INTRODUCTION TO PHONIC READING
Montessori Beginning Reading System is a fail-proof way of helping children learn the sounds of the English Alphabet, first by writing then by reading. The first piece of apparatus in the system-the Geometric Insets for Design- introduces the child to all the lines and curves of the 26 letters of the English Alphabet through a variety of enjoyable exercises which are aimed at giving him pencil control and eye-hand coordination.
Following this, the child is presented with the Sandpaper Letters and is taught the phonetic sound of each letter using the 3-period lesson. First he hears the sound of the letters and traces them with the first two fingers of his dominant hand (i.e. feels the way the letter is written). He is able to discriminate between two contrasting sounds correctly. This is the acclaimed multi-sensory approach to reading: the child hears the sound, sees its representation in the form of a letter, feels the correct way it is written with his fingers and contrast, a child taught by the “Look and Say” method in limited to the words that he has been specifically taught. He depends on his memory to recall these words. With this phonetic approach the child is able to sound out or decode and new word he confronts. This approach is by far simpler and more effective, as 80% of the time, letters use the phonetic sounds. Therefore with this knowledge the child has a better head start.
Unlike the traditional approach, the Montessori System teaches the phonetic sounds of the letters before introducing the names of the letters so as not to confuse the child. He learns to associate one sound with the one letter and that sound does not change. If the sound changes, the letter becomes non-phonetic. This often happens because some letters can represent more than one sound. Others sounds that are less frequently used than the phonetic sounds are also taught later as phonograms or as sight words. It is best for children to learn one thing at a time. The names of the letters can be taught later. This is the same with capital letters. In addition the child learns to listen for the same sound in different parts of a word and not just at the beginning. With intensive practice using the Large Movable Alphabet, the child goes into word building with the sounds and soon becomes aware of the sequence of sounds in words.
Reading in English always involves an interplay of skills and experiences, none of which can be neglected! Therefore a child is moved further into the reading process with the help of objects and pictures cards, and finally matching them with the word cards. Thus he makes the breakthrough to literacy and begins to read phonetically, enjoying each step of the journey. From sounding out letters to reading words, from words to phrases, phrases to short sentences and then longer ones, the child graduates to reading story books by himself!
Following this, the child is presented with the Sandpaper Letters and is taught the phonetic sound of each letter using the 3-period lesson. First he hears the sound of the letters and traces them with the first two fingers of his dominant hand (i.e. feels the way the letter is written). He is able to discriminate between two contrasting sounds correctly. This is the acclaimed multi-sensory approach to reading: the child hears the sound, sees its representation in the form of a letter, feels the correct way it is written with his fingers and contrast, a child taught by the “Look and Say” method in limited to the words that he has been specifically taught. He depends on his memory to recall these words. With this phonetic approach the child is able to sound out or decode and new word he confronts. This approach is by far simpler and more effective, as 80% of the time, letters use the phonetic sounds. Therefore with this knowledge the child has a better head start.
Unlike the traditional approach, the Montessori System teaches the phonetic sounds of the letters before introducing the names of the letters so as not to confuse the child. He learns to associate one sound with the one letter and that sound does not change. If the sound changes, the letter becomes non-phonetic. This often happens because some letters can represent more than one sound. Others sounds that are less frequently used than the phonetic sounds are also taught later as phonograms or as sight words. It is best for children to learn one thing at a time. The names of the letters can be taught later. This is the same with capital letters. In addition the child learns to listen for the same sound in different parts of a word and not just at the beginning. With intensive practice using the Large Movable Alphabet, the child goes into word building with the sounds and soon becomes aware of the sequence of sounds in words.
Reading in English always involves an interplay of skills and experiences, none of which can be neglected! Therefore a child is moved further into the reading process with the help of objects and pictures cards, and finally matching them with the word cards. Thus he makes the breakthrough to literacy and begins to read phonetically, enjoying each step of the journey. From sounding out letters to reading words, from words to phrases, phrases to short sentences and then longer ones, the child graduates to reading story books by himself!