Reading Whisperer Approach

[ReadingWhisperer]

Reading whisperer, you just keep contradicting yourself!
First children cant learn to read using whole words, then some of them can learn to read using whatever method.
First it's only reading if they are developmentally ready and therefor understand what the word means then suddenly yes they can read a word if they can sound it out but don't know what it means. My own son didn't know what a pin was, but he can sound it out! Obviously he can't read! 
Flash cards don't teach reading but  it's reading if they memorize sight words using whole word flashcards.
Babies can't read whole words using different fonts but the baby in the video is clearly reading dads handwriting which is variable. But next sentence the can memorize word shapes.
Babies don't know what the words mean but are memorizing and action! Oh that's just baloney! Walk up to these kids and ask them to touch their toes without the word card! Of course they can.
My kids ALL had a cross pattern run at 1 year old and ran happily by 9 months, surely with all your years in childcare centers you saw kids running at that age! My kids werent the only ones doing it at that age. Yes they DO learn to run by encouraging movement when young. Just like they learn to catch a ball through practice and ride a bike through practice and crawl through tummy time!
You spend half of every post telling us we are all wrong, then the next half telling us it will work for most of our kids.
You have knowledge and skills but you obviously don't know everything. Please stick to discussing what you are good at and don't bother telling us we are wrong. Your negative Karma points are coming from your inability to provide useful information without trying to prove us wrong. You say you don't want to be here doing a whole words debate..well stop debating it and provide some more useful tips like you did last time I directly asked you to.  Plenty of parents here know the value of phonological awareness. I am afraid you have already lost the ones who dont, they gave up reading your posts long ago, because you made their efforts and intentons seem inconsequential. If you really want to get throughout o those 30% of kids who need more than whole words then just post something useful we AS PARENTS can actually use, now, today!
If you want to advertise research then post a link to it with a short intro, so we can see for ourselves.
I just think you have a lot to offer but are going about it all wrong. Your message is getting lost in the endless arguments.
For the record I gave you a positive Karma last time you posted useful info and the speech clouds link. I think other will too if you can provide something they can use, without the politics.
 

But then you keep arguing  - and it continues.... when you asked me something eg for ideas- I gave them. Im simply responding to things you write that I dont agree with - isnt that what these forums are for?

No I havent contradicted myself. Some children will learn to read whatever we do (we have to do something of course- we cant just leave them in a room with a book) and flashcards wont be detrimental. But only using flashcards couldnt teach any child.

Its reading in the technical sense of the word when it all comes together. There are various parts - comprehension only being one of them. Many children can decode words- but dont know what they are reading- some understand it far more- but take longer reading it- it depends on what parts of their brains are working effectively... So to help all children we should assume that their brains arent fired to find it easy. And give them all of the tools. On here I saw a big push for flashcards, some phonics, and very little phonological awareness. And its typical of what most parents know- they are bombarded with incorrect info - especially when someone is trying to sell a product. Yes- as I said on a video clip - those people should be shot. At least they are now under review- reading researchers finally got sick of hearing the claims that are facutally incorrect and prey on parents hearts and pockets. Those who know differently dont bother writing on these forums usually as they get criticised. Why bother.  

In my last post I again said how I use sight words- and which ones- to again point out that there is a time and place - depending on the child. Also that using high frequency words- I, the, was - can help bring meaning to the child earlier.

Yes- if you child can sound out pin and you start using these words in sentences he is reading. If he reads 'the ant sat on the pin' and he understands that the ant is sitting on a pin then this is reading. What is important here is that he gets the skills to read it himself- and you are also putting it in meaningful text- and talking about it. Very early on it all comes together. You could even put the odd word in that he cant decode - because youve been talking about a 'train' lets say? - and he doesnt yet know that 'ai' is a sound pic for the ay speech sound. But what you would do it then listen for how many speech sounds there are when he says (or you say if he cant) 'train' - there are 4 speech sounds- and then you can show him how those speech sounds are represented on paper. You are developing phonological awareness, teaching phonics and also meaning. If he looks at a book and see 'here is the train' and just memorises it is doesnt give the brain as much information.. You are limiting their brains.

Im saying that you can do more. And giving you reassons why, research, links etc- and you keep arguing about it. Have you watched the videos?

Individual children have their own capacity for development- when, how etc. My approach does help them utilise everything- I am pointing out that many are limiting children - without meaning to- because they dont understand what is going on in the brain. You dont have to like it - or agree with it- but its information that is freely available from leading neuroscientists. We know so much now, and many do want to know about it.

And I do keep posting about what you should be doing- but you keep arguing. I keep posting about what children need- phonological awareness (first and foremost) - then phonics (taught systematically and explicitly)  within a book rich environment, where oral abilities are recognised as being the most important elements of effective reading and spelling.

So now you can google phonological awareness etc- and get more info. You can also watch the videos of me actually teaching - next month.

And I keep posting research!

