If this is your first visit, be sure to check out the FAQ by clicking the link above. You may have to register before you can post: click the register link above to proceed. To start viewing messages, select the forum that you want to visit from the selection below. |
|
|
Thread Tools | Display Modes |
#21
|
|||
|
|||
[OT] Hooked on Phonics
|
#22
|
|||
|
|||
Hooked on Phonics
On Feb 4, 8:27*pm, "jofirey" wrote:
"Jack Campin - bogus address" wrote in ... Phonics was the way reading was taught when I was in school, too (1940s). However, somewhere along the line, someone came up with the "See and Say" system of teaching reading, where children were supposed to recognize the shape of a whole word, rather than sounding it out. That sounds like a terrible way to teach people to read. With phonics, you have to remember 26 letters, and the limited number of sounds each letter can make, which doesn't come to that many. With the above method, you'd have to memorize thousands of "word shapes". It was probably based on the observation that good readers *do* memorize thousands of word shapes. *Presumably somebody thought that since that's where people end up with their reading skills, that must be a good place to start. *Humph. Also, I would think a person would [confuse] words a lot more easily, since many words have very similar shapes, eg, "almost" and "always" The descender on the y and the wiggle at the end make a difference. Last year I heard a talk by a woman who grew up with English as her first spoken language but Farsi as her first written one (she was the child of a British diplomatic family in Iran), and ended up as an expert on Islamic calligraphy. *She said that dyslexia was unknown among kids who grew up reading Arabic-family scripts - the shapes of the words are much more individual than they are in English. *So for that kind of script, look-say might be a winner. I learnt phonics-style in England in the 1950s and have hardly made a spelling mistake since I was 10. *I'm sure look-say is appropriate in English for people with some kinds of cognitive disability, but they must be a very small minority. I was already reading well by the time I started school, so I'd guess that look-say would describe how I learned to read. *My family always read to me. After a while I would know the books and read back to them, and finally I was reading new things as well. *I'm guessing that is pretty much how most people end up reading. *Phonics seems awfully unwieldy for reading at any sort of advanced level. That said, I can't spell worth a darn and I cannot proof read very well either. *I see the point of starting all kids out on phonics and letting them advance from there. *If only because it is so hard to go back to phonics for the kids that really do need it. (Do kids ever have to memorize anything in school anymore?) Jo- Hide quoted text - - Show quoted text - Taggin in. I was able to read before I entered school. My mom was tired of listening to me talk so she taught me to read. Writing was a problem as I am dyslexic and kept trying to write from right to left. Used to make the old man furious. The teacher thought it was a hoot. She corrected me and the rest, as they say, is history. My first grade teacher, Mrs Pittwood, used a combination of sight and say, and phonics. We learned the easy words (you know, Dick, Jane, Sally, Spot, Puff, and, the, to, so, forth) by sight, the hard ones were taught by phonics. My problem was that the hard ones were easy for me and I ended up wearing water from the water fountain a few times as a result. The foreign language teachers I've worked for do use sight and say in their class rooms. They usually have a verb declination chart at the front of the room so that they can teach the verbs by just changing the verb in the center pockets. Rather practical in my opinion. I feel sorry for those who've had to learn English/American as a second language as the language has so many rules and exceptions for them that it is hard for those raised with it to get the language right. Pam S, trying to get into alt.humor.usenet |
#23
|
|||
|
|||
O. T. but cute, I thought
On Feb 4, 5:58*am, "Granby" wrote:
* Jake is 5 and learning to read. * He points at a picture in a zoo book and says, "Look * Mama! It's a frickin' Cat!" * Deep breath .. "What did you call it?" * "It's a frickin' Cat, Mama! It says so on the picture!" * and so it *does .. " A *f r i c a n *Cat " * Hooked *on phonics!!! * Ain't it wonderful? LOL! Lesley Slave of the Fabulous Furballs |
#24
|
|||
|
|||
Hooked on Phonics
tanadashoes wrote:
