Dr.Selznick: Yes, understood. But, give me an example of a logical and an illogical thing that they learn, so I know what you are referring to.
Luqman: Simple example will be when I see their mind shut down: Bat, cat, fat, mat, hat, rat, sat , pat - All these they learn quickly as it is all logical to them. The moment you teach them "A cat" they are lost. At first I did not see their quizzical look but learnt this as I went along. All this while they had learnt that the sound for 'a' is 'air'. Now I say 'er' and to them it is illogical until I explain that the letter 'a' has 6 sounds. Now the illogical has suddenly become logical. More than 70 % don't need this explanation but the dyslexic child needs to be told. When he is not told the illogical things become too many and he gives up - shut down.
He has no problem with the words but and cut. He is shut down the moment I say the word 'put'. All he needs is to be told - to explain to him not to try and make sense of some of these nonsensical words.
Dr.Selznick: Understood and agreed. That's why we start with closed syllable patterns and stay with that until mastery.
I don't have any more questions, just some observation and your comments where you deem necessary.
Page 55 - Emily's reading comprehension was very poor.
Luqman: Yes, all my students’ comprehension was also very poor when they first started reading. So I tested their comprehension by reading to them. All of them could answer questions based on the one page or two pages of reading with no difficulty. They answer without looking at the book.
Then it dawned on me that their reading comprehension is bad because of their 'jerky' reading. They read a few words and then hesitate - trying to figure out the word- and they continue reading. This break in the reading hinders their comprehension.
Dr.Selznick: Many with “comprehension” problems are there because of the “jerky” reading you describe. I think you are on the money.
Your book page 101 - Words were misread - "rekive" for "receive".
Luqman: This is simply because the teacher had not taught the student the different sounds of the letter 'c' and when to pronounce the letter 'c' with the 'k' sound. None of my students, after 6 months with me, will make that kind of mistake.
Dr.Selznick: Don’t doubt that you are correct. Direct instruction counts for a lot. I still think many kids are not wired for natural decoding.
You book page 101 - Jack substituted the word 'forest' for ' farthest' .
Luqman: He has misread or is guessing. Substitution happens early during the learning process where they substitute rat for mouse, house for home, road for street. This occurs only during their reading after I had read to them once. This is because they have learnt these words as sight words and remember the word and when they read they remember the meaning of the word and substitute a synonym.
Dr.Selznick: Most of the kids I see like Jack are struggling at a lower phase of reading development. So, even though they are older, they are functioning at a level that suggests an earlier type of process, such as over-guessing based on the configuration. I use Jean Chall’s model of reading development. To me, it explains everything. (see my powerpoint attached)
I’ll try and comment more but have to run.
For lesson 44 click here: