Phonics mistakes
From Conservapedia
Phonics mistakes are common mistakes made in connection with teaching a child to read, even when the method is purportedly the preferred approach of phonics.
These mistakes include:
- failing to repetitively redo pages in a good phonics book until the student has mastered it; as in sports, repetitive drills result in excellence
- failing to practice, practice, practice with multi-syllable words as a youngster might practice a skill in sports
- mixing too many sight words with phonetic ones such that student is not learning to read phonetically; sight words should at most be rare exceptions
- conversely, not including any sight words prevents the student from practicing them
- reading to the student rather than having the student read through the difficult words; be sure that the student reads correctly after making a mistake
- allowing the student to rely on word recognition rather than sounding out a word syllable-by-syllable
- allowing the student to develop inferior reading habits that make it more difficult for him to learn by phonics
- starting phonics too late, such as after the child is 6 or 7 years old; the later the start, the more difficult the instruction will be[1]
- using inferior books, such as ones having small print, a confused hodgepodge of sight with phonetic words, bad examples, unattractive pictures, and undesired passages; First Reader is a proven successful text for producing 4 generations of top students
- complicating it by talking about the "schwa" sound and other obscurities that can confusing a student
- failing to read a little every day, and instead going extended periods without reading so that the student falls way behind
- expecting a child to learn how to read in a classroom, collectivist setting rather than far better individualized instruction
- do not expect a stranger, such as a Leftist public school teacher, to give your child the lifelong gift of becoming an excellent reader
- using nonsense words that do not exist, which is the latest public school trend
- overrelying on gimmicks, cards, videos, technology, etc., rather than reading from real passages that motivate the child
- failing to recognize what the student is interested in (such as numbers), and failing to spark interest by the student in reading based that (such as various numbers of syllables)
- some impatient parents and teachers are poor reading instructors, because they fail to wait for the child to keep trying until the child reads a word correctly.
See also
References
- ↑ It is possible that starting too early, such as age 3, could be frustrating to the child and result in incorrect habits for reading that make it more difficult to learn correctly later.
