They have to learn the individual letter sounds, the, all of those combinations, those two consonants that go together to form one sound like the digraphs. There's a lot of things that kids have to learn. We have lots of kids like that who slip through the system appearing to learn to read, but actually not learning to read. The print gets smaller, there's much more print on a page, and suddenly that little kid who could read in kindy in year one suddenly isn't reading anymore because their short term memory is just, … And they just can't, they just, they have never actually learnt that all of the different combinations and there are gaps all over the place, and they come increasingly upon them, and they're actually limited to only being able to read a word if someone tells them what it is, because they don't have any independent decoding strategies. But if they're not learning the letter sound combinations, they'll get to a point where there's not many pictures anymore. Many, many words by sight.Īnd everyone thinks they're reading because they're reading the kind of material that has lots of visual supports, lots of common language patterns, and everyone thinks they're reading. Some little kids have very good visual memories, and they, they learn many, many words by sight. We do need to teach kids explicitly and systematically. Some more unusual or less common bits of, of the code. Um, if, if people are only using things that might come up in the particular story they're reading or, or something, um, very, very easy to miss. So for that reason, uh, some kind of a random, um, uh, way of teaching, it doesn't work either because you can easily miss things. Ours is much, much more complex than that. Some languages like Spanish have quite a, um, almost a, a direct one-to-one correspondence between a letter and the sound that it makes. Before we go, any, even any further than that, ![]() So even, uh, representing a single phone name is complex. I don't think there are any that are five letters. ![]() It can be, it can be a ‘t’ it can be a ‘ch’ a ‘ tch’ T C H or it can even be O U G H, four letters. It can be three letters, it can be four letters. So there's a strong sound component in phonics, but it is about relating the sound to a letter or letters.Īnd sometimes a single sound or phoneme can be one letter. As soon as you start relating some of those sounds to graphemes or letters, we're talking about phonics. So the way we translate this or map this onto paper is via an alphabetic code. In the literature, it's often called the alphabetic principle. Phonics is the decoding part of the written part of our, our language. this onto paper it is another closed set, but it's very large. If they can't hear that sound, they're going to have a, a lot of trouble attaching some representation to it and learning how to map, blah blah. So once we are adding phonics, well, once we're adding letters to a teaching situation, we are talking about phonics, not just phonemic awareness, but as you teach individual letter sounds, you're obviously reinforcing phonemic awareness. If a child cannot perceive a separate sound, how can they relate a letter to that sound? If they can't do that, an alphabetic language is going to be extraordinarily difficult, isn't it? ![]()
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