I am not posting about anyone being 'wrong' - Im asking everyone to look at their teaching approaches based on what we know about why so many struggle. You cant SEE these reasons. Youre taking it personally. Just review all the research and info - and take a step back and see if perhaps there is something to be learnt.
It doesnt really matter if I am 'going about it all wrong' does it? And it is very difficult to not be perceived in that way when Im saying something that goes against what you believe in. Just sit on it- watch the links I posted and read the articles- from leading neuroscientists. Sally is amazing. Shes dedicated her life to helping children who are failed because the adults who love them - or / and are teaching them- dont know better.

There is no debate about the whole language approach - or the phonics approach- we know too much now. It would be like carrying on debating that the world is round. Those 35% or so of children are the ones who will NOT read without direct instruction in phonological awareness and phonics. I am not saying that the others will learn using the whole language approach - at all. Far from it. Look at what happenned to student achievement when schools were using it! There are great elements - but far too much that can inhibit children. 

So if you want to ask me anything specific please do.  Bottom line- phonological awareness is key- its the key to unlocking the child's ability to understand phonics. And as you would find when you read that paragraph above- you rely on phonics to read anything unfamiliar- however old you are- and however proficient you are as a reader. So try to learn as much as you can about it. 

You dont have to like or approve of the way someone pushes you out of the way of a moving bus. Im trying to prevent difficulties for children by sharing info with parents- even if it doesnt make me liked by everyone. It isnt about me- its about our children. Of course we all want whats best for them- but that doesnt always mean we know what that is.

Some may be interested in phonological awareness testing tools etc- there is lots you can do to help your child develop those 'reading brain' pathways- and check on how they are doing.


http://online.edfac.unimelb.edu.au/LiteracyResearch/pub/Projects/D_Cariss.pdf

A parent once gave me a great analogy after her toddler attended my sessions for three months. 'I thought I was giving my child the key to the door to learning. Youve showed me there are actually lots of doors- and have given her lots of keys. She now has so many more opportunities to beomce an effective and confident leader'.
I thought that was wonderful.   

Flashcards (and I keep harping on about these as you keep bringing them up) might give them one key. For some it will actually make the door stiff to open- and maybe not even allow them to open it at all. Find more keys. Im simply showing you where they are.

[Mandabplus3]

Ok fine I won't argue. I was trying to help you find a way to get your message across more smoothly in THIS forum because I think you have good things to say in between the crap.
I have looked at all the videos and all the links and followed along on facebook too. You are much easier to handle on your Facebook site than you are here. Less critical and more informative.
I gave up on one video half way though but the rest were interesting. I looking forward to seeing some video footage of your playgroup and your work in the prep classroom particularly. The area you are heading to is quite a challenging teaching area so it will be very beneficial to those children to get specific phonological training. Congratulations on getting access and permission to film it too. I am sure your videos will be very useful to many early years teachers. It's not far from my neck of the woods so I hope it is a smashing success and I hear all about it on the education grapevine and in the local paper.
Perhaps once the videos are made, you would consider writing a book for parents on " 100 games to play with you preschool child to help them develop a reading brain" mums tend to get more from step by step book instructions with reasons why than videos I think. You could include your speech sound cloud pictures. I see no reason why you shouldn't provide a product and make some money from the effort and passion you put in.
I think many parents and daycare providers would do more to develop phonological awareness if they knew how. Some do it naturally. Others that don't can be trained

[Korrale4kq]

You say most parents do the flashcard method...I disagree. I am part of several groups of mothers with children around the age of my son. 2.5. And other groups with kids older. All in all probably there are over 1500 kids of parents in these groups.
The general counsensus is in all the groups. "whole word is out" YBCR is a scam. And most parents believe reading will happen in time, so no rush.
Right now there is a lot of focus on, shapes, colors, rhyming, especially nursery rhymes, and clapping games, songs. Some of the the parents are recommending apps that focus on building words. And they are introducing letters using phonemic awareness. "what sound does the word cat start with". Mostly they are talking to their kids and improving their phonological awareness, (yes I know what it means. I use it daily to help my son's speech!)
A few parents of the younger ones are introducing letter sounds and focusing phonics. The older kids are mostly learning with a systematic phonics program.  Not a single person I know other than me has introduced sight words or is using a right brain flashcard method.

That is why i love THIS forum  it is different. I come here because there is a lot of open dialogue about differnt methods and they are all backed up by research or anecdotal evidence. . I read it all and draw my own conclusions.  Like most of the parents on this forum.

And right now I am doing what works for my son. He is a sight word reader, it what works for him for now. He feels so proud to be able to read little booklets I make. It brings him such joy. Why would I stop teaching him words and hinder him? He has a very strong phonological, phonemic and phonics background. But he is just not at the point where he can decode words. Have I broken him? I very seriously doubt it.

