or sound pics in sight. This is why this is recommended- and can you see those faces? They love it. THATS my measure of success- not just that they will not fail at school now, regardless of whether the teacher understands the best ways to teach them.

<a href="http://www.youtube.com/v/pVTHEePs9S0&rel=1" target="_blank">http://www.youtube.com/v/pVTHEePs9S0&rel=1</a>

And we can now measure brain activity and see what works - and those who have this data will very much advise parents to be careful teaching flashcards as a way to teach reading. I know many wont want to hear this but its time we move on and focus on what really does work. There are now some large scale studies being undertaken - really exciting. In the meantime Ive taught thousands of children to read before they start school-many who came to me speaking no English- many with Austism etc.

As I said, the links I gave were free resources- parents should watch, try things with their children that seem logical - and that the children seem to respond to. But listen to your child - to what they are telling you- even if not speaking confidently. This approach - as shown on the clip- has children LOVING to learn. I was willing to be filmed in a classroom with no a/c on a 90c day just to show parents that!!

Phonics is only a part of the learning journey- and possibly not even the most important. Certainly not our starting point as you can see here.

And thank you for allowing me to post my thoughts.

Em

     

[Tanikit]

If this is a site for people teaching children and babies how to read then why argue with my suggestions about finding out the best way for ANY child. 

"it is usually advisable to start with some whole/sight word reading - the idea being that the young children will learn the phonics by themselves"

This is completely inaccurate. Children cannot learn 'phonics' by themselves. And teaching a word as a whole completely contradicts that - it deliberately prevents the child from learning about our alphabetic code.
 
And the following are all incorrect. (normal children? so the HUGE percentage with poor phonological awareness- that has nothing to do with intelligence- how do you explain this group?)

1. All normal children can learn to read as young children/toddlers/babies.
2. They learn to read REGARDLESS of the method used (sight words/phonics, red writing/black writing, capitals/small letters first, signs or stories first, DVDs/computer programmes/books/flashcards/even cereal boxes and so on) PROVIDED that teaching is consistent and provided that a good environment full of the written word is available to them preferably at all time.
3. Phonics and in particular blending can be taught to all normal children as young as toddlerhood PROVIDED that it is done in a fun manner, sessions are short and testing is not done - ie blending is best taught by continuosly blending for the child rather than requesting that the child blend for you - this constant testing of blending is usually the way blending is taught and causes many many problems for many parents and teachers and then they say the child is not developmentally ready to blend which is not true - they perhaps have just not heard how it is done often enough to be expected to do it themselves.
4. Sight words are less problematic than they are made out to be. Many programmes incorporate both and fluent reading relies on the ability to sight read most words to achieve speed. Provided a child CAN also sound out a word when stuck it will not matter if they know some/many by sight. Other ways of working out a word including using contextual clues (not necessarily picture clues though they can also be used in very early reading) and understanding of the grammar of a language - using all these methods together is naturally the BEST way to read and will result in the most accuracy since all clues to what the word is MUST line up - you are getting a triple or quadruple check on whether the word you are reading is the right word.


This is all incorrect. Actually wrong. Youve been sucked into myths about reading- and I understand that you are only trying to do whats best for your children. If you had been faced with teaching groups - more than your own - youd understand why Im so passionate about this. I led 2 centres for children aged 6 weeks to 5 years and taught hundreds. The aim of this was not to create mini Eninsteins but because we know the effect finding reading and spelling difficult has on children. One of my main concerns with what you are trying to teach here is that it masks difficulties- because most children can memorise a lot of words- and seen to be 'reading' - but they arent- and the brain then gets stuck. By then the brain has failed to learn what it needs, in order to become a reader (and to spell)  These kids are often really intelligent- and its why they were also able to retain so many whole words to memory. Ask children to read unfamliar words - they need the skills in order to do it - same with spelling- or you are limiting how far they can go. There is only one way to teach ANY child- and this does NOT involve promoting memorisation of whole words. As you will see on our clips we do give them some 'tricky' words to start decoding and encoding sentences before they have started learning about these words- eg I, was, the - but the focus is not these words- its decoding and encoding the others. We however want them understand why we read early- and get them reading decodable books early.  There are also now decodable readers to use with no tricky words- to start off with. See image below.

