Re: teaching rowan to read

[Guest guest]

> what's a duotang?

It's a folder with pockets on the inside front and back covers and clasps

for loose leaf school paper.

I guess they don't use them in special ed?

Sissi

[Guest guest]

> what's a duotang?

It's a folder with pockets on the inside front and back covers and clasps

for loose leaf school paper.

I guess they don't use them in special ed?

Sissi

[Guest guest]

> what's a duotang?

It's a folder with pockets on the inside front and back covers and clasps

for loose leaf school paper.

I guess they don't use them in special ed?

Sissi

[Guest guest]

> What's the opposite of hyperlexia?

You already said it. Dyslexia.

Sissi

[Guest guest]

what's a duotang?

>

> ,

>

> Our old SSAH worker laid the groundwork for 's reading with

this strange

> little program. She had a duotang filled with sheets of small

words to

> memorize. Every day, they'd move one page further. When he got to

the end

> of the memorizing of it, she turned him on to other reading

material...and

> he could do it!

>

> How I don't know...but I still have that duotang. Want it?

>

> Jacquie

[Guest guest]

what's a duotang?

>

> ,

>

> Our old SSAH worker laid the groundwork for 's reading with

this strange

> little program. She had a duotang filled with sheets of small

words to

> memorize. Every day, they'd move one page further. When he got to

the end

> of the memorizing of it, she turned him on to other reading

material...and

> he could do it!

>

> How I don't know...but I still have that duotang. Want it?

>

> Jacquie

[Guest guest]

what's a duotang?

>

> ,

>

> Our old SSAH worker laid the groundwork for 's reading with

this strange

> little program. She had a duotang filled with sheets of small

words to

> memorize. Every day, they'd move one page further. When he got to

the end

> of the memorizing of it, she turned him on to other reading

material...and

> he could do it!

>

> How I don't know...but I still have that duotang. Want it?

>

> Jacquie

[Guest guest]

LOL, yeah we use them, but in tennessee we don't have that fancy

language. we call them notebooks. lol, but I looked it up :-0 I

don't know how ppl made it without the internet..... lol

> > what's a duotang?

>

>

> It's a folder with pockets on the inside front and back covers and

clasps

> for loose leaf school paper.

>

> I guess they don't use them in special ed?

>

> Sissi

[Guest guest]

LOL, yeah we use them, but in tennessee we don't have that fancy

language. we call them notebooks. lol, but I looked it up :-0 I

don't know how ppl made it without the internet..... lol

> > what's a duotang?

>

>

> It's a folder with pockets on the inside front and back covers and

clasps

> for loose leaf school paper.

>

> I guess they don't use them in special ed?

>

> Sissi

[Guest guest]

LOL, yeah we use them, but in tennessee we don't have that fancy

language. we call them notebooks. lol, but I looked it up :-0 I

don't know how ppl made it without the internet..... lol

> > what's a duotang?

>

>

> It's a folder with pockets on the inside front and back covers and

clasps

> for loose leaf school paper.

>

> I guess they don't use them in special ed?

>

> Sissi

[Guest guest]

,

Have you considered dyslexia or one of those other reading

disabilities? Sorry, I'm not very informed on these things, but I

have a brother-in-law with dyslexia. I also have a nephew who I

believe might be undiagnosed AS. He had a terrible time learning to

read. He always insisted to his Mother that he *could* read, but he

just didn't want to. She has to really keep on him to get him to

finish a paper. (she's homeschooling) He probaly has undiagnosed

learning disability or dyslexia too.

Hope you find some answers. Let us know what you end up doing if you

don't mind, because I anticipate needing to know this kind of thing

with my own son. He doesn't like books very much and hasn't shown any

interest in letters. What's the opposite of hyperlexia? hypolexia? :-)

~ Karin

> rowan is six and i am trying to teach him to read. he definitely

has the pre-requisite skills, he can identify letters, knows the

sounds they make and the consonant blend sounds and has a very strong

interest in books. i really thought this was going to be a piece of

cake. it's not! any advice? i know there are some teachers out

there as well as homeschoolers - HELP PLEASE. am i missing something?

though rowan knows his phonics he seems to be more capable of whole

word recognition than sounding things out. when he comes across a

word he doesn't know he will guess based on the first letter and the

length of the word. he always guesses something that begins with

that letter and has the roughly the right number of letters i.e.

