Do not use Your Baby Can Read. It is sight reading in the worst way. It wires the brain in the wrong place for proper reading later.
http://godfreymethod.com/default.aspx
Showing posts with label child. Show all posts
Showing posts with label child. Show all posts
Tuesday, April 13, 2010
Tuesday, April 6, 2010
Phonics improves brain function
Phonics improves the structure of the brain
A research team headed by scientists from the esteemed Yale School of Medicine announced in 2004 a particularly significant finding for children who have trouble learning to read. It was reported by Gilbert Zarate in the Brownsville Herald: http://www.brownsvilleherald.com/opinions_more.php?id=61072_0_11_0_C
The focus of this study, as much of the writing on this topic, is on how to assist struggling readers. While struggling readers show us what the critical issues are, children who are not struggling will be able to learn much more, much quicker, if they are also given exposure to the best teaching practices. Unfortunately, as is commonly the case, teachers leave good students to fend for themselves on the mistaken assumption that they don’t need help. Mom and Dad can and should do things at home to enhance their child’s learning and intelligence.
In the words of the reporter:
“The study reported that the brain function of poor readers actually changes to resemble the brain function of “good” readers when they have been taught to read through instruction that is direct, systematic, and focuses on the sounds and letters that make up words, the meanings of words, and helping children read accurately and quickly.
Using functional MRI scanners, researchers were able to document that effective reading instruction not only improves reading ability but actually changes the brain’s functioning so children can read more efficiently. These struggling readers were taught to read using a comprehensive reading program that focused on systematically teaching phonemic awareness, phonics, reading fluency, vocabulary and spelling and, as a result, formed new and lasting neurological connections and pathways in parts of their brain that regulate reading ability.
We know that almost every child in America — whatever race, ethnicity, or socioeconomic level — can become a strong and confident reader when taught through a comprehensive approach grounded in systematic, research-based instruction. And we know that scientifically based reading instruction can be successfully implemented in all schools — whether urban, suburban, or rural.
Unfortunately, the reality today is that nearly 40 percent of fourth-grade students are unable to read at grade level. While many policymakers, educators and parents are enthusiastic about teaching children to read, not all schools and school districts are implementing instruction grounded in scientific approaches that have been proven to increase reading skills. Despite what we know works, not all schools have put in place carefully developed, comprehensive reading programs that include research-proven instructional practices. This is a travesty.
We know that reading instruction for struggling readers must be explicit, systematic, and allow sufficient time for student learning. We also know that the reading curriculum should include the five critical components that are fundamental to learning to read — phonemic awareness, phonics, fluency, vocabulary and reading comprehension.”
So if the scientific evidence strongly proves that phonics instruction re-maps the brain for the better, why does the educational establishment, for the most part, continue to ignore the data and teach ineffective reading (and math) methods? Part of the answer may be found in the lobbying and monetary influence of textbook publishers, who follow fads for personal gain rather than true research results. Part of the answer may be found in the egos of some educational people pushing their own theories and agendas. Part of the answer can be found in the inertia and ennui of large government entities, schools, to resist change.
Whatever the factors, it is clear that parents must not let their gifted children be left to fend for themselves in school. Parents can follow the best practices of phonics reading instruction (and math instruction) with their children at home to ensure a great foundation for success.
http://godfreymethod.com/default.aspx
A research team headed by scientists from the esteemed Yale School of Medicine announced in 2004 a particularly significant finding for children who have trouble learning to read. It was reported by Gilbert Zarate in the Brownsville Herald: http://www.brownsvilleherald.com/opinions_more.php?id=61072_0_11_0_C
The focus of this study, as much of the writing on this topic, is on how to assist struggling readers. While struggling readers show us what the critical issues are, children who are not struggling will be able to learn much more, much quicker, if they are also given exposure to the best teaching practices. Unfortunately, as is commonly the case, teachers leave good students to fend for themselves on the mistaken assumption that they don’t need help. Mom and Dad can and should do things at home to enhance their child’s learning and intelligence.
In the words of the reporter:
“The study reported that the brain function of poor readers actually changes to resemble the brain function of “good” readers when they have been taught to read through instruction that is direct, systematic, and focuses on the sounds and letters that make up words, the meanings of words, and helping children read accurately and quickly.
Using functional MRI scanners, researchers were able to document that effective reading instruction not only improves reading ability but actually changes the brain’s functioning so children can read more efficiently. These struggling readers were taught to read using a comprehensive reading program that focused on systematically teaching phonemic awareness, phonics, reading fluency, vocabulary and spelling and, as a result, formed new and lasting neurological connections and pathways in parts of their brain that regulate reading ability.
We know that almost every child in America — whatever race, ethnicity, or socioeconomic level — can become a strong and confident reader when taught through a comprehensive approach grounded in systematic, research-based instruction. And we know that scientifically based reading instruction can be successfully implemented in all schools — whether urban, suburban, or rural.
