problems with phonic programs (part two)

Here is the second problem I wanted to address: (quoting from Wanda Sanseri)


2. Pokey Phonics - phonics instruction should be first and fast. Some systems take years to introduce the key components to the language. Unnecessarily delaying this vital instruction will force children to invent their own inadequate and unreliable systems.

Fragmenting key information into bits and pieces which are introduced separately over time makes retrieval hard. Instead of teaching only short vowel sounds or long vowel sounds, it is easier for a student to file together in one place of her mind all the common sounds a phonogram can make. At student who learns only the short vowel sound of O will experience frustration trying to read words like OPEN or DO. A person who knows from the beginning that the letter O has three possible sounds will not be discouraged that the first sound did not work. She has two other choices on the tip of her tongue to try.

The same concept applies to multi-letter phonograms. CH can make three different sounds. In many programs these sounds are taught separately over a period of years. Students in first grade may have a list of words using CH to say /ch/ as in child. In second or third grade they may have a list of words using CH to say /k/ as in chord. In fourth grade they may have a long list of words using CH to spell /sh/ as in chef. The three distinct sounds are rarely presented together in an uncluttered way.


On a side note:
If you are looking for ways to introduce phonics to your toddler or preschooler, here is an article with some great suggestions.

Happy reading! Teach them while they are young!

Tonya