[ReadingWhisperer]

You say most parents do the flashcard method...I disagree. I am part of several groups of mothers with children around the age of my son. 2.5. And other groups with kids older. All in all probably there are over 1500 kids of parents in these groups.
The general counsensus is in all the groups. "whole word is out" YBCR is a scam. And most parents believe reading will happen in time, so no rush.
Right now there is a lot of focus on, shapes, colors, rhyming, especially nursery rhymes, and clapping games, songs. Some of the the parents are recommending apps that focus on building words. And they are introducing letters using phonemic awareness. "what sound does the word cat start with". Mostly they are talking to their kids and improving their phonological awareness, (yes I know what it means. I use it daily to help my son's speech!)
A few parents of the younger ones are introducing letter sounds and focusing phonics. The older kids are mostly learning with a systematic phonics program.  Not a single person I know other than me has introduced sight words or is using a right brain flashcard method.

That is why i love THIS forum  it is different. I come here because there is a lot of open dialogue about differnt methods and they are all backed up by research or anecdotal evidence. . I read it all and draw my own conclusions.  Like most of the parents on this forum.

And right now I am doing what works for my son. He is a sight word reader, it what works for him for now. He feels so proud to be able to read little booklets I make. It brings him such joy. Why would I stop teaching him words and hinder him? He has a very strong phonological, phonemic and phonics background. But he is just not at the point where he can decode words. Have I broken him? I very seriously doubt it.

And thats BRILLIANT. Absolutely the parent is the best teacher of all - and what you have said is fantastic. If he has strong phonological awareness then he will have no issues- and if he does you may have been doing EXACTLY what Im talking about!!! Prevented difficulties. So when you ask him 'what new word would I have if I took the 't' out of the word stop' - how many speech sounds can you hear in 'straight' etc (4)

It also great to hear of so many who are NOT supporting flashcards as a 'method' - but if so then you are NOT the norm. But reading doesnt happen 'in time'. Far from it.

But you can do more. 'what sound does the word cat start with' is something I hear alot. By following my approach- which is alot of hearing terminology- you can make it even easier. 'when I say the word cat what is the first speech sound you can hear?'
You may find it 'nit picking' but for a child to comprehend what we are saying there are also a lot of 'layers' of things for them to understand- so our approach is as much about 'how' to teach as 'what'- to make it as easy as possible for the brain to process.

Phonological awareness isnt print- you dont use print when doing phonological awareness activities. So find lots to do that dont include any print / letters/ words at all

But great to hear that you realise YBCR is a scam. And great that you are doing so much. I applaud it.   

[Korrale4kq]

Lol, I didn't say I thought YBCR is a scam. I was saying it is the general consensus of over a thousand moms of groups I am in.

I think it can be a jumping block for reading. I personally didn't use it because I have an aversion to screen time. But I have seen many success stories.

I am an advocate for early learning and early intervention if there is a developmental delay.
My son was speech delayed and still exhibits ASD red flags. Part of his speech therapy included a lot of phonological awareness.
However I found that print helped his speech exponentially because he could say written words. And only written words, flawlessly for about 6 months before he could say any spontaneous, or even mimicked words. Or even mimic any speech sounds. I could sit in front of him, eye contact, or having him focus on my mouth and I would say "m-u-m" nothing. I could show him the word mum and he would initially sign, then eventually say the word perfectly.

I belive we all find what works for us.

[Kerileanne99]

Aaaaaaggghhhhh!
I cannot sit back and watch you disparage everything you seem to know nothing about!

First off-yes! Thank You so much! Your excitement, enthusiasm, and education is absolutely WONDERFUL! However, as you beat your 'This is my LIFE'S RESEARCH drum, and BEG everyone to listen, can you not do us the same favor?

You seem to think that this forum is filled to the brim with ignorant parents who, whilst well-meaning, have been seduced and victimized by general media consensus and scams! I think it might well surprise you to discover ( if you actually bothered!) that the majority of parents here are either well-educated, well-informed, or a combination thereof!

You approach has been very beneficial to many members, and your objections, experience, enthusiasm are very influential to MANY members with young toddlers....


However, your ignorance and insolence continue to amaze me!

NO TRUE ACADEMIC BELIEVES THAT THEY KNOW ALL!!!!!!

In the beginning, I just wanted you to go away, that you were preaching to the choir, we are ALL teaching a variety of methods, both whole words and phonics! IF YOU BELIEVE WE ARE ONE OR THE OTHER YOU HAVE ABSOLUTELY NOT DONE YOUR RESEARCH!

Now? I think this is the absolute best place for you! WE WOULD ALL LOVE SPECIFICS! Stop preaching, and let's work together!

Take a few minutes (or days!) to understand the focus of this Forum! We will all respect you so much more if you take a moment to consider our perspective! ( keep in mind these people are doctors, scientists, researchers up on current theory and information! Even if only loving parents with no 'credentials' I can assure you that if they are here? They are informed!

Your experience and expertise are greatly Appreciated!  But, please, listen to your own wisdom! PARENTS! THOSE MOST INVOLVED IN THESE CHILDREN, do in fact know what they speak of....

