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MacBeth
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| Posted: July 12 2005 at 12:08pm | IP Logged
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I am not sure how to remedy this. Annika (11) reads all the time, and has good comprehension. She was a late reader, and phonics rules have always come slowly. When she tries to sound out big words, she often skips letters, or adds letters, though she can tell me exactly what letters, in the correct order, are in the word.
Ideas?
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MacBeth in NY
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MacBeth
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| Posted: July 12 2005 at 12:11pm | IP Logged
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I just want to add...the issue is a real problem when it comes to syllables, accents, emphasis, etc. Maybe a big word list with plenty of practice would help?
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MacBeth in NY
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cathhomeschool
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| Posted: July 12 2005 at 4:06pm | IP Logged
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Zachary (10 in 2 weeks) is in a similar boat. He was a slow reader too, and still sort of is... because of that pronunciation thing. It's almost as if he tries to rush through words that he doesn't know. He sounds out the first part, guesses at the middle, and tacks on the end sound. I really haven't tried working with him... Maybe requiring him to keep a running list of these words that he can review weekly would help? I suspect part of Zachary's problem is bad habit. I simply haven't required him to try. I just tell him the word and sometimes ask him to repeat it. Doesn't sound like this is Annika's problem, though.
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Kathy in MS
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| Posted: July 14 2005 at 11:45am | IP Logged
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These suggestions work with many/most words.
Divide between two consonants. (Draw lines.) Treat as words. (One vowel between two consonants--short sound)
Ex. com/mit/ment
Divide *before* a single consonant. One vowel at the end of a word such as in "go" or "she" has the long sound.
Ex. fa/mous (Teach endings such as -ous, -tion, etc.)
If a word ends in -le, leave a consonant before it.
Ex. ma/ple
Ex. in/for/ma/tion
Con/fir/ma/tion
scin/til/la/ting
When the rule doesn't work, try the opposite vowel sound.
Ex. ro/bin is actually rob/in.
Hope this isn't too confusing!
Kathy in MS
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MacBeth
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| Posted: July 14 2005 at 11:54am | IP Logged
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Thanks, Kathy.
I was thinking along those lines myself, but I always worry that what makes sense to me will not work with her. I won't know until I try this time  . She certainly has kept me from becoming to set in my ways, as I need to change approaches with her constantly.
I will give this idea a try, and I'll be back if there is no progress,  !
Janette, keep me up on Zach, too. It may be that the issue is more similar than we realize.
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MacBeth in NY
Don's wife since '88; "Mom" to the Fab 4
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Kathy in MS
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| Posted: July 14 2005 at 2:42pm | IP Logged
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I understand the change aspect, MacBeth. I tried all kinds of ideas for spelling and finally gave up when he went to school this year. He knows how to use spellcheck and/or asks me. (My dad had my mom and his secretary and managed very well as an engineer! He dictated papers to my mother in long distance calls in college, and my mother typed them up.)
Just asked my 15yos who reads very little now that it isn't part of his homeschooling (although he still listens to unabridged books on tape) how he figures out long words. He grinned and said he skips them. Guess I need to have a short lesson with him! He has less visual memory (doublechecked that he had written a "j" correctly on his application for school last year) and less visual perception than average--really affects writing speed--but he did OK last year.
The lady who tested David suggested adding color to make it easier to see. So, if you make lists maybe from a book Annika's about to read, I'd try having her use a highlighter to divide the word or color a prefix or suffix.
Good luck!
Kathy in MS
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Elizabeth
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| Posted: July 18 2005 at 5:29am | IP Logged
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Here are some more thoughts based on what we know about good readers:
WE know that they look at virtually all the words and all the letters in those words. However, they look at those words in phonemic units called rimes. A rime is a spelling pattern or phonetic unit. Here's a list of the 37 most common rimes: List of Rimes
When readers know these well, they look at a word in units and so are more fluent because they don't decode letter-by-letter.
Readers also usually recode printed words into sound. They read with internal speech running through their heads. They cross-check phonetic information with visual information of familiar spelling pattern. When they say the words aloud or think them to themselves that helps to hold the words in memory until there are enough words to bring meaning to the print. A caution here is to watch for word--calling: just saying the word without thinking the meaning will render the reader without comprehension.
Good readers recognize most words immediately and automatically without context. Context comes into play after the word is identified based on the brain's processing of the letter-by-letter information. Good readers are also able to accurately pronounce infrequent but phonetically regular words.
Good readers divide big words based on interletter frequencies. For instance you divide "midnight" in your mind differently than you divide "Madrid"--that's because you have an inherent knowledge of chunking. You know that the letters *dr* appear together as a unit in a syllable while dn together is almost nonexistent.
If you look at these things we know about how people read, you can think of things to do with a struggling reader to gain fluency. Really work on those chunks (rimes). Add prefixes, suffixes, put two or more of them together. Deconstruct long words according to the chunking principle. Keep running lists of words with certain patterns. And remember that fluency is developed by using lots of easy reading and requiring daily writing.  She needs to construct long words as much as she needs to deconstruct them.
For more great info on how to teach targeting these things we know, check out
Phonics They Use and Phonics That Work. These are my two all-time favorite "teaching reading" books and I pulled heavily from them above.
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Elizabeth Foss is no longer a member of this forum. Discussions now reflect the current management & are not necessarily expressions of her book, *Real Learning*, her current work, or her philosophy. (posted by E. Foss, Jan 2011)
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4Real Forums : Language Arts Come Alive
Topic: Sounding out long words