" kite " for " king " , " car " for " cap " . he doesn't seem to seek out

visual cues on the page i.e. relate the word to the illustrations

without me drawing his attention to it once he has aleady made his

hasty mistake. very familiar books he of course doesn't " read " but

" recites " from memory. i have printed these words on cards to put

the story together off of the page but he doesn't seem to be able to

recognize them or their appropriate order outside of the context of

the book. sorry this has gone on so long! thanks for reading this

far. so.....who has a trick up their sleeve???

> michelle mg

>

>

[Guest guest]

,

Have you considered dyslexia or one of those other reading

disabilities? Sorry, I'm not very informed on these things, but I

have a brother-in-law with dyslexia. I also have a nephew who I

believe might be undiagnosed AS. He had a terrible time learning to

read. He always insisted to his Mother that he *could* read, but he

just didn't want to. She has to really keep on him to get him to

finish a paper. (she's homeschooling) He probaly has undiagnosed

learning disability or dyslexia too.

Hope you find some answers. Let us know what you end up doing if you

don't mind, because I anticipate needing to know this kind of thing

with my own son. He doesn't like books very much and hasn't shown any

interest in letters. What's the opposite of hyperlexia? hypolexia? :-)

~ Karin

> rowan is six and i am trying to teach him to read. he definitely

has the pre-requisite skills, he can identify letters, knows the

sounds they make and the consonant blend sounds and has a very strong

interest in books. i really thought this was going to be a piece of

cake. it's not! any advice? i know there are some teachers out

there as well as homeschoolers - HELP PLEASE. am i missing something?

though rowan knows his phonics he seems to be more capable of whole

word recognition than sounding things out. when he comes across a

word he doesn't know he will guess based on the first letter and the

length of the word. he always guesses something that begins with

that letter and has the roughly the right number of letters i.e.

" kite " for " king " , " car " for " cap " . he doesn't seem to seek out

visual cues on the page i.e. relate the word to the illustrations

without me drawing his attention to it once he has aleady made his

hasty mistake. very familiar books he of course doesn't " read " but

" recites " from memory. i have printed these words on cards to put

the story together off of the page but he doesn't seem to be able to

recognize them or their appropriate order outside of the context of

the book. sorry this has gone on so long! thanks for reading this

far. so.....who has a trick up their sleeve???

> michelle mg

>

>

[Guest guest]

,

Have you considered dyslexia or one of those other reading

disabilities? Sorry, I'm not very informed on these things, but I

have a brother-in-law with dyslexia. I also have a nephew who I

believe might be undiagnosed AS. He had a terrible time learning to

read. He always insisted to his Mother that he *could* read, but he

just didn't want to. She has to really keep on him to get him to

finish a paper. (she's homeschooling) He probaly has undiagnosed

learning disability or dyslexia too.

Hope you find some answers. Let us know what you end up doing if you

don't mind, because I anticipate needing to know this kind of thing

with my own son. He doesn't like books very much and hasn't shown any

interest in letters. What's the opposite of hyperlexia? hypolexia? :-)

~ Karin

> rowan is six and i am trying to teach him to read. he definitely

has the pre-requisite skills, he can identify letters, knows the

sounds they make and the consonant blend sounds and has a very strong

interest in books. i really thought this was going to be a piece of

cake. it's not! any advice? i know there are some teachers out

there as well as homeschoolers - HELP PLEASE. am i missing something?

though rowan knows his phonics he seems to be more capable of whole

word recognition than sounding things out. when he comes across a

word he doesn't know he will guess based on the first letter and the

length of the word. he always guesses something that begins with

that letter and has the roughly the right number of letters i.e.

" kite " for " king " , " car " for " cap " . he doesn't seem to seek out

visual cues on the page i.e. relate the word to the illustrations

without me drawing his attention to it once he has aleady made his

hasty mistake. very familiar books he of course doesn't " read " but

" recites " from memory. i have printed these words on cards to put

the story together off of the page but he doesn't seem to be able to

recognize them or their appropriate order outside of the context of

the book. sorry this has gone on so long! thanks for reading this

far. so.....who has a trick up their sleeve???

> michelle mg

>

>

[Guest guest]

this sounds interesting! i am trying to imagine - is there alot of words on one

page or just one? are the pictures or anything to go with? sure you can send

it to me if you'd like - that would be great. i am not sure if you still have

my mailing address - 334 Foley Street Thunder Bay ON P7B1P8. thanks jacquie!

michelle mg

[Guest guest]

though rowan knows his phonics he seems to be more capable of whole

word recognition than sounding things out. when he comes across a

word he doesn't know he will guess based on the first letter and the

length of the word. he always guesses something that begins with

that letter and has the roughly the right number of letters

i.e. " kite " for " king " , " car " for " cap " .

