Re: reading questions

[Guest guest]

The problems with phonetics is tha the rules change due to the

sequence of hte letters to the sound it will make such as a P is PEE

but if it is PH it is of F sound and this to me as a child confused me

greatly and I to think not that looked at it might have impeded my

ability to read in same fashions as other children. I to seen fo the

edmark program and find it much more of hte way in which maybe I to

learned to read, repetative words matched with pictures added the

visual I to think would be of best approach to me as a child. I to

learned from the what is of termed the dick and jane books when I to

went to school but the is of confliciting reports that I to read

before school as the mother to shared long time back to a sibling that

she to tried to prove to a neighbor person I to be of reading at age

of 4 and the neighbor person to say no I to memorized the book. It was

the cinderella story from the little golden books I to readed I to

think.

Anyways I to wondered of this concept of how did I to learn to read

and yet all I to remembered was the frustrations of trying to learn as

the schools tried to teach of me from the dick and jane books but over

time i to learned to read of them and now find they have of them in

the book stores and so bought a collection of them for memory things

to me.

I to struggled reading or seeing little words like the words, the, on

off, all , and things of that. I to ahd ability to read big worlds

with less struggle.

Sondra

In Autism_in_Girls , " Debi " <fightingautism@y...>

wrote:

>

> I know I've seen this discussed in years' past, but what reading

> programs do you all recommend for kids with autism? What I'm seeing

> from Allie is that she seems to quickly memorize the words from sight

> but if not reinforced often, like every day, she seems to lose it.

> She's only in kindergarten (6 1/2 yrs old), but I don't want to let

> this get away from us. They keep wanting to reinforce phonics, having

> her say the sound the letters make. I don't necessarily agree with

> that because I don't think she's always able to verbally say what she

> understands and might not understand the sound-letter connection.

>

> Any advice?

>

> TIA!

> Debi

>

[Guest guest]

I don't have any advice, but I'm going to ponder at the keyboard a

minute anyway. *grin*

Alyssa likes sight words better than phonics, too. Same age as Allie,

same grade, too. Alyssa has known the sounds the letters make for a

couple of years, so I know that's not a problem for her.

I heard Carla Hannaford PhD speak a few years ago at a conference with

Bob Sornson. Hannaford is with Brain Gym, and she's an expert in

brain physiology, and Sornson is a special ed director who is also

part of Love and Logic. They both said that SKIPPING is a pre-reading

skill. (I think we've talked about this before.)

I bought Sornson's 30 Min Motor

http://www.earlylearningfoundation.com/_sgt/m2_1.htm

and I like it a lot, and now I'm considering the one about visual

memory and thinking skills.

Anyway, (gee, I'm totally rambling), Hannaford says that the brain

isn't ready to read until the age of EIGHT, and that the UK and the

USA are pushing their children to read too early.

So, I'm not so worried about my 6.5 year old at this point. Hannaford

and Sornson, and the presenter I heard from Brain Gym at a different

conference, all stress the gross and fine motor movement that works on

brain pathways needed for reading, and I'm content to take what we get

for now and work on those motor skills.

Sornson and his wife have a program you can take into your elementary

school called " Motor Moms " . He has info about it on his web site.

Penny

>

> I know I've seen this discussed in years' past, but what reading

> programs do you all recommend for kids with autism? What I'm seeing

> from Allie is that she seems to quickly memorize the words from sight

> but if not reinforced often, like every day, she seems to lose it.

> She's only in kindergarten (6 1/2 yrs old), but I don't want to let

> this get away from us. They keep wanting to reinforce phonics, having

> her say the sound the letters make. I don't necessarily agree with

> that because I don't think she's always able to verbally say what she

> understands and might not understand the sound-letter connection.

>

> Any advice?

>

> TIA!

> Debi

>

[Guest guest]

It's interesting you say that, I know a kid in a private program whose

OT does motor testing to determine what academics he's ready to begin

being taught. I think along with this program you mentioned, which

seems VERY affordable, I'm gonna drop the OT and the mom both emails.

Our school has a START program this year that is a motor skills

activity to help with math, I wonder if it's along the same lines?

Thanks!

Debi

[Guest guest]

That's interesting that little words bother you more than bigger ones.

I wonder if it's because larger ones have more unique looks to them,

whereas smaller words are often different by just one letter? I agree

with you, phonetic teaching, while really good with a handful of

words, is very misleading for the English language in general.

I wrote down 5 words on flashcards from a large list of words they

want her to know and I went through them several times. By the end of

the night she knew them in random order and answered with nearly 100%

accuracy. But I know if I don't do it again tomorrow and next day she

will have it lost again.

Thanks,

Debi

[Guest guest]

Debbie my own daughter is of that she does not retain what she

learns wel, she cant take things from short term to long term well

if it is based off academics but if it is a weather broadcast she

never forgets and the reason being the forcast she remembers is

under a monontoned commputer animated voice. So we started to teach

of the spelling of words in this voice too and she was able to get

better grades in her spelling while doing this method. Because she

just repeats back in memory the animated voice and break in the

words as she spelled of them.

Some kids need movements to do this to retain of it and have seen of

some sped teachers teaching the girls cheerlead songs as they spell.

My missy could not do both she needed the animated voice to learn it.

Missy has comed a long way in her development. She does not present

strong spectrum as she did when first dx, but more mild/moderate on

some days LOL and is of most challenged in areas of social and

academics. She is still very impulsive and so this impacts her

ability to attend to learning and she also to had of much birth

issues and so it impacted her cognitions as well. She is really a

challenge and worry to peer pressure and is of struggling to that

because too many are luring her to do wrong choices and she is of

much into puberty and with that comes the sassy mouth too. She is

easily influenced because of her cogntive issues and impulses and

lacks what is of a friend person and which is not. She thinks they

are of all her friend and lacks how to defend of her own being so is

easy target for peers and for this I to be ever so fearful.

