The Prerequisites for Starting the Reading for Sure Program
Consistent with the above philosophy, the prerequisites for a successful
introduction to the Reading for Sure program are the pupil's ability
to:
- Pronounce the SOUNDS of the vowels and consonants of the English alphabet.
The names of the letters are necessary only for oral spelling.
- Recognise and pronounce by sight, the indefinite article 'a', the definite
article 'the' and the first person pronoun 'I'. A minimal number of other
words to be learned by sight include such common abbreviations as 'Mr.'
and 'Mrs.'.
- Recognise and pronounce the sounds of the digraphs:
wh (as in "when")
ch (as in "chop")
sh (as in "shop")
th (soft as in "cloth": hard as in "clothes")
qu (as in "queen")
- Blend an initial consonant, short vowel and final consonant. For example,
upon hearing the three sounds c. a. t. in sequence, the pupil should
be able to blend them into the whole word,'CAT'.
Factors in Beginning Reading
- It must be understood by the tutor that analysis (working things out)
and synthesis (building a number of concepts into a common idea) are
cognitive (mental) skills dependent on neurological (brain) maturation
- which varies in every individual. To remain consistent with valid educational
philosophy, the essential aim of the tutor is to pace the learning in
accordance with the individual pupil's need for time in mastering the
reading process.
Note 1: A "valid educational
philosophy" is generally accepted to be one which espouses the
concept that curriculum content is designed to match the assessed
needs of the learner.
- If the expected progress does not follow, or where English is being
taught as a second language, advice should be obtained from World Literacy
International and a more formal assessment arranged.
- If a pupil over the age of five years shows little or no understanding
of phonic sounds or skill in blending three letter words, the Pre-Reading
Clinic may be required. This is available on CD from World Literacy International
(More info).
- For the primary school pupil, progress in the basics of phonics can
be advanced with appropriate extension material.
Note 2: Extension material
for those who can blend single sounds will consist of practice exercises
in the more complex blends such as double and triple consonants and,
if necessary, the digraphs.
- In the case of an adult, neurological immaturity is not usually the
cause of failure to master phonic blending. It is more likely to be lack
of teaching in latent skills and consequent lack of practice. Before
reverting to a more elementary programme, an attempt should be made to
help the adult pupil master the prerequisites by simple oral drill and
practice in the mechanics of blending sounds. This is often achieved
in one lesson by pointing out the distinction between the spelling names
of the alphabet letters and their phonic sounds. Only the phonic sounds
are used in reading.
The Solomon Method
A marking system that
takes the 'Guess Work' out
of English pronunciation!
