Absolutely- arguing with an open mind expands the mind!

There are a lot of points here that you are assuming (of my stance) that are incorrect - eg that I am advocating for something that is widely accepted as 'best practice'. If it was then our children wouldnt be in the situation there are. My point was the what most believe is 'best practice' is NOT in the best interests of our children. And if they didnt believe it to be best practice why use it? So my posts (see new thread about the Reading Whisperer approach) are speaking out about what is widely used!!! Instead I am urging people to think about what really is best practice regardless of ingrained beliefs. And when we look at brain plasticity research etc we see alot more about what is actually happening in the brain to response to certain 'training'. We can now see brain imaging studies- looking at how poor readers brains can be changed- to function as good readers. The children who learn easily no matter what we do arent really of interest to me- my area of interest are the others. And thats alot of children! So until we really look at how we can best help these children- who have very similar difficulties- then we cant really assume what 'best practice' is.
Parents often advocate for whatever they used with their own child- if it worked- but I am interested in those who dont and in preventing this. To prevent it we need to get in early- and so my stance is that we should be educating and empowering parents so they use what is likely to be the best approach (not program or method) even if they dont know yet how their child's brain works. In most cases parents and teachers follow what theyve done - that works with other children. Then they think the child just needs to do it more often, or that they have special needs etc... but actually they dont have a brain that processes this easily- and need to be taught in specific ways (usually to develop phonological - and especially phonemic- awareness)

I am a big fan of the Dr Paula Tallal etc. - and Im unusual in that Im not just fascinated by research but Ive actually been teaching children for 20 years and as I said on another thread, many children have suffered because of my learning journey. I look back now and realise I could have done things better for that child, now that I know more- not just about the 'what' to teach but the 'how' to teach it - to the many different learning styles, interests, personalities etc of my students. One of the most important concepts I grasp now is that we need to focus on oral language first- in the early years- in a specific way- as a way to prevent reading and spelling difficulties - and that we can identify these 'non reading' brains early- the brains with that potential if we DONT do certain things. Thats not every child of course- but its the children who need this in order to develop reading brains that I am interested in. Because we are on the whole failing these children in English speaking countries, miserably. As was shown on another post non-English speaking countries can often be seen to teach English in the 'non' widely accepted ways- no teaching of letter names or sight word memorising etc. Infact many refugees coming into Australia outperform Australian students (there was an interesting article about it in the Australian not so long ago)
 
I am definitely flouting the widely accepted wisdom - see my posts and how they have been criticised - because I am not agreeing with their methods. Widely accepted ideas are NOT what most reading scientists tell us! Or government reports....But society continues to ingore them because they go against their own belief system. Instead I look to what actually changes brains- I look to the latest research - combined with what Im am learning from teaching.

 
<a href="http://www.youtube.com/v/YhkT_DIuVp8&rel=1" target="_blank">http://www.youtube.com/v/YhkT_DIuVp8&rel=1</a>

Im actually not disagreeing Im saying they could be even better...prevent more difficulties and confusion- children could have learnt more quickly - and with more curiosity and more of an intrinsic motivation to self-discover. You mention a child being self-directed- this as at the heart of my approach! Id love for more parents to learn more so more children could be home schooled (effectively)

You also mention that on occasion you insist he does things- so you may have an internal dilema going on there between the path you want for him and the path he may actually want. A struggle we all have...:-)  I am also hoping that you have as much interest in him developing social and emotional intelligence - with children of his own age...again the dilema of home schooling. A different discussion....

You say that my belief is that the purpose of reading in the early years should simply be a focus on language - I have never said that. I have said that the foundation is developing oral abilities - especially phonological awareness- so that they can understand print (through phonics) more quickly and easily. 
Scientific learning is at the centre of my approach- not widely accepted beliefs:-)

http://youtu.be/QsSUamFekwI

And if you watch the video link I sent you youll see that I actually point out that we wouldnt teach a mathematical theory and ask them to just memorise it - we would teach them the underlying principles so they understand it.

Its here again
http://youtu.be/w8sXFKXg1b4

Great to have such an interesting discussion - thank you! If you read my posts youll see that we are actually very much on the same page. However with my female brain the focus for me with children is just as much on the emotional part for the child- and in their emotional resillience and 'life skills' etc as the academic outcome.

Em

     

"If I thought there were a sure-fire way to give my son Super Memory, so that he remembered everything he read, I'd do that. But I don't think there is such a method. There are techniques to make memorizing easier, but they take time. And I'm "right-brain" training as a baby might help, but I want to see data on that before I start spending a lot of time."

