Difference between revisions of "Phonics mistakes"
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*allowing the student to develop inferior reading habits that make it more difficult for him to learn by [[phonics]] | *allowing the student to develop inferior reading habits that make it more difficult for him to learn by [[phonics]] | ||
*starting phonics too late, such as after the child is 6 or 7 years old; the later the start, the more difficult the instruction will be<ref>It is possible that starting too early, such as age 3, could be frustrating to the child and result in incorrect habits for reading that make it more difficult to learn correctly later.</ref> | *starting phonics too late, such as after the child is 6 or 7 years old; the later the start, the more difficult the instruction will be<ref>It is possible that starting too early, such as age 3, could be frustrating to the child and result in incorrect habits for reading that make it more difficult to learn correctly later.</ref> | ||
| − | *using inferior books, such as ones having small print, a confused mixture of sight with phonetic | + | *using inferior books, such as ones having small print, a confused mixture of sight with phonetic words, bad examples, unattractive pictures, and undesired passages; ''[[First Reader]]'' is a proven successful text for 4 generations |
| − | words, bad examples, unattractive pictures, and undesired passages; ''[[First Reader]]'' is a proven successful text for 4 generations | + | |
*complicating it by talking about the "[[schwa]]" sound and other obscurities that can confusing a student | *complicating it by talking about the "[[schwa]]" sound and other obscurities that can confusing a student | ||
*failing to read a little every day, and instead going extended periods without reading so that the student falls way behind | *failing to read a little every day, and instead going extended periods without reading so that the student falls way behind | ||
*expecting a child to learn how to read in a classroom, collectivist setting rather than far better individualized instruction | *expecting a child to learn how to read in a classroom, collectivist setting rather than far better individualized instruction | ||
| + | *do not expect a stranger, such as a [[Leftist]] [[public school]] teacher, to give your child the lifelong gift of becoming an excellent reader | ||
== See also == | == See also == | ||
Revision as of 06:37, March 25, 2023
Phonics mistakes are common mistakes made in connection with teaching a child to read, even when the method is purportedly the preferred approach of phonics.
These mistakes include:
- failing to repetitive redo pages in a good phonics book until the student has mastered it
- failing to practice, practice, practice with multi-syllable words as a youngster might practice a skill in sports
- mixing too many sight words with phonetic ones such that student is not learning to read phonetically; sight words should at most be rare exceptions
- allowing the student to rely on word recognition rather than sounding out a word syllable-by-syllable
- allowing the student to develop inferior reading habits that make it more difficult for him to learn by phonics
- starting phonics too late, such as after the child is 6 or 7 years old; the later the start, the more difficult the instruction will be[1]
- using inferior books, such as ones having small print, a confused mixture of sight with phonetic words, bad examples, unattractive pictures, and undesired passages; First Reader is a proven successful text for 4 generations
- complicating it by talking about the "schwa" sound and other obscurities that can confusing a student
- failing to read a little every day, and instead going extended periods without reading so that the student falls way behind
- expecting a child to learn how to read in a classroom, collectivist setting rather than far better individualized instruction
- do not expect a stranger, such as a Leftist public school teacher, to give your child the lifelong gift of becoming an excellent reader
See also
References
- ↑ It is possible that starting too early, such as age 3, could be frustrating to the child and result in incorrect habits for reading that make it more difficult to learn correctly later.
