Phonological awareness umbrella

What is Phonological Awareness? - The Daily Alphabet

There are so many terms that are used in education, it can definitely be overwhelming! A lot of times they are used interchangeably (incorrectly so), and that adds to the confusion. We hear the words phonics, phonemic awareness and phonological awareness thrown out there, but what do they mean? Let’s dive in!

What is Phonological Awareness?

Phonological awareness is like an umbrella term that covers the others. It is all about the sounds of the spoken language. We must be sure that we don’t confuse that with the word auditory. When we talk about the word auditory, that means all of the sounds that are heard. Phonological means only the sounds of the spoken language.

When students have phonological awareness, that means that not only can they recognize different sounds of spoken words, but they can also manipulate the sound parts of spoken words. This includes phonemes (the individual sounds in a language), rhyming parts, alliteration, initial, medial, final sounds as well as syllables, etc.

What is Phonemic Awareness?

Phonemic awareness is a type of phonological awareness. Phonemes are the smallest unit of sound in spoken words. They are the smallest parts of oral words. When a child shows phonemic awareness, they are able to not only recognize but manipulate all of the individual phonemes in a word. It is important to remember that this has nothing to do with letters, not directly at least. 

Phonemic awareness is something that you can do with your eyes closed. 

Students must have a very strong understanding of the spoken language before they will ever understand the written language. Before they can identify the letter that makes a sound, they have to first hear the sound. It is only when they hear the sound, that they’ll be able to reproduce the sounds that they hear, know the positions of the sounds, and then manipulate the sounds.

What is Phonics?

Phonics is all about the printed language. It does not fall under the phonological awareness umbrella. Since it often gets mistakenly put under there, let’s discuss what it actually is!

Phonics is what happens when letters are introduced, and the sounds that are represented by those letters are discussed. It is during this time that students are introduced to the alphabetic principle. They learn that the letters stand for sounds, and they begin to recognize letters in all of the different forms (capital, lowercase, different fonts, etc.). They also begin to visually discriminate between letters that look similar.

Phonics is a skill that is done with your eyes open because it deals with visual input. Phonics instruction helps students to be able to decode (read) words. This is important for encoding (spelling) later on. As students begin to grow in their understanding of phonics, they will need to use it along with phonological awareness.

Research has shown that a child’s level of phonological awareness when they reach the end of kindergarten is a strong predictor of their future success in reading. When they are phonologically aware, they are positioned to become great readers. When there is a focus on phonological awareness, we can directly prevent reading problems. If a student comes to us with a phonological deficit, then we can definitely address it!

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What are Phonological Awareness and Phonemic Awareness?

When we talk about foundations of literacy, three “PH” words often come to mind: phonological awareness, phonemic awareness, and phonics.  We see these terms when we view grade level reading standards, reading research, and built into reading lessons found in many core reading series.  Both phonological awareness and phonemic awareness are oral and auditory, and the focus is on the sounds in words. Phonics, on the other hand, focuses on the letters that the sounds represent. Phonics involves print, phonological, and phonemic awareness do not. While phonological and phonemic awareness are both oral and auditory, there are differences between these two terms.

What is Phonological Awareness?

“Phonological awareness is the understanding of different ways that oral language can be divided into smaller components and manipulated. ” (Chard and Dickson, 1999) Phonological awareness refers to the bigger “chunks” or “parts” of language.  When we ask students to rhyme, blend small words to make a compound word, break words apart into syllables or onset-rime, we are working at the phonological awareness level.  Phonological awareness can be thought of as a big umbrella with the bigger “chunks” of language being the top of the umbrella.

What is Phonemic Awareness?

Phonemic awareness is the understanding that spoken words are made of individual sounds called phonemes. A phoneme is the smallest unit of sound we hear in a word. Phonemic awareness falls underneath the umbrella as a sub-category of phonological awareness. Rather than working with larger units of spoken language, we ask students to listen for the individual sounds or phonemes in a spoken word. When we ask students to blend or segment words into the smallest unit of sound they hear, we are working at the phonemic awareness level. For example, the four sounds /p//l//a//n/ can be blended to make the whole word plan.

