Posted on 12/22/2008 5:45:35 PM PST by CE2949BB
Parental education is a strong predictor of socioeconomic status and children's educational environment. Nevertheless, some children continue to experience reading failure in spite of high parental education and support for learning to read.
(Excerpt) Read more at eurekalert.org ...
BS....the more time that partents spend with their children reading and working on annunciation and spelling the more successful readers their children will be. Teach them to spell, decode phonetics, and site recognition by rote, will enable the child to grasp words and improve comrehension and retention.
Ditto, math. Repetition, and number facts. 2+2= 4...it's a simple fact that once, the concept has been understood, it needs to be done by rote afterwards.
Sorry, not necessarily true.
Dr. OTTB and I are both well-educated, well-travelled and well-spoken, and we are both published authors who love to read and write. There are thousands of books in the house; as I write this in my own study there are about 700 books on history, art, medicine, science, architecture, politics, and more history within arm's reach. Of course I started reading to my children almost from the time they were born, and I was a stay-at-home mother with plenty of time to do fun-but-educational stuff with the kids. The TV has largely stayed off. When they got old enough, I used the phonics approach to try to teach them to read, since this was the way Dr. OTTB and I learned. We didn't shove reading down their throats but they did see us reading constantly. We also insisted on correct pronunciation and worked constantly on spelling and grammar.
No dice. My daughter seldom reads anything that's not online, and my son has a learning disability (though thank goodness he is not ADHD). It's rare you will see either of them spontaneously pick up a book or magazine. My son has acquired a Southern accent from somewhere and you can tell from her voice that my daughter is from Maryland.
We never did teach them about the Annunciation as you suggest, but we are not Roman Catholic. ;-)
Your educational philosophy may have merit with children who do not possess a language-based learning disability like dyslexia.
For students with language disabilities, if only it were that simple. Perhaps you might wish to conduct some further research on working with those who possess learning differences before making such pronouncements.
“My son has acquired a Southern accent from somewhere . . .”
Do you think it’s because you’re from the South? I’ll trade you, my son sounds like he’s from the movie Fargo.
Nah, I only pull out the Magnolia-Mouth accent when I'm with my kin from Richmond. I usually speak with a very midwestern, nondescript TV anchor accentless accent. So does the boy's father. He picked this up from his classmates, friends, and the aforementioned kinfolk. This is okay if he can turn it on and off, but dropping his g's and r's, and saying Ah instead of I, is becoming habitual. Substantiates the theory that it's peers who have the most influence on our children, not the parents.
I don't know what a Fargo accent sounds like. Is it anything like Sarah Palin?
I spend much of my spare time working with multiply handicapped children in a group home in the neighborhood. Most are Down’s or autistic. They too can learn. My wife is principle of the school that teaches the children that the school districts can’t handle. I know exactly of what I speak.
Teach them, drill them, repeat over and over. They’ll get it eventually. The key is to not make the drills the same BS over and over, to the point where they know the difference. But properly planned strategies can be very successful for even the most limited of learners.
Dyslexia is very different from most learning disabilities...It’s more of a brain wiring thing like transposed numbers.
No, I think the article has got it right. For example, my brother and I both were reading at the age of four, and we had parents that did everything ‘right’. However, my little sister, who grew up in the same environment with parents who did the same things that worked so well for us two, and wanted so badly to be able to read like her older siblings, wasn’t able to do so until she was about 7 or 8. Similar thing happened with math... my brother and I were always 2 years ahead in math, but my sister was having difficulty with math at her grade level for a while. However, it turned out that all of this was a result of her optic nerve developing later than it should, so she just wasn’t able to see or process visual information properly until she was older. With problems like that, or dyslexia, all the parental involvement in the world isn’t going to magically correct the underlying neurological issues.
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