Somehow, I will be surprised if you actually listen to this most...I fully expect that you will write me off as uneducated, disillusioned, a parent of 'the lucky kids', wHATEVER classification helps you sleep at night.
Yet, I! and so many many more parents, will go to sleep, assured that we have read and evaluated ALL THE RESEARCH ( yours included!) and yes, PRIMARY LITERATURE!
Unfortuneately, whilst you have so MUCH too teach you rely FAR TOO MUCH on denigration and degradation of others to be taken seriously!

PLEASE! PLEASE! PLEASE BECOME AN ACTUAL MEMBER OF THIS FORUM!  I AM SURE YOU HAVE MUCH TO TEACH! AS WELL AS MUCH TO LEARN!

IF YOU CAN DO THIS! I CANNOT WAIT TO LEARN FROM YOU!

And if you get to the point where you truly believe that no one in this forum can teach you anything or offer a single new perspective?
I will give you a long list of forums where your perspectives and services will be warranted, unique, and desired! EVERYONE AT BRILLKIDS ANTICIPATES/ expects a counterpoint to their philosophy! But at the same time, is respectful/ willing/ receptive/ polite/ considerate to other perspectives!

LOOKING FORWARD TO LEARNING FROM YOU /WITH YOU!!!!

[Mandabplus3]

Well said Kerileanne...fingers crossed we have said it enough already.

[ReadingWhisperer]

Im not sure what you mean about an actual member? I thought I had joined?

I would never write off any parent- as already posted- parents are the best resource - as already posted. I have also not actually made any personal remarks- I have given my view of comments made about methodology - that I dont agree with- not the person. Because their intentions are nothing but good.

"However, your ignorance and insolence continue to amaze me!

NO TRUE ACADEMIC BELIEVES THAT THEY KNOW ALL!!!!!!"

When you write like that its personal. It isnt 'respectful/ willing/ receptive/ polite/ considerate to other perspectives!' at all.


Disparage everything I seem to know nothing about? I know nothing about this? So on the one hand youre telling me that I am being critical - and on the other tell me I know nothing.


"In the beginning, I just wanted you to go away, that you were preaching to the choir, we are ALL teaching a variety of methods, both whole words and phonics! IF YOU BELIEVE WE ARE ONE OR THE OTHER YOU HAVE ABSOLUTELY NOT DONE YOUR RESEARCH!"

In the beginning I was commenting to a parent about their specific child. About effectively meeting the needs of a 2.5 year old - if we are to prevent difficulties. People disagreed- and kept commenting about whole words and phonics - and that they are teaching using a variety. As in the previous post.

Im saying that its phonological awareness that is the crucial element - to avoid difficulties- for some reason comments keep coming back that its whole language and/ or phonics- neither can meet the needs of every child - separately or together.
Can you see why I would be frustrated - its like some people are saying 'its pink' and some are saying' its orange' and some are saying 'well it could be both'- whereas all along Ive been saying I dont think its either- its purple. But to understand what Im saying the person would need to listen to what Im saying about purple? Its then their choice of whether purple could be of benefit to your child.  

But these personal attacks are uneccessary.

Parents do NOT always know whats best. Thats not a personal attack- Im being realistic. Im a parent- I couldnt possibly imagine I always know what is best for my child? (now a teenager) Not in a million years! And this is why I am constantly trying to broaden my mind and knowledge- I didnt join here just o 'preach' but to see if there was anything I could learn .
Im not just interested in academic achievement of course- I teach schools about developing emotional resillience, how to achieve an effective 'anti-bullying' campaign etc. The reason for being so passionate about preventing difficulties is because of this. A huge part of this is ensuring that they dont fail- just because they cant see into their brains to see what is actually effective.
  
I am constantly looking to schools to see if any teachers are teaching the whole class to read by 6 - as is now being seen in the UK etc. I want to see what the teacher has done- not just what but 'how'. And it gives me inspiration. For example I watched a Ruth Miskin school using a sound puppet- I now use a sound teddy with my toddlers - he only speaks in speech sounds and not words.  

I love to be inspired- its also why I watch these forums. I was intrigued by a discussion about memory from a Dad - fascinating - reading about his thoughts regarding his 6 year old. But with regards to reading (the dad wasnt talking about reading) I strongly disagree with much of what is posted - not just because of research etc - but because I was there 10 years ago. I was doing a lot of the things Im reading here, with the same intentions, thinking the same things. I know know so much more after having had to find solutions for kids called 'unteachable' - as previously commented - including delinquents. And so it is difficult to not jump in and point out that there are more effective ways and to stress how important early, effective interventions are.
Im only responding to each comment- if I disagree of course Im going to. Ive also acknowledged things that do seem great. Parents just coming together is great. I have disagreed - but I havent made things personal.  

Ask me anything about your child and Im happy to give specifics. Without this I cant give specifics.

What Ive tried to do is post videos and links- and ask people to read up on phonological awareness and treat it as the 'key'. Even if many of you do understand what this is more wont. lets be realistic- most teachers dont- although this is really changing in the UK now as its mandatory. You cant teach in primary school there now without having had training in synthetic phonics and phonological awareness. The government is paying for it all. And you will probably want to tell me that most teachers do have a solid understanding of phonological awareness and phonics (other than very basic phonics)  - perhaps the lucky ones you know - but I was a government inspector- and in AU I train schools. Ive trained thousands  - and my workshops arent 'sit back and listen' - they are interactive as I have to know their level of understanding to know where to pitch it. Its grim. But the difference in confidence of these teachers after training is why I do it- and because of the changes in schools.