If out in the street yes be engaged- but dont look at words- look at sound pics first- and then how they fit into the word. 'street' - highlight s/t/r/ee/t - 5 speech sounds and 5 sound pics. THEN blend them into the whole word. It also of course helps toddlers understand that we start on the left.   

Please speak to reading scientists and those involved in early intervention etc. And understand that phonological awareness is NOT phonics. I
wasnt talking about phonics- I was talking about starting from SPEECH (not print) to develop phonological awareness because it is then more logical for children to understand how and why we represent this speech on paper ie print.
You talk of whole word reading and phonics - this wasnt my argument- and, with respect, ignores scientific knowledge of how the brain processes information relating to speech sounds and print. The 'reading brain'.

Children can comprehend text and therefore work out meaning if they dont first learn to read (and spell! - the two should go hand in hand). If you dont teach them about our alphabetic code how can they then break a word down if they dont recognise it? Why wouldnt you just give all children the skills we all need as readers and spellers- from day 1?

But this is your site and you are promoting the whole language approach- with a bit of phonics thrown in if people really want it. (?!)

All I ask is that you look at the latest reading research and especially regarding neuroscience. Would it hurt for your parents to be able to follow the facebook and youtube channels - which are free? Thats all I posted for them to know about. There are many people in the world giving out incorrect information- however well meaning- its why the Your Baby Can Read program is under investigation for false advertising- we know too much now. And parents deserve to know it too.

Speak with your babies and toddlers - help them understand our spoken language. A huge number need help hearing the first, middle, last speech sounds and to be able to blend them into words. This is NOT phonics. This is nothing to do with print. But when children understand more about our spoken language it is far easier to then teach them phonics and how we use the alphabetic code to represent it. When children can hear the 'sss' sound in spoken words and then we show them a sound pic 's' and introduce it is one of the pics that represents that speech sound it makes sense to them. We have Speech Sound Clouds for every single sound pic in the English language- they can have these on walls- and as they discover new words with the 'ssss' speech sound for example they look at the cloud and add another picture. So they could have had 'rice' for dinner and suddently shouted out 'risssss' because they hear the 'sss' sound! You can then show them that ce is another of the sound pics for the 'ssss' sound. Children can discover the code- with you (they wont alone) and it not only helps them understand print - but how to spell.
Parents can download these Speech Sound Clouds for free on Friday - there will be a link on the facebook page. We are also getting a range of decodable readers available - however they can use the SPELD SA ones that are also free - and follow a specific order of teaching sound pics. If you watch the clip from youtube posted above youll see this 4 year old is already understanding how to read words- by looking at the sound pics and then blending. NOT memorising or guessing. Also spelling using these 6 sound pics. You can also see how much they love it!!!

There are only around 55 words in the English language that cant be de-coded- they are the ones we would teach as sight words (yacht etc) we would rather teach children how to actually decode and encode the others. 

I wish you all the very best for your children and am happy to share useful free info, resources and tips parents could use - but I dont want to have an argument about whole words. Its been going on for decades and now we know too much. We need to move on- and be excited that we do now know how to help every child read and spell early.

Speech Sounds leading to understanding and recognising Speech Sound Pics - is easy - parents can do it for free - and its FUN. It also goes alongside their natural development- parents wont post asking why their child doesnt seem interested yet, or to be taking it in.

Emma Hartnell-Baker BEd Hons MA Special Educational Needs
Shaping Reading Brains     

Firstly, welcome to the site - I find a lot of what you have written very interesting and agree with a lot of what you have written though I actually disagree more with what you disagree with - as in I think that you say things are wrong that are not wrong, but that does not take away from the things you say that are accurate and worth noting. I have read all you have written (while my 15 month old and 4.5 year old were interrupting my reading so excuse me if I did not take it all in properly) and found it interesting and with merit.