How Does Phonemic Awareness Help Reading and Literacy Development?

In their book, “Know Better, Do Better”, David and Meredith Liben state “It is not an option to skip or shortchange phonemic awareness! Children without mastery of it will inevitably struggle.” While decades of research support this statement, phonemic awareness is still the most common reason students struggle with word reading. When educators consider phonemic awareness and phonics to be interchangeable terms, phonemic awareness is often left out of instruction and the focus shifts to print with phonics.

Failing to provide explicit phonemic awareness instruction leads to many students lacking the understanding that words are made up of individual sounds. Instead, they get the message that words are whole units that need to be visually memorized. While students learn language naturally by listening to speech and words, hearing individual sounds in words is not natural. We don’t speak in individual sounds, instead, our speech is co-articulated and we hear whole words in oral language. If we begin our literacy instruction by teaching letters and sounds, without phonemic awareness instruction, phonics does not make sense to students.

Phonemic awareness and phonics do work together when students learn to read and spell. Words are made up of sounds (phonemic awareness) and letters represent these sounds in print (phonics). Without the ability to hear sounds in words, phonemic awareness and phonics cannot engage in this reciprocal relationship. Researcher Wiley Blevins explains, “Phonemic awareness training provides the foundation on which phonics instruction is built. Thus, children need solid phonemic awareness training for phonics instruction to be effective.”

It is essential for students to understand that words are made up of individual sounds, and they can blend, segment, and manipulate those sounds. If students can do this work through the air, we can transfer these skills to print, so they can read and spell more words.

How Does Phonological Awareness Develop?

It is important to support and scaffold students through the continuum of phonological awareness to allow them to eventually hear and manipulate those individual sounds in words- the phonemic awareness level. The image of the ladder below shows the continuum of phonological awareness. When providing instruction in phonological and phonemic awareness, we begin at the phonological level. It is much easier to hear the bigger units of language versus the individual sounds in a word. For example, asking children to segment pencil into two-syllables, /pen/ /cil/, is an easier task when compared to segmenting the word pen into three individual sounds, /p/ /e/ /n/.

The largest unit of language is a word.  Instruction in phonological awareness begins at the word level when children learn that compound words can be blended, segmented, and manipulated. For example, we can blend the small words class – room together to the compound word classroom. Or the opposite, we can segment compound words into two separate words. We can say the whole word and take it apart into two smaller words:  raincoat, rain – coat.  We can also substitute one small word in a compound word. Say sunshine, change shine to glasses and the word is sunglasses.

Once students can blend, segment, and manipulate compound words, we narrow the unit of language they hear and do the same work with syllables. For example, we blend the three syllables /cal – en – dar/, to say the whole word calendar.  Students can segment a word into syllables: elbow can be segmented into /el/ – /bow/.  We can substitute a syllable in a word to make a new word: reading; change /read/ to /talk/ and the word is talking.

We can narrow the unit of language again when we focus on the onset and rime. Onset-rime is breaking apart a syllable. The onset of a word is all the sounds that come before the vowel and the rime is the vowel and all the sounds after. Students blend the onset and rime into a whole word or segment a spoken word into the onset and rime.

For example, students can blend the onset /b/ and the rime /ig/ into the word /b-ig/, big.  And if we were to segment the word flip, the onset would be /fl/ and the rime would be /ip/. Onset-rime is the last level of phonological awareness and teaches students to blend and segment two parts into a word. Developing a foundation of understanding in phonological awareness prepares students to hear individual sounds and develop phoneme awareness. The chart below shares examples of tasks and activities at the phonological awareness level

Phonological Awareness Activities

How Does Phonemic Awareness Develop?