So its fantastic if this forum isnt a reflection of what I know is happening out there. And before you think Im cricitcising teachers I not - these are AMAZING, dedicated, hard working teachers. But as I also said before- I could be asked to teach Chinese - it doesnt matter how amazing I am the students wont learn as well as from someone who understands Chinese. Even that teacher however is always learning - because you are constantly adapting to meet the needs of your students. If a child comes to my classroom and hasnt had breakfast they have different needs. Your children here are the lucky ones. My point is that I do have a lot to share. And I joined to do that. If youd given me specific questions about your children id have shared my experiences and offer strategies. I also invited you to watch me teaching so you can get ideas- as I watch colleagues and get ideas. it takes a brave person to put themselves out there - ripe for criticism.

Regardless of the fact that I keep being told that there are many here that do have a good understanding of phonological awareness and phonics - I havent seen that yet- and perhaps those people would benefit- even if many on this forum do know a lot. It scares me how few people know- and yet its so easy.  

When I saw the personal comments in previous message I was inclined to walk away in frustration. Just as you felt 'criticised' and wanted me to 'go away'. So perhaps the field is now level.

I cant agree with anything to do with flashcards - other than high frequency sight words- in the early years- for a specific purpose. So I wont respond to anything about that or it just gets me more and more frustrated. Because kids are reading and spelling so early with the 'Shaping Reading Brains approach they dont need flashcards as they can figure them all out. Just like you could figure out
This gallimaufry is multitudinously gargantuan, puissantly capacious and ineffably Junoesque and in consequence of such Protean tribulations and in such psychotic contravention of stereotypical consuetudinary hygiene, there exists the infinitesimal exiguity of a satisfactory resolution to this cataclysmic dilemma

It wouldve been a real strain on your brain to take them all home as flashcards to learn- instead you have the skills to not need to do that. (which is my point really)

But do ask questions about early reading and spelling (I havent seen much on here to do with spelling ?) - and if I get the strength to come back here again Ill be more than happy to help. Also if any parents have older children who are struggling with spelling etc. This is a clip of a 10 year old who was having difficulties

http://youtu.be/PfnyguVz4ns

Hes a star- most 10 year olds having these difficulties are difficult to teach- either disruptive or switched off. I so feel for them.

And yes, the facebook page is very open and friendly- but those who subscribe to it arent shooting me down all the time:-)   

They wouldnt write 'I think you have good things to say in between the crap'    - and make it personal.

And yes, I do have a publisher interested in a book for parents-Mandabplus3 - but I want to get the new footage out first, get the documentary out of the way and then get it launched. For most parents they need to see it- not read it- because this stuff is difficult to understand written down. The videos will be the most powerful and helpful.

Yes, I do see evidence (ie by reading them) that many forums are filled with parents who have been seduced and vicitmised by the general media consensus and scams. I cant even watch a YBCR informercial any more. Does this mean parents using this forum have been? No- but then again I see products sold that are based on flashcards:-) Its contradictory. But these are your children and you must do what you feel is best for them. I am generally teaching other people's children. 

Anyway if you do want to find out more about what we're doing at Read Australia™ you know where the facebook page is. We're also setting up Shaping Young Brains centres - all fully fitted out with cameras so parents can watch their children and be a part of the journey. Members of the public will also be able to watch - free of charge of course- because watching these children is the best way to get ideas, and to see how a method or program couldnt work for all- however an 'approach' can. Watch and see:-) 

If you have any questions about your child- and want ideas- youll know where to find me. Of course you dont have to use them- but Im happy to share.
 
Emma

[Kerileanne99]

REALLY????!!!

Please, please, please take the time to actually read (in depth!) my previous post, as well as all the others who have tried before me!!

I truly do appreciate your enthusiasm, understanding, experience, commitment, etc! And do believe you have an awesome array of knowledge to share...

That being said, I am not willing to continue to engage in a very long, drawn out, point by point dialogue/ monologue until a person has shown the actual desire to give/take...

I PREFER TO SPEND MY TIME AND ENERGY TEACHING MY TODDLER WITH WHOLE WORDS, PHONICS, PHONEMIC AWARENESS, TIME, COMMITTMENT, EXPERIENCE, PROSIDY, FLUENCY, VOCABULARY, etc...

Still hoping to learn from you when you are ready!!!

[lzp11]

Oh dear.  I’ve been reading this thread since the beginning and it has been a rollercoaster journey! 

I suspect that Emma, you are feeling frustrated and defensive at many people’s reaction to your message.  From my own perspective (I speak for myself only in this forum), I find the way that you have delivered your message very difficult, it has raised all kinds of negative emotions such as anxiety, frustration, irritation and sadness.  From your negative karma points, I suspect that others feel the same.  These emotions make it difficult for me to be as open to listening and learning as I would like.  I think the debate clearly touches many people very deeply and that is why there has been such a strong reaction. 