Im not sure of the benefit of him remembering what he's read for the sake of remembering it -at six- better to focus on understanding what hes read, and loving reading so he reads more- and can then process the information more quickly, and retain more....A desire to want to read and learn more is, in my opinion, most important...the foundation. The more he reads (varied types of course) the more he will be able to interpret the text, and also be able to then do complex comprehension activities. If its for retaining facts then there are some interesting techniques but at six my focus would be on interpretting the text and in developing oral abilities/ verbal intelligence .   

I do find memory interesting - and especially how world champions do it! To remember names etc they will say not to try to remember the name- instead to find a story and association.  For example they could be introduced to 50 people who will tell them their names. Instead of remembering the name they will look for a distinguishing feature- that will be there when they next see them (ie not a red sweater as they may not wear it next time!) - and make a clearly association. Fascinating. The only way I can now remember names! And when doing this type of activity with pre-school aged children- eg trying to remember what is on the tray - I then cover it- and they have to remember - we practice this. So they might have 5 objects- they create a story about them - and can remember all! eg they imagine themselves opening the gate wearing a hat, walking down the path with yellow daffodils to the left, finding a can of tuna on the doorstep and wondering 'whos put that there?' opening the door and finding Santa (to remember hat, daffodils, can of tuna, pic of Santa) Some of the children can remember 20 objects after having only 60 seconds to 'memorize' them!- and these are 4 year olds!!!  Brain training is all a part of Shaping Reading Brains- because we're really working on learning in general :-)  

Em
ps I am not using or advocating the use of spaced repetition for learning to read either!!! Absolutely not. Phonological awareness and phonics (and the development of verbal intelligence) are the foundation for my approach 'Shaping Reading Brains'- incase interested - http://youtu.be/w8sXFKXg1b4

Yes reading whiperer, you might be an old coach and with all due respect no one asked you for your help. You have come on here ranting and raving and virtually saying that we are doing everything wrong. I don't think you have understood the parents on this forum at all or what we are all about.

The things that you have written have been bounced around on Brillkids for years. MAke it fun, make it light, keep it to short burst and follow the child. We already do that. This is alo a forum for teaching babies and young pre-verbal toddlers to read.So I urge you to do a search or ask us how we taught our preverbal children to read.

So please instead of jumping up and down and saying listen to me ! Listen to me ! Please make an effort to find out more about us first.

Kimba15

???? No - fun, keep it light, keep it to short bursts and teach to the child is NOT all that is needed. 

Some parents wont have children who find it easy- however fun they make it.

Ok Kimba- if you really are speaking out for parents on this forum- and none have children with speech delay, special needs, - who who basically arent interested or 'getting it' - and they want new strategies Ill stop posting. And I have no idea how your 'preverbal children' are reading. How did you know they were reading if they couldnt speak? 

Until youve taught children with severe learning difficulties - with respect- you shouldnt be trying to turn people like me away. No-one asked me for help? Sometimes people dont know they need help- or that there is a different kind of help- until others 'show up' and offer. I showed up. You turned me away. If you really want the best for your forum parents ask yourelf why that would be.

And any parents who do want to at least watch something different then you know where I am. I know that is an old coach turned up Id welcome him and pick his brains!!! Doesnt mean Id necessarily do everything he suggested- but Id certainly want to consider it, for the sake of my own development- and also (more importantly) for those little athletes! 

Emma
http://www.facebook.com/readaustralia
http://www.youtube.com/readaustralia

 

Why did you come to this forum? We are parent who care immensly that are children succeed academically, are you here to tell us that we are doing everything wrong? It seem to me you are very quick to rant and rave at the people who have taught their children to read and to read well, and have spent hours over the years sitting, playing, foruming about different ways we can make it more fun and so on and so on.

Daddudes son is six and he read as well as most 12th graders do.

MY dd is 3.5 can read a well as a year 4 and is working on reading comprehension for a 6-7 year old. I stop and explain thing to her when she asks and when it is needed. She is also an excellent speller and is being considered for early entry into reception at the ripe old age of 4 because the school has recognised how well he reads and comprehends. I am also treaching her how to write and understand grammar. Not bad for a child who was taught the whole word method with a bit of phonics

Other parents will gladly explain where their children are at many will say quite bluntly and honestly what their children struggle in and what they excel at. So if you are here to say it is all wrong you are not going to win any parent over to your product. I think your passion is fantastic but as I said you are preaching to the converted and parents who have children reading at high levels and maybe we are not your 'target market'.

