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Use this tool to help your child’s written word recognition grow to match your child’s verbal vocabulary
Because of the dyslexic’s and the struggling reader’s propensity to think in a high percentage of 3-dimensional (3-D) thought, their learning to read methodology needs to move away from the reliance on phonics or phonemic awareness in order to build their written vocabulary and word recognition when learning to read.
Bottom line – your child’s dominant sense when reading is the ability to picture, followed by a sense of feeling.
Unless a child suffers from ADLD (Attention Deficit Lethargy Disorder), the child can talk up a “blue streak,” which usually means the child possesses a verbal vocabulary at grade level or much higher.
This Written Word Builder is very simple to implement:
When your child is reading aloud, to the parent or tutor, give them ONLY a count of two to sound out a word. (Don’t let the child get lost in the sounding out of a word.)
1. Have them spell the word to you.
2. Then, you pronounce the word.
3. Then, they look at the word and pronounce the word … and keep reading.
This enables the child to keep reading and have some continuity while reading. With fluidity comes comprehension! Period.
If the child starts to spell the word and then the verbal recognition of the word pops out, Great! Have them continue to read until they hit a punctuation Full Stop sign [i.e., Period (.), Question Mark (?), Exclamation Mark (!), or Colon (:)].
4. When your child reaches a Full Stop, ask the child what they just saw? Or ask, “What’s the picture that you have now for what you just read.?” If it’s not a picture, then ask your child, “What’s the feeling you are experiencing about the story you just read?“
As your child’s written word recognition increases, their reading ability can progress to a paragraph, then to paragraphs, and then to a page and more. But make sure that they always pause for the appropriate punctuation stop signs when they are read.