I am going to start teaching phonics to kids between ages 5 – 12. (not in one group).
I am interested in online courses (intensive courses) or course books which I could use as a guideline.
I have the hardest time coming up with age appropriate material for ages 9 – 12.
7 February, 2017 at 16:36
Total posts: 6
I was also interested in some online courses. Can someone help?
Not really an online course but might give you some ideas or point you in the right direction.
28 April, 2017 at 15:29
Total posts: 1
I have been fascinated by the way that children learn to read. I am writing my dissertation on teaching methodology for kindergarten and elementary school kids so in order to get some dissertation help I decided to work with children in kindergarten two days a week. I administer the oral reading tests to them. (I am a certified teacher who volunteers in kindergarten.)
Quite a few “good readers” read in the way that one learns to read a menu written in a foreign language. Basically, they have excellent visual memories and begin to recognize words, cognates, sounds, and underlying structures. They rely on context to help them “jump” to meaning. They rarely use phonics except as a safety-net to check their own accuracy; as the child in the quote above mentioned, a good reader seems to say, “I like to wait until I already know a thing, and then I like to learn it.”
Slower readers seem to be helped by phonics – especially when they are learning blends (such as st, br, sl, and on and on). They do say the sounds out loud and then more-or-less compress them. Better readers tend to despise phonics even when phonics would help them sound-out new words.
I think it’s absolutely magical – children learning to read, learning to change those squiggles on paper into meaningful symbols in their minds.
If I were to say “what helps” more than anything else, I would say that the answer is vocabulary and context. A good reader will be reading a story, for example, and let’s say that the setting is in some blizzard somewhere. A bird shows up and is able to walk on the snow. Children with a “rich background” in vocabulary and context will automatically guess that the letters “p-e-n-g-u-i-n” spell penguin, the word. After a little self-check making the “p” sound, the child is convinced and delighted that the topic is “penguin.” He or she will test-out the context to see if the word makes sense. A child whose family does not read with the child, however, often cannot sound-out the word or make any progress at all. The child will stop and will lose confidence even when prompted, “What kind of bird might this be?”