Unfortunately, the reality today is that nearly 40 percent of fourth-grade students are unable to read at grade level. While many policymakers, educators and parents are enthusiastic about teaching children to read, not all schools and school districts are implementing instruction grounded in scientific approaches that have been proven to increase reading skills. Despite what we know works, not all schools have put in place carefully developed, comprehensive reading programs that include research-proven instructional practices. This is a travesty.
We know that reading instruction for struggling readers must be explicit, systematic, and allow sufficient time for student learning. We also know that the reading curriculum should include the five critical components that are fundamental to learning to read — phonemic awareness, phonics, fluency, vocabulary and reading comprehension.”
So if the scientific evidence strongly proves that phonics instruction re-maps the brain for the better, why does the educational establishment, for the most part, continue to ignore the data and teach ineffective reading (and math) methods? Part of the answer may be found in the lobbying and monetary influence of textbook publishers, who follow fads for personal gain rather than true research results. Part of the answer may be found in the egos of some educational people pushing their own theories and agendas. Part of the answer can be found in the inertia and ennui of large government entities, schools, to resist change.
Whatever the factors, it is clear that parents must not let their gifted children be left to fend for themselves in school. Parents can follow the best practices of phonics reading instruction (and math instruction) with their children at home to ensure a great foundation for success.
http://godfreymethod.com/default.aspx
Thursday, January 28, 2010
Parents paying to fix school's reading failures
I was listening to the radio the other day when I heard a commercial from two sports heroes who are starting a fund raiser to help children learn to read better. They wouldn't have to jump into the fray to save our children if the universities would teach the teachers to teach right!
This reminded me of a story from my friend, Donna. She went to the junior high with her daughter for a meeting and heard several other mothers talking and complaining that they were having to take their kids to Sylvan Learning Center to bring their reading up to grade level.
One mother was furious because while she was signing her son up at Sylvan, the registrar said, "We see this all the time. We're getting a lot of students in for this problem. Everyone who went to this school district was taught the wrong way, and we're having to fix it." (Ad-libbed)
The mother was so angry to find out that the schools were using a "discovery" type of learning model that didn't believe in teaching spelling or correcting children's spelling. They let the children write whatever they wanted however they wanted. The result was years of illiterate children.
At the time this mother took her son for tutoring, the school district had been using this "innovative" method for a decade and was still using it. (It was probably another failed program from Project Follow Through and the Whole Language fiasco.)
So I'm thinking, if we know what the research-proven best reading method is, phonics, why are schools sticking to failed methods, requiring parents to pay for expensive remedies? Something is definitely wrong here. Must be political. Doesn't purposely-failing our children, year after year, border on evil?
Ciao
http://godfreymethod.com/default.aspx
This reminded me of a story from my friend, Donna. She went to the junior high with her daughter for a meeting and heard several other mothers talking and complaining that they were having to take their kids to Sylvan Learning Center to bring their reading up to grade level.
One mother was furious because while she was signing her son up at Sylvan, the registrar said, "We see this all the time. We're getting a lot of students in for this problem. Everyone who went to this school district was taught the wrong way, and we're having to fix it." (Ad-libbed)
The mother was so angry to find out that the schools were using a "discovery" type of learning model that didn't believe in teaching spelling or correcting children's spelling. They let the children write whatever they wanted however they wanted. The result was years of illiterate children.
At the time this mother took her son for tutoring, the school district had been using this "innovative" method for a decade and was still using it. (It was probably another failed program from Project Follow Through and the Whole Language fiasco.)
So I'm thinking, if we know what the research-proven best reading method is, phonics, why are schools sticking to failed methods, requiring parents to pay for expensive remedies? Something is definitely wrong here. Must be political. Doesn't purposely-failing our children, year after year, border on evil?
Ciao
http://godfreymethod.com/default.aspx
Friday, January 15, 2010
No child left behind means all children left behind
Are you kidding me?! At the end of each school quarter, the teachers in many school districts get a whole or half-day off for "professional development" days. I thought they were learning better teaching skills or something. Not so! Guess what they do on those days?
They all get together and re-evaluate the performance of their class from the last quarter, and readjust the curriculum down to fit the lowest achiever in class.
Are you kidding me?! They are in effect dumbing down the whole class so that one or a few aren't "left behind." Isn't this the same as leaving them all behind? I don't think this was the intention of the No Child Left Behind Law. Why can't the schools just get a tutor or aide or resource person to help the slow kids, and stop holding everyone back?
It makes me just about ready to home-school my kids. First, Project Follow Through ruins over 3 generations of US kids, then NCLB is mis-interpreted to mean that the whole class has to learn on the level of the most-challenged student.
What is the real political goal, here? To have citizens too stupid to vote with any intelligence? To make sure that all our technology jobs keep going to India and China? Do we enjoy talking to a help desk half-way around the world whom we can't understand? Why promote this?
