ArticlesArticlesPUTTING NEW PUNCH INTO YOUR READING CURRICULUM
About 50% of our children will learn to read no matter what instructional techniques we use to teach them. For the other half, systematic instruction in the decoding process is essential before the student can develop proficiency in reading. Through phonics instruction we teach children the basic elements in this process of decoding. Among homeschoolers, phonics is usually a featured component of the reading program.
Yet, even with a thorough introduction to word attack skills, many homeschooled youngsters never become truly proficient readers who love to read. Is there something we are missing?
Traditional wisdom and years of research tell us that effective reading programs must include:
Many homeschooling families have faithfully followed these five guidelines and still ended up with a child who hates to read and only picks up a pencil when threatened with serious bodily harm. Mothers say, “It isn’t that she can’t read. She always had her nose stuck in a book when she was seven and eight. Now she tries to wangle her way out of any large reading assignment; and she’s so slow once she does get started.” Dads complain, “There’s no reason he can’t put his mind to it and get his work done. I never was much of a speller myself, but there’s no excuse for that shabby looking handwriting.” With most reluctant readers, it looks like the problem is motivation.
Frustrated parents call me and ask, “Where did we go wrong?” Exciting new research offers some answers.
Recent studies indicate that there are some essential aspects of reading instruction that have been over-looked for years! Some crucial groundwork needs to be done before formal instruction in reading begins. There are some underlying elements of phonics that need to be taught along with our standard procedures in word attack training.
Through the research of Sally Shaywitz, MD, Louisa Moats PhD, and others, reading instruction has been moved to a whole new level. Their discoveries about “phonological awareness” and “phonemic awareness” are revolutionizing our instructional methods in reading at all levels.
Phonological awareness does not involve print or “reading”. When my students and I work to develop skills in this area, we refer to our activities as “ear training”. Practice sessions involve playing with sounds, syllables and words that are spoken. The student is asked to listen, think, and respond by identifying rhymes, repeating sounds inside words, and identifying syllables or changing them around. It’s amazing how many of my students have difficulty hearing the difference between an “m” and an “n”, or the “ai” in sail and the “e” in sells. It’s no wonder research studies show a connection between phonological awareness and reading. A student who can’t hear the isolated sounds of language is not likely to get much benefit from even the best phonics instruction. Generally, students of all ages find this phonological awareness training fun, challenging, and very helpful.
In developing phonemic awareness, ear training is taken to the next level and the student is introduced to the written symbols we use to represent the sounds of our language. By teaching the student to connect written letters of the alphabet to the spoken sounds, the child gains an understanding of the sound/symbol relationships. Through phonemic awareness training we demonstrate to the student the connection between spoken language and written language. Thus, mastery of phonemic awareness gives youngsters the basic underpinnings of all future phonics instruction.
Putting this new information to use requires homeschoolers to rethink their reading curriculum. For beginning readers (ages 5, 6, and 7), it is vitally important to provide explicit instruction in phonological and phonemic awareness in 15 to 20 minutes sessions at least three times a week throughout those initial years of instruction. Many publishers have added this component to their standard reading series. Homeschoolers who use a curriculum that does not include ear training can easily buy the appropriate materials and add it into their reading instruction program.
The ideal time for teaching phonological and phonemic awareness is during the early grades. What about adding it into the curriculum of an older youngster? The research numbers aren’t all in yet, but current findings suggest that poor readers and reluctant readers of all ages can gain tremendous benefits from such instruction. This is easily accomplished in a homeschool setting when an older child partners with younger brothers and sisters as they receive such training. With guidance, the older student could even act as mentor and supervise such practice sessions for younger siblings. Independent practice is also possible by purchasing some of the software now available. To reap the benefits of phonological and phonemic awareness, it is necessary to provide a systematic training program over an extended period of time. Not only do the materials suggested in the box below give step-by-step guidance to the teacher, but they also make the learning process fun.
Phonological and phonemic awareness are definitely not just the current “buzz words” in the field of education. The impact of appropriate training in these areas has been thoroughly explored and validated by sound research done by respected experts..Books by researchers such as Shaywitz and Moats make very interesting reading and offer a strong note of encouragement to those who are working to help beginning or struggling readers.
And, of course, the proof is in the pudding. In my own practice, I’m seeing dramatic improvements when I add ear training into the mix of activities designed to help a student overcome reading and writing difficulties. Starting all beginning readers off with a systematic program of phonological and phonemic awareness training very well might be the “open sesame” that allows struggling youngsters to enter into the joys of curling up with a good book.
SUGGESTED RESOURCES:
Phonological Awareness Training for Reading (PRO-ED) K-2
Road to the Code (Paul Brookes), K-1
S.P.I.R.E. (Educator’s Publishing Service), curriculum K-8
DaisyQuest and Daisy’s Castle (Adventure Learning Software)K-1
Earobics (Cognitive Concepts), software for K-6