When looking at the image of the ladder, the first three rungs on the ladder are phonological awareness and the top rung on the ladder is phonemic awareness. The focus is on hearing individual sounds in spoken words. While instruction begins with phonological awareness, our end goal is phonemic awareness. Students who are phonemically aware are not only able to hear the sounds in words, they are able to isolate the sounds, blend, segment and manipulate sounds in spoken words.

For example, segmenting the word pen into the sounds /p/ /e/ /n/ is an example of a phonemic awareness task. If students can segment the word, they can then spell the word. If they can blend those sounds, they can read the word. Additionally, if students can substitute the /p/ to a /h/, they can make a new word – hen. Phonemic awareness training provides students with the skills necessary to read and spell words when they see these sounds in print.

There are several skills included in phonemic awareness instruction and the chart below shares examples of skills and tasks at the phonemic awareness level.

Phonemic Awareness Activities

Skill	Explanation	Example
Phoneme Isolation	Phoneme isolation is a skill where students hear and isolate a sound at the beginning of a word, middle of a word, and end of a word, often referred to as initial, medial, and final sounds.	The first sound in the word name is /n/. The final sound in the word bark is /k/. The medial or vowel sound in the word cup is /u/.
Blending (parts to whole)	Blending is a skill that directly correlates to phonic decoding. Students hear sounds spoken aloud and they blend the sounds to make a word. During instruction, the teacher provides the phonemes and the students blend the phonemes into a whole word.	/s/ /u/ /n/, sun /b/ /r/ /ā/ /k/, break /p/ /r/ /i/ /s/, price
Segment (whole to parts)	Segmenting is a skill that directly correlates to encoding or spelling. Students hear a whole word and they segment the word into all the individual sounds they hear. During instruction, a teacher would say a whole word and students segment the word into individual phonemes.	week, /w/ – /ē/ – /k/ fox, /f/- /o/ -/k/- /s/ swim, /s/ -/w/ -/i/-/m/
Phoneme Manipulation: Add Delete Substitute	Phoneme manipulation is practiced with adding a phoneme, deleting a phoneme, or substituting a phoneme in spoken words.	Adding an initial sound to make a word: Add /s/ to /-at/ and the word is sat Deleting an initial sound from a word: Say cup.  Without /k/, what’s left is, /-up/. Substituting an initial sound:  The word is top. Change /t/ to /m/and the word is, mop.

How Do You Teach Phonological and Phonemic Awareness?

Considering the research and the role phonemic awareness plays in building the foundation of reading, it is clear we owe it to our students to do better. All students benefit from explicit and systematic instruction in phonemic awareness. In most literacy curricula, the amount of time dedicated to phonemic awareness, and the way it is presented, is not effective enough to create phonemically proficient readers. Often just a few minutes are devoted to this instruction, with varying skills taught each day. If we are going to do better for students, our instruction in phonemic awareness needs to be intentional.

For our younger learners, we should begin instruction at the phonological awareness level (compound words, syllables, onset-rime) to allow students the opportunity to blend, segment, and manipulate parts of words first before we have them do that same work with phonemes. With older learners, or struggling readers, our goal is to get to the phoneme level as quickly as possible so they can transfer these skills to reading and spelling.

Phonological and phonemic awareness skills can be divided into 3 levels: early, basic, and advanced. In the past, many educators thought the basic skills of blending and segmenting were enough to create proficient readers as these skills directly corelate to decoding and encoding. However, we now know that providing phonemic awareness instruction to the advanced level is critical.

Phonemic awareness instruction is powerful, but it does not need to take long. Dr. Heggerty created quick, 10-12 minutes lessons to provide students with the practice and repetition they needed to reach phoneme proficiency. Our lessons include all 8 phonological and phonemic awareness skills beginning with compound words and working our way to the phoneme level.  Teaching these skills each day will allow our children the repetition and practice they need to hear, blend, segment and manipulate sounds in words.

How Do You Assess Phonological and Phonemic Awareness?