Any parent who cares anything about his/her child's future would not depend on the schools to do the teaching. Even if you can't afford public school or to home-school, you can supplement at home. You can teach your child to read by phonics before kindergarten. You can find math systems to do at home. And you should!
They all get together and re-evaluate the performance of their class from the last quarter, and readjust the curriculum down to fit the lowest achiever in class.
Are you kidding me?! They are in effect dumbing down the whole class so that one or a few aren't "left behind." Isn't this the same as leaving them all behind? I don't think this was the intention of the No Child Left Behind Law. Why can't the schools just get a tutor or aide or resource person to help the slow kids, and stop holding everyone back?
It makes me just about ready to home-school my kids. First, Project Follow Through ruins over 3 generations of US kids, then NCLB is mis-interpreted to mean that the whole class has to learn on the level of the most-challenged student.
What is the real political goal, here? To have citizens too stupid to vote with any intelligence? To make sure that all our technology jobs keep going to India and China? Do we enjoy talking to a help desk half-way around the world whom we can't understand? Why promote this?
Any parent who cares anything about his/her child's future would not depend on the schools to do the teaching. Even if you can't afford public school or to home-school, you can supplement at home. You can teach your child to read by phonics before kindergarten. You can find math systems to do at home. And you should!
Monday, January 11, 2010
How do you get parents to care?
You know, I am absolutely amazed at how hard it is for people to catch the vision of teaching their child to read before kindergarten.
Don't they care about giving their kids the ability to take the opportunities that will come their way?
Don't they care about helping their children become their best selves?
Don't they realize that IQ is only 50% genetic? The other half is the home environment and mental stimulation, especially between the ages of 2-5 years old.
I am doing everything I can to try to help as many kids as possible out there, with the least amount of time and money required by mom and dad.
I wish people could understand how important early reading is! I wish they understood how simple the Godfrey Method is!
I wish I could get them to see the importance of my picture-letters to young minds.
The foster mom in me wants to scoop up all children and help them myself, but they learn best from their own mom and dad.
Where are the proactive, purposeful parents?
Please tell me the homeschoolers aren't the only ones who get it!
Don't they care about giving their kids the ability to take the opportunities that will come their way?
Don't they care about helping their children become their best selves?
Don't they realize that IQ is only 50% genetic? The other half is the home environment and mental stimulation, especially between the ages of 2-5 years old.
I am doing everything I can to try to help as many kids as possible out there, with the least amount of time and money required by mom and dad.
I wish people could understand how important early reading is! I wish they understood how simple the Godfrey Method is!
I wish I could get them to see the importance of my picture-letters to young minds.
The foster mom in me wants to scoop up all children and help them myself, but they learn best from their own mom and dad.
Where are the proactive, purposeful parents?
Please tell me the homeschoolers aren't the only ones who get it!
Saturday, January 2, 2010
Let's talk about the importance of math activities in the family to boost children’s math abilities. Another great resource for parents to use with their children is the book, Family Math by Jean Kerr Stenmark (1986). http://www.amazon.com/Family-Math-Equals-Jean-Stenmark/dp/0912511060/ref=sr_1_1?ie=UTF8&s=books&qid=1249162842&sr=1-1
This book has many fun ideas and activities that parents and children can do together at home. You don’t have to be a home-schooler, or a stay-at-home mom, to increase your child’s mathematical intelligence. Even working moms can find time to do these math games and activities at home, creating precious, quality family time.
A child’s math knowledge should be developed before school age and augmented during school years. It’s just as important for children to feel confident and successful in math as reading. This helps them stay at the head of the class and not fall behind a little more each year.
There are many different types of intelligence and a child may be gifted more in one area than another. Regardless, all areas of learning can be enhanced and improved when parents try things at home.
Another book by Jean Kerr Stenmark, Family Math for Young Children (1997), is targeted for younger children. http://www.amazon.com/Family-Math-Young-Children-Comparing/dp/0912511273/ref=sr_1_2?ie=UTF8&s=books&qid=1249162842&sr=1-2 Give these resources a try, and remember to have no power struggles while instructing your children.
This book has many fun ideas and activities that parents and children can do together at home. You don’t have to be a home-schooler, or a stay-at-home mom, to increase your child’s mathematical intelligence. Even working moms can find time to do these math games and activities at home, creating precious, quality family time.
A child’s math knowledge should be developed before school age and augmented during school years. It’s just as important for children to feel confident and successful in math as reading. This helps them stay at the head of the class and not fall behind a little more each year.
There are many different types of intelligence and a child may be gifted more in one area than another. Regardless, all areas of learning can be enhanced and improved when parents try things at home.
Another book by Jean Kerr Stenmark, Family Math for Young Children (1997), is targeted for younger children. http://www.amazon.com/Family-Math-Young-Children-Comparing/dp/0912511273/ref=sr_1_2?ie=UTF8&s=books&qid=1249162842&sr=1-2 Give these resources a try, and remember to have no power struggles while instructing your children.
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