You might find you have more success at educating parents on the forum if you stick to fundamental principles of adult education, such as taking time to understand your audience and their existing knowledge, and then building upon it from there, empathizing, avoiding preaching, establishing a safe learning climate where people don't feel threatened, engaging your audience, encouraging self-sufficiency and peer learning etc.  Anyway, as an experienced teacher, I’m sure you know all this and I don’t wish to reverse the lecturing!  Either way, I'm not sure there is much to be gained from debating what has happened so far any further.

I would like to suggest that we draw a line under all the difficult exchanges and move things forwards, if that is at all possible.  My suggestion (if you still wish to engage with this forum), is to start a new thread, titled something like, “How to introduce phonological awareness for reading” or something like that.  In this, you could cut and paste many of the useful ideas that have become buried within this lengthy thread, and wrapped around with emotive comments on both sides.  Maybe you could include your summary of what phonological awareness is and why it is important.  But most of all, I personally would love to see some more tips on what we can do as parents teaching our young children.  You could add links to key youtube videos demonstrating specific teaching points etc.  My suggestion would be to minimize (leave out!) the debate, statistics, government reports, emotive statements, and remain relatively short, punchy, practical and instructive.  "Try this, this or this, if you run into this problem then I find that this works well..." etc.

I love that your method is free and that you are keen to share your long years of experience and insights.  I have watched several of your videos and plan to watch the rest when I have time.  Do you have a link to all of the different sound clouds?   Is there a document that I could read to help me plan a simple ‘curriculum’ for how to introduce these ideas?  I am a very busy working mum who needs quite a structured method for how to introduce important ideas.  Please please post any and all of these tips and ideas in the new thread!

On a separate note, I cannot help wishing to discuss a couple of points.  For the sake of clarity and avoiding an essay, I’ll put these into a second post!!

[Stodd]

Too bad I don't have too much time to follow the long posts but....I actually don't understand why is it so bad to start with flash cards. I enjoyed it, my son enjoyed it, we had lots of fun with the cards and the different activities through the flash cards method ( and yes, I started with Your Baby Can Read and we enjoyed it also) in two languages. I started when he was 13 months. Now he his 3.5 years old and has an amazing vocabulary in both languages, loves reading, understands what he reads, he is so open for every new information....I just can't see any problem with that. Oh, and he is an average boy just like the other probably hundreds (or more) on this site and the others.

[lzp11]

"So its fantastic if this forum isnt a reflection of what I know is happening out there."

Ok - surely irrespective of any teaching methods you must be in favour of a community of dedicated parents supporting one another to encourage and educate their preschool (and older) children in reading and many other subjects (maths, languages, music and many other areas). 

When I talk to my many parent friends who are wonderful parents but many do not share my passion for teaching.  So the 'norm' seems to be to leave education to schools and take little personal responsibility for learning as a parent.  Is that what you would advocate?

As a parent teaching we do have an advantage over teachers within a school environment. Just as we 'teach' our children to speak our native language. By learning that reading is normal and valued within a family from an early age, children will naturally become motivated to learn. Whar I would lime to foster is not merely an ability to read but a LOVE of reading, which is not easy to measure in a government statistic!  I do believe that fostering self motivation, interest an  enthusiasm is probably most important to learning any skill.  There has been a fascinating discussion in the forum about the book Mindset on this subject.

"This gallimaufry is multitudinously gargantuan, puissantly capacious and ineffably Junoesque and in consequence of such Protean tribulations and in such psychotic contravention of stereotypical consuetudinary hygiene, there exists the infinitesimal exiguity of a satisfactory resolution to this cataclysmic dilemma"

I don't entirely understand your point. I can sight read perhaps 80% of this sentence. I gained this through a lot of reading!  Of course I understand the need to have an ability to decode unknown words. But it is also nice not to have to decode everything! Does it never count as reading unless we are decoding?

" it takes a brave person to put themselves out there - ripe for criticism"

Ok. So I am interested to get your feedback. I am braced for your displeasure!!  I have two children. My oldest DD is 3y 2 months. I started her with a whole word approach (Little Reader) along with sign language for every word and picture at 8 months.  The process (in case you are not familiar with the software) takes perhaps 5-10 minutes twice a day.  Always interactive - this is not a question of sticking her in front of a computer and expecting that she would magically learn to read! We continued for around 18 months. We also read stories, poems, played word games and continually sang songs and rhymes.  Her vocabulary and speech development was (and is) amazing and i attribute this at least in part to the clear articulation of a word associated with a flash card or picture repeatedly.  nevertheless, she was one of the 70% (your figures) that cannot learn to read purely from whole words. So we progressed to a range of other methods and continue to make steady progress. We use phonics (I make simple interesting presentations with PowerPoint and watch during breakfast. She can sight read a very wide range of words, and decode most 3 letter words (although is often unwilling to demonstrate her knowledge - she hates being tested so we rarely do that). We are now working on diagraphs.  Since reading your post I've made an effort to overtly include verbal phonological awareness into our daily routine.  This evening for example she could verbally decode s-i-ck, stick, sock and shock without difficulty. How does she know that?  I cannot say for sure but something in our approach is obviously incorporating some of your approach even if inadvertently.  I certaintly do sound out all key words and have been doing this consistently for at least a year. 