Sondra

[Guest guest]

Debi,

What about a " word wall " ? I dont know if they want her to know nouns or verbs or

the little

connecter words or what...but for some kids drawing a picture under the word

that reminds

them of the word, immediately after they get it right, and sticking it up on the

wall, can really

help...and then the wall is there to review all the time (she can even review

herself!). I don't

know if visuals like that work for Allie or in the set up of your living space,

but it's just a

suggestion.

Kassiane

who hates that they expect kids to read so young now. Blargh.

> I wrote down 5 words on flashcards from a large list of words they

> want her to know and I went through them several times. By the end of

> the night she knew them in random order and answered with nearly 100%

> accuracy. But I know if I don't do it again tomorrow and next day she

> will have it lost again.

[Guest guest]

I like your idea a lot. When I was a kid, and I've shared with you all

my " autistic-like " behaviors, I remember loving posters. I especially

loved posters with captions on them. I can remember laying in my room

that was the size of many walk-in closets, and looking around at my

30+ posters and reading every caption around the room over and over.

I've hung a few words up for her, like sentences related to her name,

address, phone no, etc. I've started focusing on a few of the words, I

think I'll take your advice and hang them up so she can look at them

as she's going to sleep.

That is, if I can get her to stop playing her v-tech long enough, lol.

Debi

[Guest guest]

One beautiful little girl i to met and did some observations for . her

class room has targeted sight words taped around the room in various

color codes and so each student has to be to pick up special fish

wands and or other tools for to use as pointers and they go to the

color card that there want is to be and then have to read the list of

words going vertical on the paper and then have to go and switch wands

and go to another color to read them. This is the movement and the

color and special things added to help foster retention of the words.

they then go back and practice to write them and one student at a time

is chosen to spell the words one letter at a time for their peers and

then read the whole word. they all appeared to enjoy of this approach

to reading and learning.

Sondra

[Guest guest]

If your Spanish was like my French classes, it's pretty much

sight-see-pronounce. He went over phonics of the alphabet the first

day, but from then on it was introduce the vocab by reading aloud each

new word. I always liked math way better than English. It's black &

white, either it is or is not, not a set of rules some person made up

that changes with whims.

Debi

[Guest guest]

Hi! Sondra-

I have a question that is related to reading phonectically. I'm wondering if

the children who are having trouble making words and getting their word out

" hear " the sounds in their mind. I do. I don't know if you " hear " the sounds

in your mind or if you will know what I mean, if you don't.

I suspect, from observing my very imaginative Aspie that it's is quite

likely even non-verbal kids " hear " in their minds.

....

>

> The problems with phonetics is that the rules change due to the

> sequence of hte letters to the sound it will make such as a P is PEE

> but if it is PH it is of F sound and this to me as a child confused me

> greatly and I to think not that looked at it might have impeded my

> ability to read in same fashions as other children.

>

[Guest guest]

Yes I to hear in my thinking and such and have strong imagination of

words and things dancing at me all the time within me. The one

things I to also know is that while my articluations can be off on

some words I to feel i to have sayed them right like when people ask

of me my name I to say SONDRA but it comes out a shondra and or

kasondra and so people repeat back to me this name and I to be

confused wny htey to say it to me that way. I to not hear self

saying the words wrong. I to cannot be to say alunimum and or

linolium? flooring and so cant do it and the word statistics cant

say them at all unless I to slow the word way down in pronouncing

it. like sta... tis... tics. People then give me odd face ways when

I to do that wondering why my word comed slow like that but if not

will not be of able to say it.

Sondra

In Autism_in_Girls , Mateosian

<cjoibm@g...> wrote:

>

> Hi! Sondra-

>

> I have a question that is related to reading phonectically. I'm

wondering if

> the children who are having trouble making words and getting their

word out

> " hear " the sounds in their mind. I do. I don't know if you " hear "

the sounds

> in your mind or if you will know what I mean, if you don't.

>

> I suspect, from observing my very imaginative Aspie that it's is

quite

> likely even non-verbal kids " hear " in their minds.

>

> ...

>

>

>

> >

> > The problems with phonetics is that the rules change due to the

> > sequence of hte letters to the sound it will make such as a P is

PEE

> > but if it is PH it is of F sound and this to me as a child

confused me

> > greatly and I to think not that looked at it might have impeded

my

> > ability to read in same fashions as other children.

> >

>

>

>

[Guest guest]

You are such a courageous blessing, in so many ways, Sondra.

Your insights help me understand so much better. I learn so much

from you. Your experience sheds light on how our daughters think, feel,

process information, experience, and feelings.

Thank you from the bottom of my heart. Ooops. Silly metaphors!

I mean I really appreciate you and your posts!!

....

>

> Yes I to hear in my thinking and such and have strong imagination of

> words and things dancing at me all the time within me. The one

> things I to also know is that while my articluations can be off on

> some words I to feel i to have sayed them right like when people ask

> of me my name I to say SONDRA but it comes out a shondra and or

> kasondra and so people repeat back to me this name and I to be

> confused wny htey to say it to me that way. I to not hear self

> saying the words wrong. I to cannot be to say aluminum and or

> linoleum? flooring and so cant do it and the word statistics cant

> say them at all unless I to slow the word way down in pronouncing

> it. like sta... tis... tics. People then give me odd face ways when

> I to do that wondering why my word comed slow like that but if not

> will not be of able to say it.

> Sondra

>