We can assess students’ phonemic awareness in many ways. Universal screeners, such as DIBELS or Acadience, assess some skills and can be an indicator that we need to “dig deeper” or learn more about certain students. Other assessments include the PAST or our Heggerty Phonemic Awareness assessments which provide more information by assessing more skills.

Because phonemic awareness is oral and auditory, assessments are completed one-on-one and can be time consuming to administer. A quick and effective way to check in on students’ phonemic awareness is listening to their responses during instruction. You can rotate rows when students are sitting on the carpet and have a focus group each week. Once students know most of their letters and sounds, looking at their writing will show you what sounds they are hearing in words as they map those sounds to print. Similarly, listening to students sound out or decode words is a way to assess their ability to blend sounds into words

The Foundation for Literacy Development

In her blog post Of ‘Hard Words’ and Straw Men: Let’s Understand What Reading Science is Really About Louisa Moats notes that, “Perhaps the most critical and least-practiced component of effective early instruction is phoneme awareness. Awareness of the sounds that make up spoken words, facility at manipulating those sounds, and the links between speech and print must be mastered for students to be fluent readers and accurate spellers of an alphabetic writing system like ours.”

Both phonological and phonemic awareness focus on the sounds in language. We begin our instruction at the phonological level and narrow the unit of language until we can work at the phoneme level.   focuses on teaching students to hear the specific sounds in words and is essential for literacy instruction.

It is important for students to be explicitly taught how to hear sounds in words to help them blend, segment, and manipulate those sounds. When a student has phoneme proficiency, they are able to transfer the oral and auditory skills to print to be able to read and spell words. Phonemic awareness is the necessary foundation for creating proficient readers and writers.

References:

Liben, David & Liben, MeredithKnow Better, Do Better.  LIteracy Solutions, 2019.

Blevins, Wiley.  Phonics from A to Z.  2017

Moats, Louisa. Of ‘Hard Words’ and Straw Men: Let’s Understand What Reading Science is Really About,  Oct 16, 2019

15 Learning Disorder Terms Parents Need to Know

If your child has a speech, reading, or learning or attention disorder, you may have come across these terms on social media, forums, or at professional appointments. .

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Terms such as phonological awareness, auditory processing disorder, auditory accuracy, phonological memory…

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Understanding these 15 terms will help you better organize the help you need for your child:

1. Phonetics

Phonetics - this term refers to the sound structure of the language: the relationship between a letter or a combination of letters (for example: chi, shu, cha, yes) and the speech sounds they represent.

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Phonetics is the foundation of reading and writing skills. Thanks to phonetics, the child decodes written words in the process of reading.

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2. Phonemes

A phoneme is the sound of speech. When we speak Russian, we make 42 different speech sounds. But there are only 33 letters in the Russian alphabet. This is one of the reasons why Russian is difficult to learn.

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3. Phonemic perception

Phonemic perception is the ability to perceive individual speech sounds (phonemes) in words and work with them.

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Learn how to develop phonemic awareness from an early age.

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4. Phonological awareness

Phonological awareness is the awareness that words are made up of smaller parts (such as syllables and sounds).

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The term includes a range of sound-related skills that a student needs to develop reading skills. As the child develops phonological awareness, he/she not only comes to understand that words are made up of small sound units (phonemes), but also learns that words can be broken down into larger sound "chunks" known as syllables. .

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5. Phonological accuracy

Phonological accuracy refers to the ability to correctly distinguish between individual phonemes (e.g., in similar-sounding words that begin with the same sound) or other aspects of phonology (e.g., rhyming, number of syllables).

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Phonological accuracy is key to listening and reading skills. This allows the student to make a clear distinction between similar-sounding words (e.g. "heron" and "saber" or "picture" and "basket"), including morphological differences that can drastically change the word's meaning and/or grammatical function (e.g. " known" and "unknown" or "inserted" and "exposed").

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The ability to quickly and accurately identify speech sounds is critical to learning the rules of phonetics and matching spoken language to text correctly.

