Quote:
Originally Posted by moominmamma
I believe the research shows the following:
Early spontaneous reading is indeed associated with prodigious intelligence and higher academic achievement. Early reading instruction (whether electronically or via real human beings), on the other hand, is not associated with higher academic achievement.
Miranda
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But I would argue, Miranda, that no learning is spontaneous in the truest sense. I mean, if you had a prodigiously intelligent child raised on a desert island, she wouldn't know how to read just spontaneously.
What I would argue, to make a really fine-point distinction, is that kids of prodigious intelligence need very little
direct instruction and seem to "pick it up" out of the air (when in fact, they're simply taking in the data around them -- the parent reading aloud and running her finger under the words, the advertisement for "BIG SALES" on television, and so on). You don't have to repeat the instruction again and again -- indeed, you don't have to give lots of it at all beyond a few basics (e.g., "This is a J. It says JAY.")
Just speaking of my kid for a very limited statistical sample
, we taught her the consonant sounds, played with magnet letters, read to her a lot, and without much more than that, she figured it out and was reading at a fourth-grade level within about six months. I was all set to go with crud like, "Silent E makes the vowel say its name!" and "This is your friend the schwa," but I didn't have to. When I tested her using
Phonics Pathways, fearing kindy teachers' dire predictions about "gaps in her learning," the only phonic combination she didn't already intuit was the internal "ph" sound -- she said "orphan" like an Irish person does:
orp han. I told her what the deal was
once and that was the last time I needed to.
Now with math, it's another story. :LOL
However, I think you and I are basically in agreement: you can't force a rose to bloom before it's ready.