Thank you, David. It is interesting to me how our different approaches are reflected in the material that we develop.
I have preferred to use new vocabulary with a picture so that the children trace, read and look at the picture in order to understand better what they have just read
What I try to do is establish the vocabulary as a familiar spoken word through verbal class activities, and later have them encounter that item in text form. I'm intentionally trying to duplicate the experience a native speaker would have, where they decode by phonics training, and identify the word by recognizing its sound. There are also times when they decode but do not recognize, but I want that to be less frequent.
even kindergarten pupils can usually draw better than myself.
Me too. They always laugh at my stick figures (but I don't mind any more), and I hope that actually encourages the other weak artists.
Some children take forever, erasing and redrawing again and again. How do you speed things up in class?
1) The worksheets are intended for homework.
2) I limit the correction time in class to fifteen minutes (as they arrive).
3) With some children, I don't give them an eraser.
4) With some children, I have to skip the drawing pages.
I prefer they use their reading skills to learn new vocabulary and structures.
I can understand this approach, and it has merit. This may explain the slower pace of my materials- I also have them writing the spoken vocabulary in every class, and it just takes time to keep a speaking vocabulary ahead of the reading vocabulary, and then writing it all.
That being said, I am still very interested in what you are doing and I think that I will try and design some new materials with a mixture of learning and evaluation.
That's the nicest thing you could have said. Bless the RRF.
One thing that often impresses me is how comprehension improves when the student reads the passage out loud
. I'm guessing that when they read silently at home, often they are still working in mother language mode, so 'a dog on a bed' gets perceived as (in Japanese) 'inu ... no... ue ni... betto ' and they draw a dog, with a bed on top of it. It's amazing- I cover their sketch, ask them to read it, and instantly they recognize their mistake (of course I also ask about ones they've done correctly as well, to avoid have them playing off me instead of actually trying to comprehend the text they are reading).
You've written about process (decoding) and comprehension. I strongly agree with that analysis, and The Reading Triangle
further develops that description (from donpotter.com and his education page, thanks to Geraldine Rodgers).
I'm really attached to a 'Language is (articulated) sound that conveys meaning' approach, and Linguistic Phonics fits it perfectly. I'm committed to working from the sounds to the text, and by focusing on the more active skills of speaking and writing, I hope that listening and reading skills are more efficiently developed. That being said, I'm still very interested in what you are doing as well, and will try and design some materials that develop 'reading to learn'.
Best regards, Peter Warner.