You are misunderstanding my posts. I cant criticise ANY parent who is doing the best for their child- I applaud them- what Im trying to share is that you can do more. And Im not selling a product - this is free info.

Please read my posts without jumping to conclusions. You have said 'Not bad for a child who was taught the whole word method with a bit of phonics' - and thats what I keep saying - some children are lucky. They find it easy- and have supportive parents. Im speaking out for the children who dont - and wont find it easy even with supportive parents like those on this forum who read to them every day, talk to them, play games with them etc. Its the way in which their brains work- and doesnt matter how clever they are! We know that now-  eg that dyslexia isnt a matter of IQ
http://www.sciencedaily.com/releases/2011/09/110928142457.htm

Its like a young enthusiastic coach training Little Athletics. If an older, experienced coach came and made suggestions as to how the young coach could help the children run faster should the young coach tell the older coach to go away as they are doing their best, that the children are already running fast enough ? Or should they listen and at least consider it. So they could run even faster- even though of course we are proud of them for how fast they run already.

If your child or children are doing well thats fantastic - a real credit to you- Im saying you could do even more! For example you may want to help them be better at spelling...

Think of me as a very old coach:-) Who simply wants to help you help your children. For free.

Its not about doing things 'wrong' - much of what you are probably doing is brilliant- would you not want to learn more? I am constantly learning new things - Ill never know enough - and often Ive already waded through, and done, the 'what not to do!' THATS why Im here. BECAUSE parents on this forum want more for their children. If not they wouldnt be here!

Im obviously explaining myself very badly. Watch the videos and see how I adapt things to meet the needs of each child and why- I do a commentary after as to why I changed things, explained it in a different way, used a different resource, stopped and did it again etc..... ie the approach. And if you watch those faces youll see why I do this. Those light bulb moments. Im perhaps a much better teacher than writer of forum posts:-)

First evidence of brain rewiring in children
http://www.sciencedaily.com/releases/2009/12/091209121200.htm

Brain scans diagnose dyslexia before children start school. 
http://www.dailymail.co.uk/health/article-2090999/Brain-scans-diagnose-dyslexia-children-learn-read-head-difficulties-school.html

Emma
http://www.facebook.com/ReadAustralia

Mandabplus3,
Don't bang your head! From my part of world, you are so far away that everything is possible 

I am not sure if I cal tell very much about the teaching because I learned at home and my kid also. Our people happily live without the names of letters; we know them but we prefer to say b instead of be because than we feel that we speak more precisely.

in our local parenting forum, mothers often ask "how to teach my 5 or 6 year old to read".
typical answers are:
- wait "the click";
- start with two letter words;
- teach what is the syllable, teach how to count syllables in a word and you will succeed.  Official teaching is based on syllables: kids learn to read single syllables and then bond them together. 
- I try to recommend things like "point on a milk pack and say "milk"" but nobody takes me seriously, whole word approach is not widely known here. 

I think, it is similarly as in other non-English languages.

English is my fourth language and I started to learn it at 22. I speak BSE (bad simple English   ) . Still I think that it is easier to learn English than German (I started to learn it at 12) or Russian (at 6). Because in English you can learn a word and use it. In other languages, there are genders and cases and you can not say a word without knowing a lot about it.

Writing is something different. I do not understand how do you know what to write if you hear "right" or "write". May be you need to develop your intuition to know what to write and may be this is a reason why English becomes so dominating - because of the intuition but this is just my funny theory 

Yes- many non English speaking countries actually teach English more effectively because they have to. The approach we take is one that anyone teaching ESL students would take to be more effective. Unfortuantely many who are fluent English dont realise the many things going on with learning to speak, read and spell in English. Its different to any other language in the world.

46% of Australia adults cant read well enough to follow a cooking recipe. Its why the National Year of Reading was created. However the actual statistics are still being swept under the carpet as so alarming. I can give you the link to the stats if you really want to wade through
This is a news article about it though http://www.love2read.org.au/about-us.cfm

So I hope this does have real weight for a lot of people- we need to change it. It doesnt really matter why people think its the case does it? Those kind of statistics cant be explained other than far too many being failed by the education system? But rather than looking at blame we need to accept it, and be more proactice about changing it. Its WHY I do the work I do. The statistics for our current student population are equally alarming- despite clear recommendations made within the National Inquiry into the Teaching of Reading little has been actioned or implemented- and it was 7 years ago!.

