- Taschenbuch: 395 Seiten
- Verlag: Touchstone; Auflage: Fireside. (15. Juni 1986)
- Sprache: Englisch
- ISBN-10: 0671631985
- ISBN-13: 978-0671631987
- Größe und/oder Gewicht: 21,3 x 2 x 27,9 cm
- Durchschnittliche Kundenbewertung: 76 Kundenrezensionen
- Amazon Bestseller-Rang: Nr. 59.315 in Fremdsprachige Bücher (Siehe Top 100 in Fremdsprachige Bücher)
Teach Your Child to Read in 100 Easy Lessons (Englisch) Taschenbuch – 15. Juni 1986
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Über den Autor und weitere Mitwirkende
Siegfried Engelmann is a professor of education at the University of Oregon, and has written many books on teaching, including Give Your Child a Superior Mind. He is the originator of Direct Instruction, the most successful approach to teaching, and he has developed more than fifty Direct Instruction programs.
Leseprobe. Abdruck erfolgt mit freundlicher Genehmigung der Rechteinhaber. Alle Rechte vorbehalten.
TASK 1 SOUNDS INTRODUCTION
1. (Point to m)I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold two seconds.) mmmmmm. (Release point.)
2. Your turn to say the sound when I touch under it. (Touch first ball.)Get ready. (Move quickly to second ball. Hold.) "mmmmmm."
(To correct child saying a wrong sound or not responding:) The sound is mmmmmm. (Repeat step 2.)
3. (Touch first ball.)Again. Get ready. (Move quickly to second ball. Hold.) "mmmmmm." (Repeat three more times.)
4. (Point to s.)I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold.) ssssss. (Release point.)
5. Your turn to say the sound when I touch under it. (Touch first ball.)Get ready. (Move quickly to second ball. Hold.) "ssssss."
(To correct child saying a wrong sound or not responding:) The sound is ssssss. (Repeat step 5.)
6. (Touch first ball.)Again. Get ready. (Move quickly to second ball. Hold.) "ssssss." (Repeat three more times.)
TASK 2 SAY IT FAST
1. Let's play say-it-fast. My turn: motor (pause) boat. (Pause.) Say it fast. motorboat.
2. Your turn. Wait until I tell you to say it fast. motor (pause) boat. (Pause.) Say it fast. "motorboat." (Repeat step 2 until firm.)
(To correct child saying word slowly -- for example, "motor [pause] boat":) You didn't say it fast. Here's saying it fast: motorboat. Say that. "motorboat." Now let's do that part again. (Repeat step 2.)
3. New word. Listen: ice (pause) cream. (Pause.) Say it fast. "icecream."
4. New word. Listen: sis (pause) ter. (Pause.) Say it fast. "sister."
5. New word. Listen: ham (pause) burger. (Pause.) Say it fast. "hamburger."
6. New word. Listen: mmmeee. (Pause.)Say it fast. "me."
7. New word. Listen: iiifff. (Pause.)Say it fast. "if."
8. (Repeat any words child had trouble with.)
TASK 3 SAY THE SOUNDS
1. I'm going to say some words slowly, without stopping. Then you'll say them with me.
2. First I'll say am slowly. Listen: aaammm. Now I'll say me slowly. Listen: mmmeee. Now I'll say in slowly. Listen: iiinnn. Now I'll say she slowly. Listen: shshsheee.
3. Now it's your turn to say the words slowly with me. Take a deep breath and we'Il say aaammm. Get ready. "aaammm."
(To correct if child stops between sounds -- for example, "aaa [pause] mmm":) Don't stop. Listen. (Don't pause between sounds a and m as you say aaammm.) Take a deep breath and we'll say aaammm. Get ready. "aaammm." (Repeat until child responds with you.)
4. Now we'll say iiinnn. Get ready. "iiinnn." Now we'll say ooonnn. Get ready. "ooonnn."
5. Your turn to say words slowly by yourself. Say aaammm. Get ready. "aaammm." Say iiifff. Get ready. "iiifff." Say mmmeee. Get ready. "mmmeee." Good saying the words slowly.
TASK 4 SOUNDS REVIEW
1. Let's do the sounds again. See if you remember them. (Touch first ball for m,) Get ready. (Quickly move to second ball. Hold.) "mmmmmm."
2. (Touch first ball for s.) Get ready. (Quickly move to second ball. Hold.) "ssssss."
TASK 5 SAY IT FAST
1. Let's play say-it-fast again. Listen: motor (pause) cycle. Say it fast. "motorcycle."
2. mmmeee. (Pause.) Say it fast. "me." iiifff. (Pause.) Say it fast. "if." shshsheee. (Pause.) Say it fast. "she."
TASK 6 SOUNDS WRITING
(Note: Refer to each symbol by its sound, not by its letter name. Make horizontal rules on paper or a chalkboard about two inches apart. Separate writing spaces by spaces about one inch apart. Optionally, divide writing spaces in half with a dotted line:-----.)
