The other
four have all been “late” readers.
Home Grown Kids, by Raymond
and Dorothy Moore, was the first book I ever read on homeschooling. I never believed that all children should
develop physically or intellectually on the same schedule, but having read the
Moores’ book, I was steadfast when a loving
family member began to worry that my second child wasn’t reading yet shortly
after his ninth birthday.
“Read, sing and play with your
children from birth. Read to them
several times a day, and they will learn to read in their own time – as early
as 3 or 4, but usually later, and some as late as 14. [p. 225]”
They’d
said that children under eight or nine years old quite often reverse letters
like b and d, and words like saw and
was, so I wasn’t caught off-guard
when my son also did that. He had
beautiful handwriting but he often wrote a beautiful mirror-image of what he
intended.
I began
his reading lessons when he was almost seven, using 100 Easy Lessons,
supplemented with phonogram cards from Bonnie Dettmer’s Phonics for Reading and Spelling, which is based on Romalda
Spalding’s method. We’d have a brief
lesson each day, always keeping it under fifteen minutes and cutting it shorter
than that if he was struggling. I wanted
to end each lesson with success, not frustration. When he quit making progress, we’d take a
break for a week or a month to give his brain time to catch up.
The most
important thing to me was that he not
learn to hate reading, or get the idea that he was stupid.
After a
while I switched to McGuffey’s First Reader because the stories were more
interesting and I could tell he didn’t like the silliness of 100 Easy Lessons. That’s not meant to be a criticism of 100
Easy Lessons. Lots of kids love it and
do well in it. I’m just pointing out
that although it’s obviously a bad idea to hop haphazardly from one curriculum
to another, there’s nothing wrong with making a judicious change when you think
it will be better for your child.
Then one
day, when he was nine and a half, he picked up Brian Jacques’ Redwall and read the whole thing in a
few days. Just like that, it all
clicked, and he never needed easy readers.
This spring my then-twelve year old
son had a similar experience. We’d spent years going
through 100 Easy Lessons, memorizing phonogram cards, reading through all the
BOB books, working slowly, slowly through McGuffey’s Primer and First Reader,
taking breaks as needed. He was also
slowly reading through Josephine Pollard’s Life
of George Washington, covering just one or two paragraphs a week.
Then one day, because his older
sister was taking too long getting to the next chapter of the Harry Potter book
she was reading to him and the ten-year-old, he just read the rest of the book
himself. And it’s been hard to get him
to do anything besides devour books since then.
Over the last few months he’s read the rest of Harry Potter, all of the
Artemis Fowl and Percy Jackson books, several Sugar Creek Gang and Landmark books, and The X-Craft Raid by Thomas Gallagher,
which retells the story of the men involved in a particular battle during World
War II.
My ten-year-old is still memorizing
phongram cards with me and struggling through the BOB books. She won’t let me forget her reading lesson
though – she loves it and she’s eager to learn, it’s just slow, hard work for
her. She’s had a lot of trouble keeping
the six spellings of /er/ straight. Phonics
for Reading and Spelling suggests this mnemonic: “Her first church worships, and learns
courage.” She can remember that easily
enough and she knows the first four, but she’s been having a hard time with the
last two – ear, the /er/ of “learns”
and our, the /er/ of “courage.”
This week I hit on something that
seems to be working.
We’re also using the cursive
handwriting program from Logic of English, and looking at these two troublesome phonograms it occurred to me that c and o both belong to the curve family of letters, while l and e both belong to the loop family.
I wrote it out for her on the lined
white board we use for lessons:
She wrote the two words out herself
that day and the next day she remembered it – a huge victory!
I had another child who also needed
to learn kinesthetically. I’ll never
forget how hard she worked on a – /ă/
/ā/ /ä/ – but never getting anywhere until I told her to march around the room,
saying the sounds in rhythm. That did
the job for her. After that, anytime she
needed to learn something that wasn’t coming easily, she’d march and say it to
the beat of her feet.
My point is that every child is
different, and you shouldn’t worry if yours isn’t meeting typical grade- or
age-level expectations. Just work slowly
and cheerfully at it, figuring out what your
child needs in order to master the skill for himself. Keep the lesson short – end it on a success,
not a failure. If either of you is
getting frustrated, take a break for a while.
And by “a while” I mean anything from a few minutes to a few months,
just depending on what the situation calls for.
Well written and wonderfully wise!
ReplyDeleteThis is so encouraging. My grandson is a late reader; I tend to push harder with reading lessons when we're together. End with success. This is good. Thank you!
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