On Feb 4, 8:27 pm, "jofirey" wrote: "Jack Campin - bogus address" wrote in ... Phonics was the way reading was taught when I was in school, too (1940s). However, somewhere along the line, someone came up with the "See and Say" system of teaching reading, where children were supposed to recognize the shape of a whole word, rather than sounding it out. That sounds like a terrible way to teach people to read. With phonics, you have to remember 26 letters, and the limited number of sounds each letter can make, which doesn't come to that many. With the above method, you'd have to memorize thousands of "word shapes". It was probably based on the observation that good readers *do* memorize thousands of word shapes. Presumably somebody thought that since that's where people end up with their reading skills, that must be a good place to start. Humph. Also, I would think a person would [confuse] words a lot more easily, since many words have very similar shapes, eg, "almost" and "always" The descender on the y and the wiggle at the end make a difference. Last year I heard a talk by a woman who grew up with English as her first spoken language but Farsi as her first written one (she was the child of a British diplomatic family in Iran), and ended up as an expert on Islamic calligraphy. She said that dyslexia was unknown among kids who grew up reading Arabic-family scripts - the shapes of the words are much more individual than they are in English. So for that kind of script, look-say might be a winner. I learnt phonics-style in England in the 1950s and have hardly made a spelling mistake since I was 10. I'm sure look-say is appropriate in English for people with some kinds of cognitive disability, but they must be a very small minority. I was already reading well by the time I started school, so I'd guess that look-say would describe how I learned to read. My family always read to me. After a while I would know the books and read back to them, and finally I was reading new things as well. I'm guessing that is pretty much how most people end up reading. Phonics seems awfully unwieldy for reading at any sort of advanced level. That said, I can't spell worth a darn and I cannot proof read very well either. I see the point of starting all kids out on phonics and letting them advance from there. If only because it is so hard to go back to phonics for the kids that really do need it. (Do kids ever have to memorize anything in school anymore?) Jo- Hide quoted text - - Show quoted text - Taggin in. I was able to read before I entered school. I learned to read (Swedish) at age 4 (we start school at age 7 in Finland). I still remember that wonderful feeling, when everything just clicked and I understood how those letters combined into words. I also remember the first book I read all by myself. It was about an eskimo who sailed away on a piece of ice and ended up in Africa. I feel sorry for those who've had to learn English/American as a second language as the language has so many rules and exceptions for them that it is hard for those raised with it to get the language right. Someone very wise has said that English grammar is about 20% rules and 80% exceptions to the rule. -- Marina, Miranda and Caliban. In loving memory of Frank and Nikki. |
#25
|
|||
|
|||
[OT] Hooked on Phonics
"EvelynVogtGamble(Divamanque)" wrote:
in learning to read by phonics, you are simultaneously learning to visually recognize the words, but that doesn't make "sounding them out" unimportant. Also, the ability to sound out words is a powerful tool for a child. It means they can read on their own, because they have the knowledge of how letters are supposed to sound. Of course in English, this can be a big challenge. I remember once in first or second grade, seeing the word "heat" written on the blackboard, and trying to figure out what the word was. I had no idea what "hee-at" meant. I'm still glad I had that skill, though, because there are certainly many words that are spelled the way they sound. Eventually, all readers *do* go on to learn the shapes of words, once they've been reading for a while. You don't spend the rest of your life sounding out the letters of every word you read. Even so, that skill comes in handy occasionally, when I encounter a word I've never seen before, especially if it's a long one, such as a chemical or medical term, etc. Joyce -- To send email to this address, remove the triple-X from my user name. |
#26
|
|||
|
|||
O. T. but cute, I thought
Granby wrote:
Jake is 5 and learning to read. He points at a picture in a zoo book and says, "Look Mama! It's a frickin' Cat!" Deep breath .. "What did you call it?" "It's a frickin' Cat, Mama! It says so on the picture!" and so it does .. " A f r i c a n Cat " Hooked on phonics!!! Ain't it wonderful? Thanks for the laugh! Best wishes, Polonca and Soncek |
Thread Tools | |
Display Modes | |
|
|
Similar Threads | ||||
Thread | Thread Starter | Forum | Replies | Last Post |
cute cute kitten + dog video | yepp | Cat anecdotes | 9 | May 22nd 06 05:50 PM |
OT I thought these were cute | No More Retail | Cat anecdotes | 1 | November 17th 05 02:42 AM |
Who would have thought... | dirtylitterboxofferingstospammers | Cat anecdotes | 18 | July 4th 04 09:19 PM |
And I thought my cat was fat... | Rona Yuthasastrakosol | Cat health & behaviour | 34 | April 7th 04 05:33 AM |
I thought you might like this story | Bill | Cat health & behaviour | 14 | July 8th 03 11:11 PM |