You say there is a problem getting parents to do work with children- Ive just told you that half of Australians cant read. Many will never admit it to the class teacher though.

If children are taught properly by teachers then parents actually dont have to be able to read - but if they can read and spell then they should be shown how. They arent. I do surveys and rarely do parents know what the methods are, or how they are supposed to help. Readers are sent home that the children cant possibly decode and parents worry because unless they read it first so the child can memorise it- or keep asking them to guess- they struggle. And other parents rub their noses in it about what 'level' their child is at !! One of the first things I do when training schools is often get them to bin the 'readers' - start actually teaching them to read- and help parents help their children more effectively!
 
I think I posted the statistics taken from the National Inquiry into the Teaching of Reading about how few teachers are trained effectively - and so many children arent learning to read unless their parents can help. And so the cycle continues......and we are lower the bar regarding what is expected of teachers- because we arent getting high achieving school leavers wanting to go into education.   
Just how toxic teaching is among high achievers is revealed in new figures on university offers to year 12 students released earlier this month by the federal higher education department. Education was the least popular course for school leavers with the highest university entrance scores, with only 5 per cent of offers made to students with an Australian Tertiary Admissions Rank (ATAR) above 90.05. Almost 22 per cent of offers in education courses were made to students with ATARs below 60, including almost 7 per cent of offers to students who scored below 50.
Teacher education specialists say the large number of low achievers entering teaching courses is part of a trend that has been worsening over the past 20 years.
Read more:
http://www.smh.com.au/opinion/society-and-culture/industrys-learning-difficulty-20120520-1yyom.html

So our focus at Read Australia™ is the training of teachers and also empowering parents so they arent relying on the teachers- and pot luck. But as its difficult for many parents this is why we have to make it easier for teachers!! We keep plugging at it from all angles though.

We really value parents- and know how influential they can be. But there are so many programs, resources....masses to be found and very few that can actually work for all children. To sell a product there has to be something to follow in a set way- and that cant work for every child. So the reason for trying to share this 'approach' is to help parents realise that THEY are the best resource and that the best thing to do is get training. This could actually improve your program results as well- Im not saying anything sold on here isnt good- Im saying that if parents know more than can get more out of them. The best resource in the world are the parents- who can then use programs etc to supplement their teaching and enhance it- but not to use the program as the 'teacher' - if that makes sense. If you know how, you can teach any child to read and spell without actually buying anything. That doesnt mean you shouldnt - but Im saying that parent underestimate what they can do. But they do need quality training - and I believe we offer this. Most parents can get what they need from our free stuff, to be able to learn how to improve their own teaching. 

Research highlights the lack of effective and successful parent initiatives in literacy. Cunningham and Allington (2003) point out that most
parents are unsure of how to teach reading or help their children with literacy development. As I said, the positive impact of parent education on children’s reading acquisition cannot be underestimated nor undervalued.
According to research involving 1174 families by Senechal (2006) when parents were taught specific literacy skills to use with their children, they were twice as effective as parents who listened to their children read and six times more effective than parents who read to their children.
In addition, Project ROAR (Reach Out And Read) indicates that parents are eager to help their children and when instructed in appropriate literacy activities can positively affect the academic progress of their children (Gilliam et al, 2004).

But we must be realistic about the real situation in Australia if we are truly to bring about change. Anyone who has struggled with literacy -for any reason- or who knows someone who has- knows that this can be devastating. To me reading and spelling should be our priority within the early years- it is unlike any other subject. Good intentions arent enough though. Its not a natural skill for the brain- not every brain. So the earlier we create reading brains the better. And its why we call is Shaping Reading Brains- its actually changing the brain. I remember reading 'Why Children Cant Read' by Dianne McGuiness when doing my masters - and it stated that there is no dyslexia - simply children who do not have reading brains and who havent been taught to develop them. It seemed far fetched- but the more we know about brain plasticity the more many are considering that this may be the reality. Children who were diagnosed as dyslexia and considered unteachable showed massive gains, to 'catch up' in as little as 12 hours training - but the focus had to be on developing phonological awareness so that they could understand print (phonics) Phonics alone is not enough- and its the quality of teaching that counts- teaching that meets the needs of the child- not the 'program'.

