Delightful Reading Concerns

Yes, this was the best reading system for my son.  We had been doing a stricktly phonics based program, but my son started having problems with the “rules” when certain words didn’t fit the rule.  I switched to DR and the word “families” and it was much easier for my son to wrap his mind around.  To just tell him this is this word with no rules was great.  As for words that didn’t follow the families, I would just introduce them seperately saying this word is___.  He didn’t have any problems if it looked like other words but didn’t sound like them.  If your daughter does better with sight words than this program is great for teaching reading with sight words.

I have tried many things over the years of homeschooling and taught first grade reading for six years in the school system before becoming a momma 15 years ago. Most school teachers know that a combo of phonics and “whole reading”,for lack of a better term,is actually quite successful. Sadly, the pendulum shifts quite a bit in education. I find this DR program to offer the best of both approaches which is sure to appeal to most children one way or the other. We tend to make learning to read much more complicated than it really is. Give it a good go round before deciding. I think you will be pleased.

Michelle, I know you and I have spoken of this at length but I’m posting here in case it might benefit others. Or maybe not… 🙂

It seems the reviewer on that blog post was objecting to including words that were exceptions to the “rules” in the reading exercises. Unfortunately that’s life in the English language. Charlotte recognized this:

“If words were always made on a given pattern in English, if the same letter always represented the same sounds, learning to read would be an easy matter; for the child would soon acquire the few elements of which all words would, in that case, be composed. But many of our English words are, each, a law unto itself: there is nothing for it, but the child must learn to know them at sight.”

If a child has had adequate practice at word building (at, rat, mat, ate, rate, mate, etc.) as Charlotte suggested AND HAS NOT BEEN RUSHED THROUGH THIS STEP, then they should be ready to understand that sometimes (often) there are words that are exceptions. Arm, warm…I would simply say something like, “You know, English is such a funny/maddening language. Some words don’t follow the rules.” Children can understand that if they’ve had a good foundation with word building. I like the box idea, but only if a child needs a visual cue. Now if I said something’s like…”Here’s one of those rule breakers. Let’s put him in jail (while drawing a box around him)…my boys would have loved that. But anyway…do whatever works. 🙂

I love to come up with these examples as I gave you yesterday.

I wound the bandage around my wound.

I read the red book. I will read the red book.

Though

Thought

Through

Tough

You could go on for days.

To strengthen the foundation for L and start laying it for the others, I would get each of them their own box of letters. One that belongs only to them. J’s could be his favorite color and sturdy enough for him to play with…not just make words, but to play with anyway he likes. A’s could be pink, C’s should be chewable. 🙂 This was not just recommended but insisted upon by Dr. Carroll Smith at the CM conference. Twirl the O around their fingers. (They learn it has a hole in the middle.) Shoot the L like a gun…no stones, please. (they learn its distinctive shape.). Then when the children are ready for word-building GAMES, they are already familiar with the letters because they have been playmates for some time. Then spend LOTS of time learning letter names, sounds, building words, etc. before moving on to what Charlotte would call real reading lessons.

Honestly I believe the greatest obstacle in children reading is rushing. Charlotte (and Dr. Smith) emphasized DO NOT HURRY, DO NOT RUSH! I believe I heard/read that Finland, (who is consistently ahead in every academic area) refuses to begin teaching reading (and most every other subject) until age 7. What’s our hurry?

Didn’t mean to write a tome, but so many moms I talk to stress themselves to death over this issue. Please… Take your time and be at peace.

It depends on the age of the child but I really like the large wooden ones that are available in many craft stores. Hobby Lobby and Michaels have them around here. Plastic ones would work as well. Magnetic letters for the fridge have been used lots by my boys.

In relation to this that I forgot to mention, writing letters is often rushed as well. Charlotte recommended providing a tray of sand for little ones to write in. Pencil and paper should come later, maybe 5-6 if the child is ready.

I so agree with not rushing. Children bloom at different rates. The reading almost always comes if we are patient and don’t stress the child. We often put our own hang ups onto our children. If we were not quite so the “middleman” the children would probably fare better. Of course we must instruct in reading, but we can overdo it so easily if we are not careful. Children won’t get hung up on the rules and exceptions if we present it simply and we don’t get hung up on it. Remember, there was a time when mothers in their humble dwellings taught their children to read with nothing but a King James Bible. Some of those children grew up to be nation builders, changers, and great influences in our world. We can do this. Our children can do this. Be encouraged.

This is a great thread and has answered questions that I had about DR.

Very well said Doug! Thank you for your comments.