![]() ![]() The latter can also use a dictionary for spelling. The latter is better equipped to read more independently when (s)he comes across increasingly difficult words. There's all the difference in the world between a child who memorized the word by its shape after someone told him what it said and the child who memorized the word by sounding it out many times using the knowledge of what sounds letter combinations can make. He had no sounding out skill set for letter combinations at the ready to read and learn the meaning of new words in context for himself. He had no idea what to do with a word he had never seen before-he was completely dependent on someone else telling him what is was. He couldn't believe it was possible to look up a word you don't know how to spell in a dictionary by making educated guesses. What a mess! He couldn't distinguish between "house" and "hose" and other words that looked very similar. He knew each individual letter as a sound then jumped to doing words by sight. I was asked by my neighbor to help her son with reading. It depends on where you stand on teaching a phonetic language (designed to have letters and letter combinations represent sounds) like English taught pictographicly (by how the whole thing looks.) I'm in the phonics camp myself- the type of phonics that uses very, very few sight words. Don't test her or expcet her to blend by herself til she does it herself. I do not think the sight words hindered her at all - at 2.5 they are pretty adaptable and will learn anything - just change the approach for the blending - just like you showed her the sight words and told her what they said, blending is about hearing it - so just say the sounds and blend for her. At 3.5 I started her on OPGTR just with word lists and she now reads at a fourth grade level and is quite capable of blending multi syllable words by herself but she still mostly sight reads. In those early stages I just blending everything for her - she heard c-a-t cat numerous times and I also blending more complicated words for her (eg w-or-d-s words) because since she was hearing it it did not matter if she she did not know how to read those particular sounds. My 6 year old was the same at 2.5 and I started her on blending around 2.5 because I was worried. I have a 2.5 year old who has a large sight word vocabulary at this point. Other Resources for Learning Challenges.Resources (and Curricula) for Processing Difficulties.Science Courses: Text/Online Support Packages.Apps, Learning Games, and Online Enrichment Activities.Getting Started: Beginning the Home Education Adventure.Stories and Tales From Around the World.
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