>, I think you are right. He is a whole word or visual

>reader. He is probably unable to " hear " what the sounds blended

>together make. ie. h-i-m doesn't blend to " sound " like the

>word " him " in his brain. These are the kids I work with every day.

>They can't use phonics to figure out words.

>He is using visual cues if he looks at the first letter and guesses

>based on that letter's sound and the word length.

he doesn't seem to seek out visual cues on the page i.e. relate the

word to the illustrations without me drawing his attention to it once

he has aleady made his hasty mistake.

>I would try a few things:

>1. Take a picture walk thru every page before he is allowed to read

>a word. Talk about what is happening in the pictures and introduce

>new vocabulary words and phrases while you talk about the meaning of

>the story. Don't even let him see the words unless you are having

him

>search for a certain word on the page. ie. " You said that the man is

>making a sandwich. Can you find the word sandwich on this page? "

>Or " You know the word " eat " . See if you can find the word " eat " on

>this page. " This is called predicting of unfamiliar words and

>locating familiar words in Reading REcovery lingo.

>2. The only words I would concentrate on in flashcards would be high

>utility words that are sight words. These are words that he must

>know to read, but have no real meaning. Words like: the, they that,

>what, where, when, said, etc.

>3. Let him " read " from memory. Point out some words that are in

>those stories that he knows from memory. See if he can find them in

>other texts.

>4. Concentrate on letting him self-correct errors based on three

>criteria: Does that make sense? Does it look right? (ie. " You said

>chicken. Would we expect chicken to start with h? What else would

>make sense AND look right? Yes, hen would make sense and look

>right. " And " Does that sound right? " (ie. " Does it sound right to

say >Drinked? What would sound right? Yes, drank sounds right. "

>I hope this makes sense. You can e-mail me at

>kdminden2001@... if you have more questions. Leggs

[Guest guest]

though rowan knows his phonics he seems to be more capable of whole

word recognition than sounding things out. when he comes across a

word he doesn't know he will guess based on the first letter and the

length of the word. he always guesses something that begins with

that letter and has the roughly the right number of letters

i.e. " kite " for " king " , " car " for " cap " .

>, I think you are right. He is a whole word or visual

>reader. He is probably unable to " hear " what the sounds blended

>together make. ie. h-i-m doesn't blend to " sound " like the

>word " him " in his brain. These are the kids I work with every day.

>They can't use phonics to figure out words.

>He is using visual cues if he looks at the first letter and guesses

>based on that letter's sound and the word length.

he doesn't seem to seek out visual cues on the page i.e. relate the

word to the illustrations without me drawing his attention to it once

he has aleady made his hasty mistake.

>I would try a few things:

>1. Take a picture walk thru every page before he is allowed to read

>a word. Talk about what is happening in the pictures and introduce

>new vocabulary words and phrases while you talk about the meaning of

>the story. Don't even let him see the words unless you are having

him

>search for a certain word on the page. ie. " You said that the man is

>making a sandwich. Can you find the word sandwich on this page? "

>Or " You know the word " eat " . See if you can find the word " eat " on

>this page. " This is called predicting of unfamiliar words and

>locating familiar words in Reading REcovery lingo.

>2. The only words I would concentrate on in flashcards would be high

>utility words that are sight words. These are words that he must

>know to read, but have no real meaning. Words like: the, they that,

>what, where, when, said, etc.

>3. Let him " read " from memory. Point out some words that are in

>those stories that he knows from memory. See if he can find them in

>other texts.

>4. Concentrate on letting him self-correct errors based on three

>criteria: Does that make sense? Does it look right? (ie. " You said

>chicken. Would we expect chicken to start with h? What else would

>make sense AND look right? Yes, hen would make sense and look

>right. " And " Does that sound right? " (ie. " Does it sound right to

say >Drinked? What would sound right? Yes, drank sounds right. "

>I hope this makes sense. You can e-mail me at

>kdminden2001@... if you have more questions. Leggs

[Guest guest]

It's very common for our kids to learn by sight-reading instead of

phonetics. I know some people have done flashcards with different words

that look alike to get the kids differentiating between them - cup and cap,

etc. so the kids have to look at each of the letters. Phonics doesn't work

at all for a lot of our kids. If he's not getting it, I'd drop phonics, as

I would think it would only frustrate and confuse him.

I'm no expert but it sure sounds like he had the traits of hyperlexia but

stopped progressing at some point. I've no idea what you call that. If

writing the words down for him worked as a visual prompt he had to have been

reading them. Otherwise you would have had to use things like pictures of

stop signs for " stop " etc.

