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TryingMyBest
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| Posted: July 13 2013 at 8:16am | IP Logged
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Based on what I've read online it seems like CM isn't really phonics based. Would you agree with that or do I misunderstand?
In theory so much of CM sounds great but it's hard to take the leap and move away from phonics and delay academics.
Did any of you use a CM approach to reading instead of a strict phonics, e.g. the Bob Books, etc. method? And did you also delay this until about age 6?
Before I began researching homeschooling, I had no idea there were even different ways to teach reading and certainly had no idea that there was controversy about the best method.
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SallyT
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| Posted: July 13 2013 at 9:25am | IP Logged
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Most people I know do use a phonics program of some kind. If I recall correctly, the Mater Amabilis prep and early-primary levels recommend using the reading/phonics program of your choice.
I think the "best" method of teaching reading is what works with a particular child. There is no one-size-fits-all, and to me, after four children, it's still largely a mystery. One of my children learned to read, virtually overnight, in school; one had a smattering of phonics in his one year of English "Reception," a.k.a. kindergarten, but basically taught himself later by puzzling out the captions of the military-themed books he was interested in reading. My next resisted all lessons; he also got force-fed a smattering of phonics and then taught himself to read. My last has been a reluctant reader -- all my others are insatiable readers -- and was also the child who did the most phonics for the longest time. She *could* read from the age of 6 or 7, but did not become a fluent, confident reader, until she was nearly 9.
None of my children was really a reader before 6. Some people have early readers; I don't, across the board. 6-7 was roughly when reading took hold for all three of my now-voracious readers. With my third child, the resistant one, I didn't begin any kind of academics before he was 6 -- I delayed K until the fall after he'd turned 6, not out of any philosophical bent but out of being realistic about that child. An extra year's maturity made all the difference in his *willingness* to learn with me.
For what it's worth, *when* a child reads really isn't an indicator of later academic success, either. My first daughter who read fluently at 6 or 7, is now a Dean's List student (in English/Medieval & Renaissance Studies) in a challenging college program. My son who taught himself with the military books started taking college classes at 14. And so on. I haven't had early readers, but I have had successful and even gifted students.
So unless a child is showing real readiness -- which to me means "eagerness and impatience" -- to read, I would not even begin to introduce formal lessons, beyond the obvious thing of reading aloud together, before 6. There's nothing to be gained by rushing a child who isn't ready. Some children are, but they typically show very clear signs.
Not that I think *you* are rushing, mind you. This is just my disquisition on the subject of reading, as I've observed it to occur in my family. And it's just to say that I don't think that delaying formal academic work is the same thing as causing a child to be "behind." IMO, children in school in the early years do wildly age-inappropriate things, which is one reason why we do what we do. In our own standardized-testing (state mandated, otherwise I'd never do it), the pattern I observe is that while my kids test as slightly "behind" in various areas as elementary students, because we don't follow the standard scope and sequence, by 11 or 12 they make a quantum leap forward in every area, and their high-school performance, which is what's going to matter to their future endeavors, is generally excellent. Thus far, actually, my child who has struggled the most is my first, who was in English schools which begin at 4. She's flourishing at college, but of all my children she certainly had the most "complicated" relationship with academic work at earlier stages.
So in a nutshell -- there's no need to abandon phonics (though I also am a huge proponent of copywork and "buddy-reading" as tools for reading instruction), but there's also some sound reasoning behind the recommendation to delay academics.
Sally
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Mackfam
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| Posted: July 15 2013 at 8:53pm | IP Logged
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tryingmybest wrote:
| Based on what I've read online it seems like CM isn't really phonics based. Would you agree with that or do I misunderstand? |
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A Charlotte Mason approach to reading makes use of both sight words and phonics. So, no...CM did not eschew phonics in her reading lessons though she did place more emphasis on learning words by sight in early reading lessons.
From the Parents' Review article, First Reading Lessons:
Charlotte Mason wrote:
| "what is it we propose in teaching a child to read? (a) That he shall know at sight, say, some thousand words. (b) That he shall be able to build up new words with the elements of these. Let him learn ten new words a day, and, in twenty weeks, he will be able to read with ease, without any question as to the number of letters in a word. For the second, and less important, part of our task, the child must know the sounds of the letters, and acquire power to throw given sounds into new combinations." |
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tryingmybest wrote:
| Did any of you use a CM approach to reading instead of a strict phonics, e.g. the Bob Books, etc. method? |
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I use both phonics and sight word approach in teaching reading, similar to how CM describes. It's been my experience that most phonics programs DO include some sight word lessons somewhere along the way.
tryingmybest wrote:
| And did you also delay this until about age 6? |
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We delay formal, sit-down work until 6. I tend to let the child indicate reading readiness. Some of my kids have been around 6, others (my girls) have been younger. When they're ready to read, reading lessons are smooth and almost self-propelled. Pushing reading earlier than a child is ready will be frustrating and full of angst for child and parent. By the way, by about 4th grade, my kids' reading is solid and tends to level out regardless of when they actually began reading (whether they were early or later readers).
Charlotte Mason proposed that children under the age of 6 should attain some wonderful knowledge. She listed these attainments, and a few years ago I formatted this list so that I could use it with each of my children. I consider it their "lesson plan" in preschool. You're welcome to use it if it's helpful. As you read over it, I think you'll find it quite impressive (at least I did!) Charlotte herself calls these attainments "formidable", and indeed they are! But delightful as well!
2013-07-15_203515_CM's_formidable_list.pdf
I do need to indicate that in CM's original list of attainments she lists one of her attainments as:16. to name 20 common objects in French, and say a dozen little sentences ...and I sometimes substitute early Latin prayers for some of that attainment though we do work on a little French in the early years. Just wanted to be clear that my list reflects Latin, and CM's list reflects more of an emphasis on French.
You are welcome to print and use that list for your children if you like! 
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Jen Mackintosh
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Kathryn
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| Posted: July 16 2013 at 9:36am | IP Logged
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Jen...do you have this list in such a nice, concise format for the other ages as well? 
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Kathryn in TX
(dd 16, ds 15, dd 8, dd 5)
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4Real Forums : Language Arts Come Alive
Topic: CM & Phonics