Sorry if already posted this- policy paper by Dr Colheart and Dr Prior - Learning to Read in Australia
http://www.early-reading-centre.com/LearningToReadInAustralia_Coltheart_Prior.pdfEm

Our aim is that every child will be reading and spelling by 6  - and as much as its great that so many here are keen and involved- sometimes thats just not enough. I just want to raise awareness and show how they could perhaps do even more....themselves...because I can share what I know.. And that is how to teach ANY child- every child- because Ive not just taught children before school but the ones who have completely switched off and hate it. I want to share that- for no other reason than to help parents and teachers do it themselves. When more videos of me teaching are uploaded - and when the documentary is shown- hopefully people can see what Im saying. So difficult to write.

If you read through the comments youll see that parents cant quite get their heads around it- most have used phonics or whole language or a combination. Im offering a different approach- that works with all- because I teach all as if they dont have 'reading brains' - as if they have dyslexia etc. The children who would learn whatever you do will still benefit as it will help with their spelling and verbal intelligence. Its the others Im speaking out for though, and are posting for.  Ive only ever come across 2 methods/ approaches/ programs where they do the same- and one has HUGE statstics to back up results. But even those depend on who is doing the teaching. So how you teach is just as important as what. Its why I am happy to be filmed- so much easier for people to see the how and not just the what- and to see how I adapt things every session depending on who Im teaching. Its really difficult to explain- and until you really see it many wont really understand my message. Phonics and whole language are things you 'see' a child doing- its difficult for parents to understand how much can be going on to develop reading brains without even showing them any print- any sight words or letters. (other than when reading to them etc)

I guess until you see my work you may remain sceptical - but Ill keep plugging away. 

Aaarrgggghhhh

He posted about a 3 who old - she isnt reading. You cant read sentences if you cant work out the words!! I was suggesting that she isnt enjoying this or understanding it. And even if you show her the same sentence over and over and she has to memorise it that isnt reading either.

So rather than going round and round in circles- and rather than keeping on doing what isnt working for this little girl- I suggested looking at other ways.

And gave them.

I get children reading sentences in about 3 weeks. If you want to learn how then you will have to read my posts, sites, and watch the videos!

Of course she would then focus- its would be developmentally appropriate to her, make sense to her, and would help her progress.

But THE PARENT has to learn how FIRST. 

And the comment showed me how ingrained these things are- I" basically have zero teaching tools other than laptop and ipad. I have no printer to print stuff" He has the BEST teaching tool. HIMSELF. He just needs to learn what she needs - and thats what my approach does. He can help her- not be bored himself- not have to end sternly' etc they can both have fun- and she can actually learn to read.

Frukc- 'It is not about the teaching to read and about failures. It is about kids who are already reading and going to the next milestone - sentence reading'

Yes, he was aasking about teaching children to read- and I dont want his child to fail. She is NOT going to the next milestone- and if this is what you believe then no wonder you keep giving me bad karma points.

Some people want to have the skills to teach their children - and thats what I can give them- for free. Stop shooting me down- its works- for every child. Just watch the videos and keep reading about us over the next 5 years. We are going to be featured in a documentary in Australia about ground breaking work in early childhood.If not really exciting work I dont think theyd bother- do you?
So this parent might find my comments helpful even if you dont.

So - Ariel- forget print and go back and teach her why the print is there in the first place- to represent speech sounds. You can then go back to this program later and it will make sense to her and she wont get frustrated - and you wont get bored:-)

Watch the clip to understand what I mean. You can download the decodable readers she will quickly move on to - from SPELD SA - also for free. But you dont start with these until she is hearing those speech sounds.

Let me break it down into 'skills' you can focus on.

START with speech sounds- so that when you introduce a picture of a sound- eg 's' that she understands that this is only ONE of them (there are of course 8 sound pics that represent the sss speech sound) The first group of speech sounds and a linked sound pic could be s,a,t,p,i,n - but you dont start with the sound pics/ the print- you start with developing phonological awareness. You start with getting her to hear these speech sounds. You could have a speech sound table - eg a 'sss' table- or scrap book- with rice, scent, santa, grass etc- and you can can use the free speech sound clouds on a wall to show her the whole cloud- even though you are only starting with one- ie 's'

Dont START with print or its confusing. You show the child 's' and say it 'makes the sound s' (I shudder when I say that expression) but what happens when she sees the word 'rice' and you tell her what it is- and she cant understand why its not got a 's' at the end. Phonics can get really confusing- so dont start with it- start with speech sound training. 