So, I am wondering why you think I have done her such significant damage by including whole words / flashcards as part of the journey?  The many hours i have spent i preparing teaching materials tailored to her interests are wasted?  I agree it that flashcards alone were not successful for teaching her to read but they did seem to have many other benefits as well as being a platform that we have built upon for confidence in reading.  Should i be expecting her to be turning to crime by the age of 18?!?!?!   Are my friends children really so much better off in being largely unable to read more than a few letters at best and in waiting to be taught in a potentially average school hoping for a teacher who has attended one of your workshops? 

I suspect you will be equally  horrified to hear I am following a similar path with my 10-month son!  His interest in sign seems even greater than his sister. And of course there is evidence that this is linked to improved speech development.

And with both childen, I'm open to all ideas about what to do next.  Please be kind 

[Chris1]

This is an interesting blog

 “As I have said many times, many dyslexic students can read fluently in Malay. They can read as well as any other child. Why is this so? Plainly stated it is because all words in Malay are phonologically consistent. (Except for the letter ‘e’ as pointed out in my earlier articles)”

http://www.parentingdyslexia.com/2010/10/phonological-awareness-defict-is-not.html

Chris

[lzp11]

For my own interest, I have read through the RW posts and tried to summarize them, to try to work out how I can incorporate this view into my teaching plan.  I thought I’d post it here for anyone else not keen on wading through all the posts in this thread (and sorry, it took so long to get through all the posts I may have missed a whole lot out!!) 

Phonological awareness is the ability to listen to the sounds in spoken language without concentrating on the meaning of what is being said. It is an auditory skill that focuses on understanding how the sounds of spoken language can be segmented, combined, and manipulated. Phonological awareness progresses along a continuum and begins BEFORE children have learned a set of letter-sound correspondences.

Why is phonological awareness important?

•   Phonological awareness is the strongest predictor of success in early reading.
35% of the children who enter kindergarten have not naturally acquired phonological awareness and need to be taught these skills.
•   Phonological awareness allows children to play with blending, segmenting and manipulating sounds prior to having to do this with the additional knowledge required to blend, segment and manipulate letters into words in isolation or text.
•   20-30% of all children will struggle to read due to difficulties with phonological awareness.  This has nothing to do with intelligence.

RW would advocate teaching phonological awareness BEFORE showing any words or print in order to aid learning to spell.  It is especially important for children with speech delay or any other difficulty. NB – this is not a whole words versus phonics debate – RW would advocate neither first – but to start with SPEECH not written language.

The child must first learn to hear specific speech sounds in words (not just any sounds) – in all parts of the word – beginning middle and end.

For the RW approach, the next step is to learn how they are represented on paper (Speech Sound Pics). 

There are Speech-sound clouds for all the sounds in the English language (https://www.facebook.com/media/set/?set=a.361710097224195.82649.160717717323435&type=3)

Next steps are: 
•   recognising sound pics in print - and knowing what speech sound they correspond with.
•   Forming letters correctly (this is arguably less as important as the other concepts, before they start school as they can 'spell' words and form sentences using magnetic letters etc.)
•   Blending speech sounds orally into words- and as they 'read' the sound pics in words on paper (knowing they do this from left to right)
•   'reading' words by decoding the sound pics from left to right- and blending the sounds into words- also exploring what the word means and how we use it in our language.
•    'spelling words by listening for speech sounds in order - and (the next step) knowing how to order / blend them on paper (using magnetic etters or by forming the letters themselves if ready- can use a pencil - or by using keyboard with lower case letters)
•   'reading' the words (sat, it, at, in, pin, tin, sit, pat, nip, spin, tan etc) and then comprehending the meaning of the word and sentence if the words are written within a sentence (and in this case knowing that we read the words from left to right)
•   learning some 'tricky' words eg 'I' 'was' 'the' - to recognise as high frequency sight words- so that she can be reading more sentences eg  The ant was in the tin.

Solely focusing on whole word approach may lead to difficulties with spelling in future.

In children under 3, you are unlikely to notice any difference i.e. they will not be reading per se, but will have changed the way that their brains process information into a ‘reading and spelling brain’.

This approach can prevent difficulties in reading that are not picked up until too late (aged 5+) which will lead to long-term difficulties with reading and the child may never catch up.


What can we do to increase phonological awareness?

•   Start with 6 speech sounds (not letter sounds) eg s,a,t,p,i,n .  Spend alot of time on the listening part - and speaking part (if ready)

•   Create speech sound tables/ scrap books etc- and collect things that have those speech sounds in them when spoken - eg for 'sss' you could have 'Santa, scent, science coats, grass etc.