Well that would be my approach - work on words that look alike, have him

matching the words to pictures, matching up the letters to them (like you

write the word down and he has to find plastic magnetic letters & put them

over the top of yours, or next to what you wrote)...get him looking at the

whole word and not just the first letter & the length. I would start with

words you know he knows to get him understanding what you want him to do

with them and then change them -- cup to cap, again. Start small, use

errorless learning as much as possible (one word, one picture - put them

together - good job!!!) and lots of rewards. Hugs, stickers, candy,

whatever works for you guys.

When he starts to get that I would find or write stories with the words he

knows and have him read one. Then another story with the same words but a

different story so you know he is having to look at the words. And build

from there. I would think it would be better for him if the stories did not

have pictures to give him clues -- again, you want him actually looking at

the words & deciphering them. But you do want him to be successful, so...

BTW will NOT be read to but loves looking at books on his own. It

was not until I put the books out where he coudl get them easily and I

completely ignored them that he started being interested in them.

HTH.

-Sara.

[Guest guest]

It's very common for our kids to learn by sight-reading instead of

phonetics. I know some people have done flashcards with different words

that look alike to get the kids differentiating between them - cup and cap,

etc. so the kids have to look at each of the letters. Phonics doesn't work

at all for a lot of our kids. If he's not getting it, I'd drop phonics, as

I would think it would only frustrate and confuse him.

I'm no expert but it sure sounds like he had the traits of hyperlexia but

stopped progressing at some point. I've no idea what you call that. If

writing the words down for him worked as a visual prompt he had to have been

reading them. Otherwise you would have had to use things like pictures of

stop signs for " stop " etc.

Well that would be my approach - work on words that look alike, have him

matching the words to pictures, matching up the letters to them (like you

write the word down and he has to find plastic magnetic letters & put them

over the top of yours, or next to what you wrote)...get him looking at the

whole word and not just the first letter & the length. I would start with

words you know he knows to get him understanding what you want him to do

with them and then change them -- cup to cap, again. Start small, use

errorless learning as much as possible (one word, one picture - put them

together - good job!!!) and lots of rewards. Hugs, stickers, candy,

whatever works for you guys.

When he starts to get that I would find or write stories with the words he

knows and have him read one. Then another story with the same words but a

different story so you know he is having to look at the words. And build

from there. I would think it would be better for him if the stories did not

have pictures to give him clues -- again, you want him actually looking at

the words & deciphering them. But you do want him to be successful, so...

BTW will NOT be read to but loves looking at books on his own. It

was not until I put the books out where he coudl get them easily and I

completely ignored them that he started being interested in them.

HTH.

-Sara.

[Guest guest]

It's very common for our kids to learn by sight-reading instead of

phonetics. I know some people have done flashcards with different words

that look alike to get the kids differentiating between them - cup and cap,

etc. so the kids have to look at each of the letters. Phonics doesn't work

at all for a lot of our kids. If he's not getting it, I'd drop phonics, as

I would think it would only frustrate and confuse him.

I'm no expert but it sure sounds like he had the traits of hyperlexia but

stopped progressing at some point. I've no idea what you call that. If

writing the words down for him worked as a visual prompt he had to have been

reading them. Otherwise you would have had to use things like pictures of

stop signs for " stop " etc.

Well that would be my approach - work on words that look alike, have him

matching the words to pictures, matching up the letters to them (like you

write the word down and he has to find plastic magnetic letters & put them

over the top of yours, or next to what you wrote)...get him looking at the

whole word and not just the first letter & the length. I would start with

words you know he knows to get him understanding what you want him to do

with them and then change them -- cup to cap, again. Start small, use

errorless learning as much as possible (one word, one picture - put them

together - good job!!!) and lots of rewards. Hugs, stickers, candy,

whatever works for you guys.

When he starts to get that I would find or write stories with the words he

knows and have him read one. Then another story with the same words but a

different story so you know he is having to look at the words. And build

from there. I would think it would be better for him if the stories did not

have pictures to give him clues -- again, you want him actually looking at

the words & deciphering them. But you do want him to be successful, so...

BTW will NOT be read to but loves looking at books on his own. It

was not until I put the books out where he coudl get them easily and I

completely ignored them that he started being interested in them.

HTH.

-Sara.

[Guest guest]

> > What's the opposite of hyperlexia?

>

> You already said it. Dyslexia.

