[senco-forum] Y1 phonological awareness

Hi Maggie

You may be lucky but I can not blend, whether I want to or not, this has
nothing to do with being lazy, it is down to a thing called auditory
processing disorder, which I have had all of my life. And according to the
Medical Research Council so do 10% of the population, so those who you think
just want to guess because you think they are lazy could actually have APD
and need to learn using something like whole word and you choose to ignore
this. Well if that is the case then you are failing to live with reality and
preferring to live with your mantra.

Best wishes

Graeme
dolfrog
dolfrog at apduk.org
http://www.apduk.org
dolfrog at dolfrog.com
http://www.dolfrog.com
http://www.ldlinks.org.uk 

-----Original Message-----
From: senco-forum-bounces at lists.becta.org.uk
[mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Maggie Downie
Sent: Sunday, October 01, 2006 9:39 PM
To: Anusianena at aol.com; sfawcitt at dsl.pipex.com;
senco-forum at lists.becta.org.uk
Subject: Re: [senco-forum] Y1 phonological awareness

Sorry if I've upset you...I just wondered if unpicking their previous
learning might help to identify areas where phonic skills may not have  been
thoroughly learned,  or may not have been taught at  all.  

  I have a friend working in EY who had the same problem (I work in
mainstream KS3, where I haven't yet encountered a child who can't  blend,
though there are plenty who don't care to use the strategy as it  is more
work than guessing from initial letters, context &  pictures).  She
persisted with the pure phonics approach and  enlisted the help of a puppet
who needed their help in learning to  read, and who does 'naughty' things
like snatching the card from them  with the word on that they have
succesfully 'blended' (which should  have been theirs to keep...) They did,
with constant practice, 'get  it'.  She has found this 'fun' approach very
successful.

  Maggie

Anusianena at aol.com wrote:           
  The problem with asking for help in a 2-line email is that of course I
cannot go into everything that has been done before or is being done now.

  I just wanted some advice along the lines of "well, when we had some
children with these difficulties we tried "x" and it really helped" - and
many   thanks to those of you who came back with really practical
suggestions - you are   all worth your weight in gold!

  Sorry, I don't have the energy to go into great detail - we use largely JP
in reception.  Why should we want to confuse children about the process of
reading?  "Work on them" is precisely what we are trying to do.  Using
whole word strategies we are trying to give them alternatives as their
phonological skills are very poor.  We will continue to work to develop
these - of course.

  They do not "get" the word when we try saying the phonemes more   rapidly.
Did you ever hear that clip from a radio quiz show where the   answer was
"potato" and the DJs told the contestant to blend "pot - 8 - toe" and   she
simply could not do it - it was very funny to listen to but no matter how
fast she tried to say it, she could not hear the blended word.  Well,
likewise our children - they just repeat the sounds faster and faster, but
phonemes remain discrete.

  Just hoping someone will share ideas that have worked for them.

  Thank you.

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