On 22.12.2020 I listened to the live conversation between Kathryn Garforth and Jennifer Buckingham. I asked 3 questions of which 2 were answered. The third one was left out due to time constraint.
From the conversation it is obvious that both these ‘educators’ do not know much about Orthographic Mapping other than what they have memorized from some books.
Here are the 3 questions I had asked:
i. Is there any other way of remembering words without using visual memory? (The reasoning for this question will be apparent in my subsequent posts)
Response by Jennifer Buckingham: It is a difficult question to answer. We remember words that someone had spoken to us. If someone tells you their name and it is a name, whether familiar or unfamiliar, you can remember it without having seen it. Having said that you are much more likely to remember it if you have seen it or if they have told you how it is spelled then you can create a mental representation of the spelling and again that is another thing that leads us to believe in Orthographic Mapping as a really solid one.
ii. Can Orthographic Mapping (OM) be done only when one knows the sounds represented by letters?
Response by Jennifer Buckingham: Yes!
My comment now: It is obvious that neither the interviewer (Kathryn Garforth) nor the interviewee (Jennifer Buckingham) know much about Orthographic Mapping.
Jennifer said that OM can only be done when one knows the sounds represented by letters. Then, the obvious question that arises from that is how did the person map the name of the person as mentioned in the response to the first question above?
Assuming the person kept repeating the name she heard in her mind would it not be mapped in long term memory?
What does Jennifer mean by ‘you can create a mental
representation of the spelling’? These phonic proponents are hell bent on
convincing others about visual memory when they should know that this has been
proven to be a false notion. Read a post here on how convinced phonic proponents are on visual memory.
iii. My third question that was not answered was:
If orthographic mapping is accomplished only when one knows the sounds represented by letters (Refer question 2 above) how is it possible for the millions of kids around the world who orthographically map words when they have been taught the wrong sounds represented by consonants?
My comment: As I have mentioned several times in my blog posts, thank goodness kids somehow manage to figure out how to connect the correct letters to words despite being not taught the sounds represented by letters correctly. In other words, they have been taught the incorrect sounds represented by letters wherein their teachers added extraneous sounds to the pronunciation of consonants, and yet they can decode.
I have posted 2 videos of current university students in Australia who both sounded out the sounds represented by consonants wrongly and yet were able to read the nonsense words in Dr. Kilpatrick’s book spontaneously.
We seriously need to think how these two students learned to map the letter-sound correspondence and orthographically mapped them out in their brain.
I also posted an article about a Filipino lady who studied in Philippines and has been working in Australia for several years. She, too, read the sounds represented by consonants wrongly and yet was able to read a bible passage fluently. How did she manage to do it?
I suggest that both Kathryn and Jennifer ask a few adults to read out the sounds represented by consonants and see for themselves how they pronounce them. Then get them to read a passage from any document.
To be continued…