1. See chart on page 24 for steps in writing m and s.) You're going to write the sounds that I write. You're going to write a sound on each line. I'll show you how to make each sound. Then you'll write each sound. Here's the first sound you're going to write.
2. Here's how you make mmm. Watch. (Make m at the beginning of first line. Start with a vertical line:
Then add the humps:
(Point to m.) What sound? "mmm." First you're going to trace the mmm that I made. Then you're going to make more of them on the line.
3. (Help child trace sound two or three times. Child is then to make three to five m's on top line. Help child if necessary. For each acceptable letter child makes, say:) Good writing mmm.
4. Here's how to make sss. Watch. (Make s at beginning of second line. Point to s.) What sound? "sss."
5. First you're going to trace the sss that I made. Then you're going to make more of them on the line. (Help child trace sound two or three times. Child is then to make three to five s's on second line. Help child if necessary. For each acceptable letter child makes, say:) Good writing sss.
TASK 1 SOUNDS REVIEW
1. (Point to m.) I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold two seconds.) mmmmmm. (Release point.)
2. Your turn to say the sound when I touch under it. (Touch first ball.) Get ready. (Move quickly to second ball. Hold.) "mmmmmm."
(To correct child saying a wrong sound or not responding:) The sound is mmmmmm. (Repeat step 2.)
3. (Touch first ball.) Again. Get ready. (Move quickly to second ball. Hold.) "mmmmmm." (Repeat three more times.)
Copyright © 1983 by Siegfried Engelmann
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So we left the book out and after a week or so she picked it up and to the amazement of my wife and I, she worked her way through the first 10 lessons with a minimum of assistance from us. Granted, I do recommend that parents take part in the instruction, but I use this story as an example of how well thought out and easy to use this method is. Our daughter (now 5) has successfully completed most of the book and is actively reading on her own.
While the methods do focus primarily on phonics, I found that it worked best for us when my wife and I were able to insert whole language methods, explain usage, etc. as our daughter asked questions. Overall it's been a lot of fun and it's wonderful to see her proud of her accomplishments and to realize the immediate gain she has from reading.
Some whole language teachers go one step beyond, assuming erroneously that written English is somehow like Chinese ideographs, and word identification a process like reading Chinese. That is not how written English words are built or properly read. Failing to teach phonics systematically and thoroughly is disastrous for students. Such teachers were probably themselves mistaught.Such nonsense has been a staple in some (not all) schools of education, since the 1930s and earlier.
Our son was not learning to read under this nonsystem, although he loved being read to, and showed in every way he could that he would do it himself, if only he had good instruction.
Of course, we weren't told any of that. These were "professional educators," after all, keepers of the Sacred Secrets of Education, which were none of our business. Might we be thought impertinent for asking why things weren't working well, and why our son couldn't read? "Maybe he isn't ready," a politely expressed suggestion, with unfailing smiles, incidentally absolving the school and its teachers of responsibility. Of course, there was no evidence for that, only that our son was not reading. He could not, given their nonmethods of instruction.
After an expensive year on this whirligig of illogic and smiling disinformation, our stomachs got queasy, and we headed elsewhere, onto the firm ground of Direct Instruction.
I found this book on the Direct Instruction website ([...]) and bought it there, joining the Association for Direct Instruction (to get the discount, which makes the price about equal to Amazon's) and getting some of the other books listed on that site. We started our son on 100 Easy Lessons that summer and he was reading well before he was back in school (a public school), thus giving him a real head start and setting the stage for a successful school year - his new school could not fail him, because he had already succeeded in his single most important task, learning to read and write.
The principal virtue of 100 Easy Lessons is that it gets the essential rules in place quickly and easily, when used sensibly and gently, with humor and patience. "Repeat until firm" is essential, but not when a child is falling asleep. The script is crucial, but does not absolve the parent from thinking. Use the book, but use your excellent head too.
Written English has lots of exceptions, because it is an old language, with bits and pieces borrowed from all sorts of other languages over many centuries. The exceptions are a game to be played later, often quite amusing, once a child knows the fundamental rules of the decoding process.
100 Easy Lessons focuses on the essential rules, not the exceptions. Yes, cereal boxes and public signs and newspapers and all sorts of things contain written words with which to practice, once a child knows how to sound words out. But first get the horse before the cart, phonics before context. This book does that splendidly.
Buy it for your child, for birthday gifts and baby showers of your friends, for your grandchildren, and help wipe out illiteracy in America and the English speaking world. Ten Stars.
One note: I have read other reviews from parents using this book with 3 and 4 year olds. Certainly, if your preschooler shows an interest in reading, this book is an excellent choice. But NOTHING will work unless your child is READY to learn, not even "100 Lessons." Reading readiness happens at different ages (like every other milestone in childhood), and we as parents must respect our children's personal timetables (difficult to do sometimes, I know). Hey, remember when WE were in kindergarten? We spent our days playing, painting, napping (do they even nap anymore these days). Reading came along in first grade, and many of us may not have been ready to learn until then.
That said, buy the book and use it when your particular family is ready ~ ENJOY! :o)
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