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A child with well-developed phonological accuracy will more easily develop decoding skills, understand word and sentence structure, develop vocabulary, follow instructions, and participate more actively in class work.

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Well developed phonological precision helps in:

• Understanding and following verbal instructions

• Listening skills

• Development of reading skills

• Learning the rules of phonetics

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6.

Phonological fluency is the understanding that words are made up of different sounds and the ability to quickly and accurately identify and manipulate these sounds.

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Phonological fluency is critical to learning to read. This allows the student to memorize sequences of sounds and manipulate them quickly and accurately. This makes it easier to both write words and decode them. The more effectively the reader is able to decode, the more of his cognitive resources (mental abilities) he can focus on understanding the text.

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A student with good phonological fluency will also find it easier to learn new words while reading. When confronted with a new word, a student who can accurately pronounce the word is more likely to recognize and understand its meaning.

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Well-developed phonological fluency helps in:

• Learning the rules of phonetics

• Development of reading skills

• Development of writing skills

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7.

Phonological memory is the ability to retain speech sounds in memory. This is essential for spoken language and tasks such as comparing phonemes and making connections between phonemes and letters. It also helps with listening and reading understanding of sentences, as it allows you to remember the sequence of words in order.

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Phonological memory plays a key role in the development of oral and written language skills. This allows the student to:

• Memorize and manipulate sound sequences

• Associate spoken words with written ones

• Memorize new words by determining their meanings

• Remember the beginning of a sentence by listening to it to the end.

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The ability to remember speech sounds is important for the correct understanding of sentences when changing the order of words in a sentence changes its meaning (for example, "The monkey bites the boy" and "The boy bites the monkey").

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Accurate memory of word order also contributes to building accurate ideas about sentence structure and acquiring knowledge of syntax.

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A student with a well-developed phonological memory develops phonemic perception and decoding skills more easily, knowledge of vocabulary and sentence structure is formed. Such a student follows instructions better and takes a more active part in class work with presentations, etc.

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8. Auditory Processing / Auditory Perception

Auditory processing refers to what the brain does with the audio information it "hears". This includes various skills such as identifying and locating sounds, listening to background noise, and processing what is heard when the sound is fuzzy.

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When a student manipulates the auditory information he has heard, but it doesn't sound right, this is called an auditory processing disorder (or auditory perception disorder).

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This can happen if the child has difficulty understanding speech in background noise or has difficulty identifying where the sound is coming from. Or it could be a problem in distinguishing speech sounds that sound similar.

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Find out 5 common hearing loss (HAI) myths!

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9. Sequencing of audio information

Sequencing of audio information refers to the ability to identify and remember the order in which a series of sounds were presented. This is very important for matching sound sequences to letter sequences in decoding and writing.

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Organizing audio information is critical to developing speaking and writing skills. The ability to identify and remember the order of sounds in words is important for recognizing subtle differences between words (such as "pot" and "top") and for developing phonemic perception and decoding skills.

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A student who has a well-developed ordering of sound information understands and absorbs information better, develops better oral and written speech skills and concentrates attention. Such a student becomes an expert reader and a successful student.

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See also: How do weak cognitive skills affect learning?

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10. Listening word comprehension

Listening word comprehension refers to the ability to accurately identify words heard based on auditory cues alone, without the aid of visual or contextual cues.

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Listening comprehension of words is critical to the development of spoken language and vocabulary, and therefore essential to the development of reading and writing. This skill allows the student to accurately and efficiently identify words in speech and helps him form a correct understanding of the information presented by ear.

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A student with well developed listening comprehension will find it easier to follow instructions and participate in class discussions; it is easier to answer questions, complete tasks and remember information; and it's much easier to become a proficient reader.

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He will also find it easier to carry on a conversation in a noisy environment or when there are distractions.

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11. Hearing accuracy

Hearing accuracy is the ability to accurately identify differences between sounds and correctly identify sound sequences.