•   Get a 'Speech Sound' teddy- he only speaks in speech sounds- and you tell the child what the speech sound teddy is saying and the child has to work out the word.  Your child has to tell the teddy the speech sounds in a word so he understands.

•   When saying things regularly use the speech sounds - as well as the whole word- with pre-schoolers (whats under the h/a/t )

•   Play games where you have the 6 sound pics on the wall- you say a word and they have to run to the sound pic if they hear that speech sound. So if you said psychology they would run to 's' - if you said sand' they would run to s,a and n !

•   Collect things with those speech sounds (and after the initial 6 you keep progressing onto more- the speech sound clouds are a great way of building these up and can be used to refer to speech sound and their corresponding sound pics when reading as well)

•   Ask them to hear how many speech sounds in words that are created using those speech sounds - count them on their fingers (sat - s/a/t) and then get out your white board and magnetic letters - and he or she draws that many lines- with the numbers underneath. She then listens for the speech sounds again and puts the sound pics on the right line. Then start playing with it. Suppose I take off the 's' what will the new word be? eg. use nonsense words as well.

•   You can make lots of words using these souns pics- tan, tin, ant, sit, pin etc
Put the magnetic letters on the fridge and ask her to spell these words- I often also have number cards with a line above- so she can do the same as on white board- the numbers help with placement and segmenting.

•   Look at words and figure out the speech sound pics- so for example you might look at the work 'kick'- she listens for how many speech sounds - so you know that there must be 3 sound pics. Which are they? The first sound you hear is 'k' so underline the 'k and the second is 'i' - this leads nicely on to ck being another sound pic for the 'k' sound. The go and look at the 'k' speech sound cloud- to see all of them. 

•   Spend time looking and words and figuring out how they relate to the speech sounds. sight - how many speech sounds? 3. She can hear s - underline it- she can hear 't' at the end- underline it- so igh must be another sound pic for the 'iy' sound. Go look at the speech sound cloud for that speech sound- there it is!   

•   So if learning the 'rr' speech sound and starting off with the sound pic 'r' its more logical for the child when they see other versions - or are trying to spell words with that speech sound- because of the work you are doing with the 'rrr' speech sound cloud.

You can download all for free on www.facebook.com/readaustralia -
https://www.facebook.com/media/set/?set=a.361710097224195.82649.160717717323435&type=3


My own thoughts (for what they are worth):

1.    At age 3, my DD is reading, decoding and shows fairly good phonological awareness so I don’t necessarily see any reason to throw away a large part of our current approach.
2.   In children being home-taught to read over a period of years, starting as babies, it seems likely that significant difficulties in reading can be picked up well before the critical age of 6 or 7 and can be appropriately addressed should they arise, provided parents know what to look for, and what pitfalls to avoid.
3.   To avoid future problems, it is important to monitor closely to make sure that our children learning to read are not simply memorising long lists of words - this might mask a reading difficulty.  This could involve a range of verbal and written activities involving words they do not know.  Lots of blending (S-A-T) and asking the child to pick out the speech sounds found in interesting new words
4.   I personally can see no conflict in starting phonological awareness training approach using all the above games as soon as children become verbal, whilst also continuing to use flashcards and sign language to improve vocabulary and the range of interesting words that can be read at an earlier stage (my DD is bored by most easy readers aimed at older children as they are contrived and use stilted language involving simple 3-letter words, but can read more complex sentences that contain perhaps one sight word and several other words that need to be decoded. ).  I would probably add a phonics stage as well once the child is old enough to use their phonological awareness to help reading via phonics approaches.
5.   For pre-verbal babies, then I think articulating words and their sounds very clearly must be important.  If you have any concerns, check their hearing!  I wonder if hearing difficulties are responsible (e.g. mild glue ear) for a significant proportion of the 20-30% with poor phonological awareness.  Make a game of blending the different sounds within a word into the whole word (e.g. would you like some rice – R-I-SSS).  I will also do this with words shown as flashcards (!!)

I may have made many errors - but I am trying to learn!  Please do help me to update or improve this document so that it can act as a one stop summary for anyone interested.

[Mandabplus3]

I think you got it all That must have taken ages! That is a great summary of her main points I think. Well the ones we can use anyway 
There was a mention of having the child put speech sounded out words back together again before moving to written/physical letters I think. I mean both pull apart and put back together the word sounds, verbally Not just one way.
Personally, (and with some professional training on the topic)
I also can't see why you couldn't teach whole words pre verbally, and add in phonemic awareness and phonics at between 2-3. I just see any reason this could possibly hinder a child's reading progression. so long as a child's understands it at some point before 5-6 they will become effective readers. I see whole words as a head start. Teaching phonics without phonemic awareness is a bit like building a brick wall without mortar. It will all come crashing down eventually. For the record reading bear ( popular with mums on this forum for phonics)  does have substantial phonemic awareness embedded into it. The speech sound clouds are great. Very comprehensive. I found even one sounds that wasn't in the program I use. so I will give them 2 thumbs up.

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