In a fit of pique, he might ban it from his companies. What got me thinking was the long battle in the political world with reading education methods -- whole language versus phonics. Why not stir the shit with with object-oriented versus say, procedural? Nothing like a fight over false dichotomies to get people to lose their shit
Anonymous B joined in and replied with this 1 year ago, 22 minutes later[^][v]#1,337,589
I think the phonics shit is bunk. I've known kids that can't read the word "busy" at age 5 because phonics make it sound like "buss-yuh" and they can't connect it to the word they know, which doesn't sound like it is spelled. I could read when I was 3 and my niece is struggling with basic words when she is 6.
What do you think is a good way? I learned by having the books read to me and I observed the written word. And I had the books read enough that I could remember them start to finish, and follow the word along myself. Which led to me being able to read the words elsewhere.
I had a very high reading age when I was younger. I had special permissions to read books for 11-12 year olds when I was 8 for example. I think I attribute this to the attention given to reading when I was very young.
Anonymous G joined in and replied with this 1 year ago, 1 hour later, 8 hours after the original post[^][v]#1,337,641
@1,337,589 (B) > because phonics make it sound like "buss-yuh"
Yeah, that's not how phonics is supposed to work though. Anyway, a combination of both methods is the best approach.
Anonymous G replied with this 1 year ago, 10 hours later, 22 hours after the original post[^][v]#1,337,720
@1,337,643 (B)
When teaching phonics:
1. You learn early on that many letters sound different depending on where they are placed in a word. Y is a good example. At the start of a word it's 'yuh'. But at the end of a word it's 'ee'. You can also get away with teaching that it's always just 'ee', not 'yuh', e.g. ee oh ee oh - said quickly = yoyo. E is another - at the end of a word it is almost always silent.
2. Words like busy and business and others that don't use the more common vowel sounds should not be part of the level 1 vocabulary. They get added later when phonics has nearly exhausted its uses. More difficult words with silent letters and other irregular sounds are added even later, when words are starting to be gleaned from the context or read by sight.
By using phonics early on, followed by sight words later you can teach a 3-4 year old to read and have a high reading age when they start school.
Maybe the school is just shit then. I bought this huge set of books by Southwestern when she was younger from a door to door salesman, I was surprised when she struggled to read "busy bee" under a picture of a bee. But also I think for some reason she is pretending not to know things.