When you have been developing her awareness of these speech sounds in words- beginning, middle end- helping her to blend- helping her hear the sounds in words and hear what they are (examples of 4 years old doing this is on the clip) then you start to really look at those sound pics. After introducing the first group of 6 sound pics (which are just ONE of the sound pics for those six speech sounds) she will have been introduced to these skills which are fundamental for early reading and spelling

She should be;
 
* 'hearing' speech sounds in words - beginning, middle end
 
* 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 lmagnetic 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.
 
They will also be able to read sentences - using decodable readers in line with this sound pics group - eg from SPELD SA.

I wrote about this initial skills list here - and you can see the pre-school aged children doing all these skills on the Koala Kindy clips on youtube
- or watch this 4 year old doing them here after 3 hours of training
http://youtu.be/pVTHEePs9S0

http://ezinearticles.com/?Teaching-Children-to-Read-and-Spell---Learning-Objectives-for-the-Teaching-of-First-Six-Sounds&id=6728090

I think you are telling us that she trying to 'sound out' the words- is she actually then able to blend? If you say f  r  o  g ( a second between each speech sound) can she hear that it is the word frog? (also ask her what the word 'frog' would be if you didnt say the 'r'  etc - can she hear what the last sound in 'fish' is? whats the first speech sound in phone etc  ie check her phonological awareness)

Em
ps and she will get frustrated doing it the way you are currently doing it- she wants to be able to do it- and youve told her she can have a reward if she can- but she cant.. We want her to suceed - and to love it- at any age

The Shaping Reading Brains approach asks early years teachers to do little and often. Much of the work happens alongside day to day activities in the early years- eg when lining up to wash hands, playing in the sand. Around 10 minutes would be spent with all children together- but most is in small groups- short, 2 or 3 minute blasts - that are fun!! Much of the info we are 'programming' into their brains happens without them having to say anything -although the approach develops oral abilities We start from speech- to develop reading brains- changing the way in which they understand and process speech sounds- helping them identifythe smaller parts (phonemes) so that they understand WHY we use print as we do, to represent speech sounds. ut the idea is the same as you are suggesting- little and often- working with specific parts of the brain- and developing the brains ability to do much more!!

So although the principle isnt the same- ie we do NOT encourage parents to ask children to memorise whole words- children WONT need to memorize sight words (they can only retain a few tousand anyway so not worth it) as this approach helps children utilize the brain to actually work out print more easily.

We very much support Dr Tallal's work- Children of the Code- and resources eg FastForWord- which uses the latest research into brain pasticity to help ANY child read and spell - developing reading brains. If you are interested in neuroscience it may be worth taking a look at her work

At Read Australia we are developing early intervention programs along these lines- to prevent difficulties- and teach as if ALL will have these difficulties. This prevents difficulties for those who would have had difficulties- and helps those who find it easy simple fly !!

http://www.ncas.rutgers.edu/paula-tallal
 

This post has be 're-born' so that the original post wasnt lost- I was responding to it- but (as often happens) there became a discussion about 'methds'. Many are using a similar approach to the Shaping Reading Brains approach- if you really listen to your child its likely you are already on the right path for  doing that as youll pick up on when they arent really interested or getting it. This is the time to change tactics.
The approach Im talking about isnt a program or method- as no program or method could work- its prescriptive. Instead, we ask the teacher (often the parent) to start from the child- and while using a child centre, book rich envionment, teach children in the way that works for them. If we understanding what they would need if they were to struggle then we can use an approach that enables us to prevent this- even if the would have been fine its not going to hurt (and will help their spelking) We know why so many struggle- and can prevent this.
To me its logical- we are starting from the child- and remembering/ learning (most dont remember of understand) what effective reading and spelling strategies are. But its taken me 20 years of teaching to get to this point. Ive failed alot of children- unintentionally- while I learnt. And thats what Im sharing. I didnt know any better - but I kept trying to look at what I was doing if a child turned 6 and wasnt reading and spelling- and what I should change. And I am still learning- this approach will only get better and better. But it does guarantee reading and spelling by 6 - certainly if Im teaching them- so you can too.