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Accuracy in listening is the foundation of speech and reading skills. This skill allows the student to quickly and accurately identify and distinguish between rapidly changing sounds, which is very important for distinguishing between phonemes (the smallest units of speech that distinguish one word from another).

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A student with well-developed listening comprehension will find it much easier to follow instructions and participate in class work; it is easier to remember questions, tasks and information; and it's much easier to become a proficient reader. He will also be able to:

1. Read and write fast

2. Focus on verbally presented information

3. Maintain a conversation in a noisy environment or when there are distractions.

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12. Listening comprehension

Listening comprehension is the ability to understand consecutive sentences and extract meaning from what is heard.

Listening comprehension is one of the foundations of oral and written speech. To develop more complex speech skills, a child needs to develop good listening comprehension. Well developed listening comprehension allows the student to recognize the meanings formed by combinations of words and series of sentences.

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A student with good listening comprehension will find it much easier to respond to assignments and class discussions; it will be easier to answer questions and remember information; and it is easier to become a proficient reader and a successful learner. He will also be able to do well:

• Focus on oral information

• Making sense of history

• Correctly follow verbal instructions

• Correctly understand and answer questions

Do it like a pro.

1. Let's start with small steps
2. Second step, first words
3. Give me the world with ABC
4. How about global reading?
5. My dear

At one time I was good at learning to read in two languages. There were many questions to clarify - different pronunciation, different set of letters, learning sequence, teaching method. At the end I will tell you what conclusions I have come to, but first I will write how the British and Americans teach their children to read. Surprisingly, what is accepted as the standard way of teaching in public schools is very similar to the assumptions of the Montessori method.

This is probably the longest post on the blog, but it's worth going to the end. This is a "learning to read" guide - once you've read it, you'll know what options you have and where to get study materials.

Let's start with small steps

Learning to read starts in kindergarten. At the same time, he does not learn to read in our Polish sense. The Anglo-Saxons attach great importance to the so-called phonological awareness . I already wrote about her TU and TU,
With appropriate play, children are sensitive to the sounds of language. Already at the age of 3, they begin to learn to distinguish between syllables, rhymes and alliteration (we exchange words that begin with the same letter).
Below is a picture showing examples of phonological skills worth developing in a child. These abilities can be roughly divided into three categories:

• Construction - combining sounds to create words
• Segmentation - extracting and dividing words into building blocks
• Manipulations - such manipulations with phonemes to create a new word

Phonological operations are performed at different levels. First the child learns to distinguish between words, then syllables, then rhymes and finally phonemes.

I don't want to get into the difference between phonological awareness and phonemic awareness (the figure somehow includes both of these skill sets). Suffice it to mention that phonological awareness is preceded by phonemic awareness (it is acquired earlier because it uses large parts of words - syllables, rhymes).

What is important, phonological skills are an excellent indicator of the quality and speed of learning to read . In addition, skills acquired in one language are also translated into a second language , which is confirmed by studies of bilingual children.

Second step, first words

A child who already has phonological competence will follow one of two paths. In the case of Montessori, he will work with rough letters and a moving alphabet. In this way he will learn to write himself by writing familiar letters.

In a traditional school, the child will be introduced to the so-called Acoustics. Acoustics is a method of teaching litho-sound associations in which the typical combinations of letters that produce the desired sound are learned. As you remember, my alphabets for printing contained a list of common English phonograms. For example, "sh", "oo", "th" - we automatically instinctively learn to read them, children learn from specially prepared materials, where each such "difficulty" is the subject of one book.
I don't know if you know, but even the notorious Julia Donaldson (The Gruffalo, The Broomstick Room, The Monkey Puzzle) publishes books like this to learn how to read. I bought my children and I really liked them (link in the picture).

