Kelly,kellybell wrote:We're a few weeks into MFW1 with my 6.5 yo. She's been doing okay but we keep having the same problem with her reading words. When it first started I figured she'd outgrow it, but she's not; it's still an issue. I figure that maybe someone else in cyber-land has dealt with this and could give me some hints.
When she reads an easy book, she usually gets enough clues from the context and pictures to read the story pretty accurately. However, when she doesn't have these clues, she simply guesses. Her guesses are "close" but close only works in hand grenades and horseshoes (thank you Mr. Urquhart my favorite high school math teacher).
Anyway, today, for example, we were reviewing some words on a previous lesson (about 22 or so) and she had the word "stone." The word is already marked with the long-o and silent e. She looks at the word and says something that starts with s like "song" or "stung." Then, I ask her to say each sound and she gets the sounds right /ssss//tttt//ooooo/ and /nnnn/. But then she can't put them together and comes up with "smoke" or "stem" or something that is half right. So she is sounding the word out but it's as if she can't remember what she just said and push all the sounds together. Other times she almost gets the word and either leaves out a sound (such as saying soap instead of slope) or adds a "n" or "m" sound (and says sand instead of sad). Some words she does fine on, but it's usually the ones she "knows" (like cat and dad).
I haven't figured out to help her make the link between saying the sounds slowly and putting them all together and just saying the word correctly. Any hints from a mom that's "been there done that?"
I'm no expert, but I tutor kids a lot older than 6.5 who still have this same problem.
It seems to me that it's more an attention issue than a reading issue. So I look at it as building up their weak area in attention to detail, rather than actually building up their reading skill.
Some kids are just not "detail oriented" folks. I interrupt with simple reminders: "You forgot the t (sound)," or "Look again -- there is no m (sound) there..." Usually such kids know exactly what I mean & easily fix the problem.
Sometimes I have to ask them to go slower (and assure them that in the long run it will help them go faster). Or have them track with their finger or a piece of paper so they don't get ahead of themselves. And the older they are, the more I need to be sure they practice reading ALOUD (where it is not as easy to slip & slide over words because your audience doesn't "see" it the way you do when you read to yourself).
Occasionally these kids seem nervous & tense; but most just seem lackadaisical about accurate reading. I actually think youngest children are classic for being "big picture, don't worry about the unimportant details" kind of folks. And surely they are a big asset to oldest children like myself who love the details & never quite get to the big picture :o) But we all must work on our weak areas, eh?!
Not sure if this is your dd, but it's my experience with a bunch of kids...