So I edited the original post as I think I may have conveyed the message inaccurately at time- and someone said I came over as critical- not my intention. I guess when you know the facts (Im studying my doctorate and kind of have to know them- but am aso a bit of a boffin in that regard) then you would also understand perhaps why Im so vocal. We are NOT giving all of our children the best- and yet we can. Every child deserves to be reading and spelling confidently by the age of 6- so they can then get on with reading to learn. But I do apologise if my words have come across with anything but good intentions. I wouldnt post on this if I didnt think we had an audience of keen and interested parents. Your children are the lucky ones. Most of the children I work with dont have parents who can read themselves. And when you really think about that 46% statistic in AU- is it any wonder?

I want that to change- so we can break the cycle. And its best tackled in the early years. At our playgroups the intention is to teach parents so that it doesnt matter if their teacher doesnt know what to do. I had an Australian teacher openly admit to me yesterday that she is teaching Prep and has no clue how to teach them to read. Shes NOT in the minority. So I help children have he skills before they even stat school- and help parents become teachers. Again, it just makes good sense to me.   

 

     

Just seen this comment - "Frukc please don't take this one persons view as reflection of what is really happening in Australian schools. There was sooo much wrong with her last batch of comments I couldn't be bothered banging my head against the wall anymore. If you want another view Pm me.
It was most interesting to read how your country teaches though. I think you should start a new thread for that interesting topic!"

I dont write anything that isnt factual- what do you think I am saying that is not a reflection of Australian schools? I came from the Uk where I was an Inspector for the UK government-inspecting on the quality of early years education- and have emigrated- and had to create Read Australia as flaberghasted at what I saw.

46% of Australian adults aged 15 - 74 (as of about 18 months ago) cant read well enough to follow a cooking recipe.

That one? I cant make those statistics up:-)

The Australian inquiry into the teaching of reading  surveyed all the 4-year Bachelor of Education courses around Australia. This survey’s findings included the following:
 
(a) in almost all such courses, less than 10 per cent of course time was devoted to preparing student teachers to teach reading; in about half of these courses this percentage was less than 5 per cent.
 (b) many students undertaking BEd courses have poor literacy skills themselves and lack knowledge of such concepts as phonemic awareness, phonics and the alphabetic principle; yet these are just the kinds of concepts that they will need to teach children if their teaching of reading is to be effective.
 (c) on the whole, beginning primary teachers are not confident about teaching some specific aspects of literacy, namely spelling and grammar, as well as phonics.
 (d) barely a third of senior staff in schools think that beginning teachers are adequately prepared to teach children to read. And,
 (e) new teachers are graduating without sufficient specific strategies to improve literacy standards.
 
So the results of this survey suggest that, as far as the teaching of reading is concerned, the situation in teacher training courses in Australia is grave; which means that the classroom situation in Australia will also be grave.

And we see that when we look at standards. Im in QLD and have yet to find one state primary school in which every child is reading by 6. You can read gov reports from the UK as to how 12 of the best schools do this (ie have every child reading by 6) QLD students do worse than any other state - see NAPLAN year 3 and 5 results for literacy. 

Why do you thnk Im so passionate about this? I know the facts- I know the research- and have been teaching children for over 20 years. And, ultimately, this approach we have developed DOES work for every child- and I share this with parents all over the world for free. Im quite flabberghasted by some of the comments. Every single parent (and teacher) who has ever watched me teach says words to the effect of  'but this makes so much sense and is so easy?!'

Just keep your minds open to new developments- this is my life's work...- because I just love children. I dont want any child to struggle because the adults in their world didnt know how to help them. Because I am also a behaviour management specialist and see the effects of reading difficulties.   

If there are any people out there interested, you have nothing to lose by following the clips.....

Anf if you want more FACTS about reading in Australia dont hesitate to ask

Thank you
 

 

Unfortunately parents write this over and over again- please listen to what your child is trying to tell you..either 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 arnt ready to be reading and spelling- far from it! You may just need to rethink your approach and start 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. 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 - 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 7 karma points when Im sharing free info is beyond me- how do they work? Ive taught thousands of pre-school aged children and am sharing this for free- saying you can do it yourself, without buying anything. Why is that bad karma??!  For children 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 - and hopefully many will find it useful. Youll certainly find it helpful if your 3 year old Ariel.

And although someone will not doubt shoot me down about this please dont offer rewards for anything to do with reading- it decreases intrinsic motivation (there is data on this- actual research into bribing or rewarding children with things to get them to do anything)  Make it fun and developmentally appropriate and the learning is the reward.  

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

Thats so interesting - thanks for sharing!