A common element of the traditional and Montessorian paths will be a gradation of material difficulties. In Montessori, the material is divided into the following groups

1. Pink group - words without difficulty (without the aforementioned phonograms, silent telephones, etc. ), above all the words CVC (Consonant Vowel Consonant): cat, box, fox, dog
2. Blue group - words that match the pattern CCVC or CVCC: flap, cotton, bend, tent. At this stage, the child learns typical letter combinations (letter combinations): nt, ck, etc. There are no disturbances at this level.
3. The green group is the most difficult, there are quiet voices (for example, a lamb, know) and all phonemes. There are about 40-50 typical letter clusters in this group. Separate exercises are prepared for each difficulty. Exercises are vowel digraphs (eg ai, ou, e, o, ee, oo, ey) and consonant twins (eg ll, ch, sh, th).
   Traditional schools introduce new reading materials in much the same way. If you look at books on phonics, you will see "phonetics focus or key phonics" on each one. The British also have their own government website with instructions and materials to learn how to read in English: gov.uk/education/phonics. Here you will find detailed instructions on how to gradually introduce children to the world of reading.

Give me the world with ABC CD

In both Polish and English, you must learn the correct sounds. A child who hears Si-Ej-Ti will have to perform incredibly complex mental operations in order to place him in CAT. Songs with the repetition of the alphabet will not help in any way in teaching reading, but only in encouraging reading. Thus, we name the letters according to the sound of their font, as it looks inside the word. I highly recommend the Jolly Phonics song for this, which is divided into several learning stages (first stage / first stage below).

It's also worth visiting the sugarspiceandglitter.com blog to use the SSS loop for sounds. Here are some ideas on how to use gross motor skills and sensory skills in learning phonemes.

How about global reading?

Global reading (in a nutshell) is first of all Doman's method: recognition of words in their entirety . To do this, children are shown ready-made sets of cards with words. Learning letters is not necessary for reading - the child recognizes the word as a whole. It's like reading a text, when someone changed some letters - our brain will know which word was correct. Maybe you can link a text like this circulating on the internet:

I can't say that I was happy that I was familiar. Ignoring the mind-blowing feelings of a man who has come to Smartrish, he must not think of something else that he is dreaming of and of which he is dreaming. Rset can be taotl mses and you can read it while pboerlm. This word is not because of hysteria, but because he was wlohe.

I don't want to be wise here because my romance with this method was short-lived - if anyone wants to go down this path, they can talk to Agnieszka, who has experience with bilingualism deliberately with global reading. about TU,
I don't use the Doman method because I felt that reading was not the only thing I wanted to achieve. In order for a child to synthesize his words, he must learn the letters. I chose the path of phonetics / Montessori, where the child works in turn on each phonogram.

Interestingly, global reading is used in the standard curriculum in schools. Little Brits and Americans learn the so-called visual words . This is a list of words that you just need to recognize at a glance, without deciphering. On the net you will find a lot of printed materials - just Google graphics "A look into the words of the game." Typical type of words has about 100 - 200 words, and these are words such as: I, you, then, he, she, etc. Etc.

My dear

wallpaper. I am less than three years old, I read well (in Polish). In fact, I have little contact with her on this issue, because she herself reads all the packaging, signs and leaflets. He doesn't want to read with me. Recently, I noticed that she is ready to build words from letters on her own. Apparently, according to the Montessori method, the order should be changed, but it just happened to us that first it was full of freestyle, then the Krakow method, and only then Montessori (I constantly train).

If someone asks me how old I started learning to read, I will answer that it started with the consumption of letters from foam jigsaws for about 9 months. Shortly thereafter, the daughter sat down in front of the bookcase and pointed and said all the "O"s on the backs of the books.

At the same time, I must say that I decided to learn to read my daughter first in Polish and then in English. Because the same letters in words in both languages ​​make different sounds, and I was afraid that there would be too much confusion. This is my choice, although in books on bilingualism I came across the idea that you can easily read two languages ​​at the same time.
Of course, while my daughter asks me about words in English, we read them together and choose the right word. However, I always reserve that English and Polish are different and different in each of these languages.

I wonder how you approach learning to read?

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