There were 2 issues that have not been settled between
Nathaniel and me. Our Twitter conversation is copy pasted below. I have added a
third question and request Nathaniel to respond.
i.
I teach my students to rote memorise Dolch Words
which are frequently used words.
They are not memorized visually.
The following question was not responded to:
Did you read my post which explains clearly how I teach the Dolch words?
Now my question: Do you disagree with Dolch words being learned by Rote
Memory?
ii.
To another thread, I responded that I teach
Phonics first together with Dolch words to be memorized and to use context
clues/cues when necessary.
Nathaniel responded with a ‘Sound-letter’ pattern.
Now my finding is: Sound letter pattern is not taught correctly in most
schools and that is the main problem with why kids disengage from learning to
read.
My question now is: Does Nathaniel agree with my findings?
Note: Nathaniel’s profile says he is a PhD in Education, Teaching and
Learning Lead, Educator, SLP and Linguist.
iii.
Additional question for Nathaniel: Since he is a
speech language pathologist and a linguist, he may be able to answer exactly
why my more than 70 students could read in Malay but not in English.
Here are the tweets between Nathaniel and me for item i.
above
Nathaniel Swain @NathanielRSwain May 4
Come on ABC! If you’re going to
create a word reading program, do one which aligns with the science of reading,
and not memorising words as wholes.
Luqman Michel @luqmanmichel May 8 @NathanielRSwain
Teaching the most frequently use
words does not amount to Whole word teaching.
I teach phonics and by teaching a
few Dolch words I get my students to read from day one.
I am talking from experience and
you are...
My note now: I am talking from experience and what is Nathaniel's basis?
Nathaniel Replying to @luqmanmichel
Do you teach them to look at the
sound letter patterns within these words or just remember them as wholes, like
pictures?
Luqman Michel @luqmanmichel May 8 Replying to
@NathanielRSwain
Did you read my post which explains
clearly how I teach the Dolch words?
Do read the following and then ask
me any questions you may have on this issue.
Let us end the reading wars.
My note now: Did Nathaniel read my post or is he shooting from the hip?
Luqman Michel @luqmanmichel May 8 Replying to @NathanielRSwain
They memorise it by rote memory and
not visual memory as suggested by @annecastles
These are simple words that
comprise 70 % of words in kids books.
Any kid who speaks English knows
the meaning of these words.
I have a few videos.
Nathaniel Swain @NathanielRSwain May 8
Thanks Anne! How would you sum up dual route theory in a
nutshell as an alternative to MSV Three cueing ala Clay or Goodman?
May 13 Luqman Michel to @NathanielRSwain
I am still waiting for a response.
Now I have a teacher in Australia
teaching a grade 1 kid to memorise Dolch words and teach him simple phonics and
he has begun to read.
Read more at https://dyslexiafriend.com/2020/05/grade-
Here are the tweets for my second item above.
Luqman Michel Replying to @NathanielRSwain @samjirwin
Since I teach my students phonics they will
use all the 'tools' I have taught them.
Phonics, Dolch words, context
cues/clues when there is no other way to read a word and a few other tricks.
Nathaniel Swain @NathanielRSwain May 8
Then why do we need it? Just remove
the reference in the context of word recognition and id be happy. Children
SHOULD use context. I’d even be happy if it emphasised sound-letter patterns
first & then said: “if this doesn’t work, then they check using structure
and context clues”
Note added now: I believe Nathaniel is responding to another
tweet and did not address my tweet. The question from me now is: Is Nathaniel
saying that I should not teach my students to use context clues? I have stated
in my blog post and in my book published in 2018 that I teach context clues to
be used as an additional ‘tool’ after having learned to read fluently using
phonics and Dolch sight words by rote memory.
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