I dont teach letter names until they are reading and need to be able to use the names as labels. Some can cope with learning both alongside each other but I teach towards helping the highest number (ie as if all will have phonological difficulties) - because the children who will get it will get it anyway. Ive had so many teachers at training arguing with me- until I do an activity where they have to read and spell using a made up language - different symbols to represent the speech sounds- with different letter names - and they quickly get my point and stop teaching letter names :-) Letter names dont help with reading or spelling- just labelling. Infact that exercise reminds many of the processes involved, and gets them more child focused.

English is so much harder than most- I admire anyone who speaks it as a second language and understands it! And think of it in this way for children- that the written code is like a different language. Often we are so used to reading and spelling that we dont realise how difficult it is!

Phonological awareness is difficult if they are hard of hearing but doesnt actually have anything to do with hearing- ie if you ask children to listen to sounds thats not related to what happens with the brain when listening for speech sounds.

There are a few shorter clips that will be useful- and especially watch the ones we will be producing - as these will show children from 2 years of age.

The long videos are where Ive showed the whole session - so can be an hour in length even if the session wasnt. About 20 hours of footage:-) Look at those  posted on facebook as usually more concise :-)

     

"I am guessing... but thrass has speech sounds and so does one called phonics....something. "


No!! :-)

Ill stick to 'doing' rather than trying to explain- you can watch the videos or not - Ive put the links there for those who are interested. Perhaps youll get it more when you watch it - with lots of different and unique children of all ages - and with English as a second language, special needs etc.

Glad there are some decodable readers going home in Prep - most state schools are being told not to send them. QLD has the worst reading and spelling of all states - and they need to pull up their socks. But cant- because teachers arent given quality training....so dont know what to do. I trained several schools in WA recently and when I asked who had been given any training about the teaching of reading and spelling (specifically research based- government report recommended- proven to work etc) 1 out of 143 had.

Matching and recognising sound cylinders has nothing to do with phonological awareness unless I misunderstood what youve written Korrale4kq.

I support Montessori because its child centred. But still not enough- certainly not as taught in the 12 centres Ive worked in/ supported.

As I said, Ive explored everything over the last decade- not as a researcher (although Im about to do a PhD)- but as an educator. And have come up with an approach that should actually be supported by all- as it includes all the good parts of everything- and focuses on preventing difficulties - so ideal for any child with speech difficulties etc. Shaping reading brains.

Just keep your minds open- and take what you feel would be useful for your child or class from the clips. If every single child has excellent oral abilities as well as decoding, encoding- fluency, comprehension..... before school- there must be something in it. You cant say that if you havent taught more than a handful- especially not if at one time. The difficulty for teachers is having a class of 25 - 30. They need something that can work for all - when teaching that many. Not just the lucky ones. As we see from reading scores this isnt currently happening. The world needs a change- and to move on...so teachers have the skills and resources they need to teach ANY child- including those who dont have parents like on this forum who are keen to support them- and can do so as they can read themselves.

As I said, 46% of Australian adults cant even read well enough to follow a cooking recipe. Why people arent more alarmed and also standing up for our children is a mystery to me!!

Im certainly read for a change. Ive told Campbell Newman Ill happily go and work with any Prep class in QLD (preferably a school that is currently failing) and get every child reading and spelling- and be videoed. To do that I couldnt possibly not start with and focus on oral abilities - and phonological awareness. NOT phonics - even as you think of phonics.

And if any other teacher of 5 and 6 years olds has his or her WHOLE class reading AND SPELLING (with comprehension) to at least the level of a 7 year old (chronologically speaking) then please do contact me so we can share ideas. 

Back to 'doing' - keep an eye on the Read Australia youtube channel from end of June! - and facebook page. Even if to try to pick holes- worth watching surely? I dont gain anything - other than preventing difficulties for children and giving every child the opportunity to immerse themselves in the AMAZING world of language and literacy

Emma

   

You might find the free youtube clips about teaching pre-schoolers to read and spell useful  - Ive been posting on a thread 'Who has started to teach reading at 2.5' - lengthy but hopefully useful. You are being told by your child to focus on the right things!!! Listen to them.. And expand your understanding by focusing on speech sounds. The Shaping Reading Brains approach is not a program or method- its an approach that centres around speech sounds - so that learning print (phonics) is easy. You can follow us on facebook 'read australia' for free support and resources.

http://youtu.be/pVTHEePs9S0


Why your child is telling you to focus on speech sound pics and not whole words:-)

http://youtu.be/i7tnS58_G0I

Emma Hartnell-Baker BEd Hons MA Special Educational Needs