Developing the Vital, But Neglected Precursor Skills for Reading
A parent recently wrote to me with the following query:
I would like to use your Phonics Plus Five program for my daughter who is seven and has some serious developmental delays. She can recognize shapes but she has difficulty with sequencing and also with orientation when she "writes.". Can you advise me on what I can do to help her with these skills? Thanks, R L.
The issues that the parent has raised are extremely important. Visual sequencing and letter orientation are vital skills that, whenever possible, should be developed before a child learns to read. Phonics Plus Five has been set up to develop them via the Sequences in Sight and Letters to Write components of the program.
For some children, these components can seem to be beyond their capabilities. Fortunately, it is relatively simple to modify each so that it achieves the goals for which it was designed..
Let's start with Sequences in Sight.
That component is aimed at developing the visual memory skills for effective reading. To do this, it is best to use material that the child cannot "name" (naming means that he or she can tell you the "name" of the object).
Why should we avoid things can be named? Because naming involves verbal memory rather than visual memory--so objects that can be named or labeled do not serve to develop visual memory. That is why Sequences in Sight has been designed to use foreign letters that most children cannot name.
However, the development of visual memory can be accomplished with any material that a child does not easily label. For example, if he or she does not readily and spontaneously name colors, then colored chips or colored pieces of foam offer a good substitute material.
Once the alternative material is selected, the problems can be set up just like those in Sequences in Sight with the exception that symbols are replaced by colors. So a color-based sequence of three (where the child has to select the objects in the bottom row that are the same as those in the top row) might appear as follows
top row blue, green, red
bottom row, blue, black, green, red, grey.
All the problems can be set up without memory (as in Levels 1 and 3 of Sequences in Sight) and with memory (as in Levels 2 and 4).
Another idea that can prove to be extremely helpful is (1) to give the child a thin stick (like a chop stick) to use in selecting the matching objects and then (2) as he or she uses the stick to point to the objects, the adult supports the child's hand (by holding it near the wrist). Parents are often reluctant to do this--but this technique can be extraordinarily powerful.
As for Letters to Write, the hand support technique just described can also be extraordinarily useful. Further, it can be invaluable in helping a child achieve an understanding of the "orientation" of letters that the mother mentioned. Specifically, as the child copies a letter, the adult supports the child's hand. Anytime the child wants to move in the "wrong direction," the adult holds the hand more firmly and prevents the movement. In other words, the only action open to the child is to make a stroke in the correct direction or orientation. Generally within four to six weeks, a child masters the orientation of all the letters in the alphabet. However, he or she may need the hand support for a considerably longer time since the motor skills of handwriting are considerable and the hand support greatly eases their burden.
If one steps back and looks at the adjustments that are needed, they are really simple. At the same time, they are extremely effective. Parents often create useful methods on their own. If you have some that have proven useful, please feel free to share them.