>

> Sissi

Yes, I thought that might be it too. I was just kidding around with

the " hypo-lexia " comment. But I was wondering.... doesn't dyslexia

mean " difficulty " reading? I'm wondering about what I would term

non-interest in reading or letters. Like hyperlexia basically is an

accelerated interest or ability isn't it? Jake seems to have a

non-interest. I don't know if he will have difficulty yet because we

haven't tried too much to learn them yet.

~ Karin

[Guest guest]

> > What's the opposite of hyperlexia?

>

> You already said it. Dyslexia.

>

> Sissi

Yes, I thought that might be it too. I was just kidding around with

the " hypo-lexia " comment. But I was wondering.... doesn't dyslexia

mean " difficulty " reading? I'm wondering about what I would term

non-interest in reading or letters. Like hyperlexia basically is an

accelerated interest or ability isn't it? Jake seems to have a

non-interest. I don't know if he will have difficulty yet because we

haven't tried too much to learn them yet.

~ Karin

[Guest guest]

--- ,

I think that for alot of the kids on the spectrum, phonics is more

difficult than memorizing whole words. If he seems to enjoy phonics

and sounding out words dont stop doing that, but you also may want to

get a list of common sight words and have him memorize those. You

should be able to find a list of sight words if you do a search on

the net for " Dolch sight words " . You can be creative and play all

sorts of games with them if you put them on flashcards. Another

thing that helps children memorize the words is to always point at

the words that you are reading when you just read to him for

enjoyment. He'll probably memorize them quickly just by doing that.

Look for several books that use the words he knows to practice

generalizing reading his words. Some fun things to do to increase

his reading vocab: 1. have him help you write words for objects in

your house and tape them on the object. example: your window has a

little sign with the word " window " on it, etc. I just leave my signs

up ...taylor loves it. He reads them every day that way. If you do

this after the signs have been up for awhile you can play a game by

having him pick a card out of a hat and read it, then find the

matching word around the house. Example; card says " stove " and he

runs to the stove with the card he drew. 2. have him help you make

a shopping list for the store by going through newspaper ads and

cutting out pictures of what you need to buy and gluing them on a

piece of paper. Under each picture write the word for the item. I

put check boxes next to each item too. so that when i go to the store

to get the items, taylor helps me find them and checks off the box

when we put it in the basket. 3. When you go for

outings/walks...collect items with him and bring home. (example,go to

park and collect, nuts, pinecones, leaves, etc. Then when you get

home have him glue the item onto a poster board or piece of cardboard

and write the words for each item next to where it is glued. He can

even take it to school and show it to his class. **sorry** I can go

on forever on this stuff. If you want any more ideas I have a ton!

for fine motor too. Daeley

[Guest guest]

--- sorry, more ideas for increasing vocab. and early reading skills.

I used to be a teacher so I get into this kind of thing.

4. At the end of each day, taylor and I write a " what I did today "

paper. I take a piece of paper and fold it into squares and then

draw pictures of 6 things he did and write sentences under each one.

This I also send into school for him to " read " to his aide.

5. Cut out pictures from magazines and have him stick it on clear

contact paper along with words that match the pictures. loves

this.

6. Make lots of books with him. draws the pictures and then

comes to me to scribe the story for him. And then we staple it into a

book. He loves to read them over and over.

7. For color words, I write them in the color they are and tape them

on the carpet and play " twister " with them. so instead of playing

twister to just colored dots, we play twister to the actual words.

sorry, I'll stop. But i have more

[Guest guest]

--- sorry, more ideas for increasing vocab. and early reading skills.

I used to be a teacher so I get into this kind of thing.

4. At the end of each day, taylor and I write a " what I did today "

paper. I take a piece of paper and fold it into squares and then

draw pictures of 6 things he did and write sentences under each one.

This I also send into school for him to " read " to his aide.

5. Cut out pictures from magazines and have him stick it on clear

contact paper along with words that match the pictures. loves

this.

6. Make lots of books with him. draws the pictures and then

comes to me to scribe the story for him. And then we staple it into a

book. He loves to read them over and over.

7. For color words, I write them in the color they are and tape them

on the carpet and play " twister " with them. so instead of playing

twister to just colored dots, we play twister to the actual words.

sorry, I'll stop. But i have more

[Guest guest]

,

Our old SSAH worker laid the groundwork for 's reading with this strange

little program. She had a duotang filled with sheets of small words to

memorize. Every day, they'd move one page further. When he got to the end

of the memorizing of it, she turned him on to other reading material...and

he could do it!

How I don't know...but I still have that duotang. Want it?

Jacquie