I agree that children need phonological awareness and much of this is what I did teach my own child as I taught her to read which may explain why she is reading well and also why she learnt to blend so early - as she was able to hear the sounds and put them together. I also know that many children battle with blending and my belief (which may be wrong) has been that they have not heard it done often enough - for my own daughter I simply blended orally for her for a fwe months before she was able to do it herself.

I do DISAGREE that one method will be the best for every child. This is why there are so many sites that sell so many products and that claim that their's is the best - the fact of the matter is that children learn in many different ways and what suits one may not suit another - also what causes problems in one child (or uncovers problems) may not do so in another. There is no one programme that will serve 100% of children - and yes I seem to be disagreeing with myself here since I said that children learn regardless of the method used - however this was the results of s tudy that Doman did on his own. I fully accept that children may have learning difficulties or problems - I have even heard of children who have brain damage of the particular area of the brain that recognises and processes symbols and not only could that child never learn to read or learn the alphabet that child could probably also not recognise other symbols not related to reading. It happens - people are unique.

Children do seem able to intuit phonics rules by themselves - there are endless quotes on numerous (usually homeschooling boards) of parents having taken their children through half of a phonics programme and finding their children knowing how to read words for which the rule and sound was not taught nor were sight words of this word taught - partly contextual perhaps, but they seem to be able to use that knowledge later to read more similar rules without having been taught (eg having never been taught the -or sound my own daughter can read torn, born, horn, corn - and she can read word too which does not follow that rule) Personally I believe that children should have some phonics instruction however to cement things and also to make reading new words more.

Teaching words as wholes does NOT prevent a child from cracking the alphabetic code. Some may struggle more with it however than others. In fact very often it gives them something to cement the code to - if I know bat then I can read sat, hat, fat. If I know Sam then I know that sat and silly and start all start with the same sound. This probably would need a lot of teaching to improve.

Your discussions on phonological awareness do interest me. I understand that there are many children who cannot hear these sounds and it is something I do not understand and would love to discover more about. I did work with my daughter on this automatically and even with my 15 month old we already stress phonological awareness but for me that is a natural progression in language development which many children are clearly not getting - WHY? What is it that I automatically did with my children that is not being done with these children who battle? Or is it some other issue? My daughter could tell me the starting letter of a word aroudn 2 years of age and the ending letter around 2.5. We read endless rhyming stories to her, pronounced words clearly, but I am not sure if this had anything to do with it or not. Maybe you could share what develops phonological awareness in very small children.

I am also not going to have a whole word - phonics debate -- I believe each has its merits and its demerits and also that each has its place. Again I say: No method will help every single child simply as every single child is an individual and there are many factors involved. Also not every teacher will be able to teach every single child EVEN if they use a different method with every single child and the best method for that child - again because the teacher is an individual and there are factors other than method/curriculum and child intelligence that play a role.

[ReadingWhisperer]

Probably my fault for writing so much.

There is no whole word/ phonics debate- anyone who debates the two doesnt understand reading and spelling and how the brain processes information. What we are doing is looking at the differences between children who are poor readers compared to those who are great readers- and at what specific training has on the brains of children who have struggled.

I am coming at this from the perspective of research as well as having had to teach the most difficult- ESl, special needs etc.

