Make “learning to read” better
Recognize the importance of providing focus and context with object-naming. From the earliest months, name relevant tangibles objects like “thumb,” “mom” and “book” – and – actions like “eat,” “go” and “play.” Intangibles like “thoughts,” “choices” and “loving relationships” can also be named; we will learn whatever we’re taught.
Know precise components of spoken and written language so that, when the time is right, proper instruction can be directly and correctly provided.
- *New* names V01-C39 for English speech sound-units
- Conventional names “ayeee,” “beee,” “seee,” etc. for Letters /Aa/ through /Zz/
Never allow commingling between sound-units and letters when you talk about them. Letters never make sounds; letters always represent sounds. Logically, there never was an “A-Sound” or “Long-A” or “Short-A” as common phonics jargon would have it.
Learn to say:
- [C39] is spelled Letter /y/
- [V05] is spelled Letter /e/
- [C28] is spelled Letter /s/
Pronounce and spell-out C39/y/ V05/e/ C28/s/ = YES
Always use relevant vocabulary!