If you read my post carefully- although I will understand it if you dont- rather lengthy- you will see that I most certainly have NOT advocated for a method or program- and have been clear (or so I thought) that this couldnt possibly work. Its why- even though I am an accredited Jolly Phonics trainer (and of others) I actually dont train the 'program' - I train in the science of reading and spelling - and how to use these programs as a resource. For example Jolly Phonics is a synthetic phonics based program - we need more than synthetic phonics to help EVERY child read and spell. Note that I am saying EVERY child. I spend my life speaking out for the children who do not have good 'reading' brains- usually poor phonological awareness- and that we should teach in ways that meet their needs. And as much as you might prefer to follow what (supposedly) 'works' for your own children or friends of children- I need to look at meeting the needs of whole classes- thousands!
So we must ignore all the programs being sold- and look at the methodology behind them. The principles of what does actually 'work' are consistent according to research - but we then need to also work out 'how'. Thats why the press called me the Reading Whisperer- because i not only understand the underlying principles but how to impart that to every child - no-matter how old. I work with 17 year olds who have been excluded from school for stabbing other kids! So I have to be really creative- I dont just teach gorgeous 2 year old sponges:-)

Children often find blending difficult and this is a massive part of our approach (not program or method- approach)

And when I said that there were point that were wrong- inaccurate- Im going on research into reading science - and especially now we know so much about how the brain works.

So forget a method or approach- focus on what works. And if you want the highest number of children reading and spelling with confidence then basing this around flashcards is NOT what we should be choosing. It might be fun for many- many might appear to be 'reading' - but anyone who has studied this - researched this- will tell you that there are better ways. And this means focusing on speech to start with. Its also far more beneficial developmentally. The ability to speak and properly use language has a significant effect on a child's behaviour as well as social and academic skills- and this 'approach' (not a program - not does it have lesson plans etc!) centres around speech.

I just think that if we know what helps the highest number of children be reading and spelling before school- with confidence- why would any parent risk not giving their child this?
I was appointed by the Uk government to inspect the quality of early years education for a reason- I was able to provide this myself. Im not talking about teaching my own child- or the neighbours- but thousands of children. Not only would they enter school reading and spelling but would be, on average, 18 months more advanced in everything- because my approach to teaching increases confidence and is child centred.

As a parent you need to keep looking at the research - or even just read government reports. And please just remember that the reason I do this- and speak out (even when people give me bad karma points ?- why?) is because I work with children who cant read and spell. They struggle because they werent taught in ways that work for them. Many have really committed loving parents- most of these children are really intelligent! But the focus wasnt on phonological awareness- it wasnt on speech FIRST.
<a href="http://www.youtube.com/v/4U09wZpWZvY&rel=1" target="_blank">http://www.youtube.com/v/4U09wZpWZvY&rel=1</a>

So even if you think that flashcards 'work' - and that it your child wont experience difficulties - just consider - what if this annoying woman (smile)
who writes all this is right? What if she is right that whole language should be binned- and that phonics isnt enough? And remember that you are only going on what you see when you watch your child- you cant see what is actually happening in their brains.

Speech first. Not phonics (print)

<a href="http://www.youtube.com/v/jj2rBxKRZSc&rel=1" target="_blank">http://www.youtube.com/v/jj2rBxKRZSc&rel=1</a>

Thank you

Emma
   

[Tanikit]

Speech usually is first - by convention and simply because most people speak to their children and wait for them to start speaking before addressing print (whole words/phonics) so I presume you mean more than just speech - again what is it that you mean exactly (I am interested and would also like to do this with my fifteen month old who is only beginning to speak and is actually saying most words as just their first consonant) Also a 17 year old who has stabbed other children has endless years of speech behind him but is lacking something else regarding speech if he cannot read - what is it?

And for those of us using whole words to increase vocabulary (and speech)  are we supposed to be breaking the word into its parts to teach blending from babyhood? What is your advice for people teaching babies speech and print - I have a feeling (I could be wrong) that you are wanting a child to Hear first, then Speak, then associate letters with heard sounds and finally read??? Just trying to clarify your method without having a clue.

[Korrale4kq]

For us speech came a long time after I started teaching my son to read. I beleife his speechonly took off after he was able to read some. Speech also came several years after teaching two boys with apraxia to read. From an anecdotal standpoint I don't believe speech is essential,mespecially if you are working with children on the spectrum.

Reading Whisperer, I would really love to see information about the research that you state. My interest is piqued. Do you have links. Or is any of it accessible on jstor?

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