Hi, I am Jeannine Herron, a research neuropsychologist living in San Rafael, California. I have been the principal investigator on four reading research studies funded by the National Institute of Child Health and Human Development (NICHD) and I have developed a line of educational software that helps children ages 6-9 learn how to read, write and type.
Through this blog I hope to share my passion for education and the things I have learned over the years as a researcher, teacher, mother and now, a software developer. My goal is to make reading fun for young learners, and help them develop the habits and skills that will assist them in learning for years to come.
Children sometimes do well on reading tests in first or second grade because they are good at memorizing the visual appearance of words. You think they are doing fine!
However, when they get to third grade, they may start experiencing more difficulty because they encounter many more words that begin to look alike. If they have not learned to “sound-out” words using phonics skills, they will not be able to decode new words independently, and they may have more and more difficulty as reading becomes more complex. Guessing from context or pictures no longer works if there are too many gaps in a sentence to comprehend the overall meaning. If guessing becomes a strategy, children often begin to feel uncomfortable about reading, because they are not experiencing success. Their confidence lags, and their interest and curiosity can turn to frustration.
Try this simple test to assess whether a child is using phonics and knows how to sound-out new words. The words at the right are nonsense words. Cover the answers and ask the child to read the non-words on this page. The correct pronunciation is suggested in the parentheses. Listen carefully to the pronunciation. When children miss more than three, or take a long time to figure out each word, they need more practice with encoding and decoding words and non-words. The use of phonics should be automatic and unconscious, like riding a bicycle.
If you have our Read, Write & Type software, you can also insert the Spaceship Challenge CD, sign in as a GUEST, and ask children to play Level 2. If they have difficulty naming the pictures and identifying the sounds, or if they do poorly on reading comprehension or spelling, they will benefit from support with the extra activities and games suggested in the day-to-day lessons from our Read, Write & Type activity book. Download it for free on our website, and try practicing with your child today.
To download the activity book in PDF format, look for the link on our website, it’s number 7 on the list of “Read, Write & Type Learning System (RWTLS) PDF Documents”.
First graders can write! And what’s more they WANT to write! The story below by Kasey, age 6, is a marvelous example, (produced in the Read, Write & Type lab at her school in Los Altos, California).
Writing is a way to learn how to think. As E.M. Forester once said “How can I know what I think until I see what I say?” As children put their ideas on paper, they have to figure out what they know, what they believe, and what they feel. As they read what they write, the ideas are changed and perfected. The earlier they start learning this process, the earlier they will develop their ability to express ideas clearly and thoughtfully.
Writing came before reading when it was first invented. Writing comes before reading as a natural way to begin to understand words on paper. It is the writer who creates words for the reader to read. It is the writer who initiates the action—who chooses the words, generates the ideas, and actively shapes the meaning of the message. It is the writer who sees the “big picture” but who, at the same time, must assemble the whole message one piece at a time from individual sounds and letters. Children can read without writing, but they cannot write without reading.
Children learn best by putting their ideas about the world into their own words and by telling (or writing) about them. Getting feedback from an audience is a good way to learn whether or not their ideas make sense.
Writing makes ideas visible. Once ideas are captured in print, children can read them over and over and think about them. They can show their ideas to others. As they revise their work, they become more confident about what they know, what they believe, and who they are.
“Plants grow from a seed and roots.
We grow from food and water and love.
Anamas grow from food and water.
Love grows from fathe.
Drowings grow from a pencel or cran or makr.
A brane grows from lrning.
A stoey grows from an idea.”
-Kasey, First Grade
I want to tell you about an extraordinary man. His name is Fred and he won’t tell me how old he is. I know about him because he writes passionate emails to me every week about the children and schools he is helping. This is the story of a superhero, an amazing school volunteer.
Fred is a retired Aerospace engineer and spent most of his life helping management decide what new business to go after, how to beat out competitors, and how to allocate research and development funds needed to create new products.
He had made no plans for retirement when Hughes Aircraft decided to downsize and laid off 10,000 employees in 1989. As he was going through the termination process at Hughes, he found out that they had a K-12 Education Program already in place. “At the time, “ Fred says, “I didn’t think much about it but a few months later I decided to attend one of their monthly luncheon meetings. I joined their program as a classroom partner with my daughter who was a middle school math teacher. I think it was about 1992 that I started helping schools.”
Pre-K Lessons Linked to TV Produce Gains in Literacy (but with a big caveat!) This summary is from an article Education Week, Oct 21, 2009.
A new study has found that low-income pre-schoolers made significant gains in acquiring skills such as naming letters and knowing the sounds associated with these letters, and understanding concepts about stories and printed words. These gains were found after children participated in a technology-supported literacy curriculum that used videos from “Super Why”, “Sesame Street”, and “Between the Lions” (PBS) as part of the Education Department’s “Ready to Learn Initiative”.
But the program used what they called ENGAGED VIEWING.
The following statistics are taken from www.ed.gov, the federal department of education site. I thought it might be eye-opening to see how far we till have to go in teaching reading and writing. Although these statistics are depressing, it is necessary to keep a goal in mind. Our educational system needs help big-time. You can use the statistics to apply for grants for school support from foundations and corporations.
“Too many U.S. students are not becoming proficient in basic academic knowledge and skills in reading, writing, mathematics, and science. For example, on the 2007 National Assessment of Educational Progress (NAEP), 33 percent of fourth-graders and 26 percent of eighth-graders cannot read at the basic level; and on the 2005 NAEP 27 percent of twelfth-graders cannot read at the basic level. That is, when reading grade appropriate text these students cannot extract the general meaning or make obvious connections between the text and their own experiences or make simple inferences from the text. In other words, they cannot understand what they have read.
A similar picture emerges in the development of writing skills. According to the 2002 NAEP writing assessment 14 percent of fourth-graders cannot write at the basic level, 15 percent of eighth-graders cannot write at the basic level, and 26 percent of twelfth-graders cannot write at the basic level.
On the 2003 National Assessment of Adult Literacy, 14 percent of adults demonstrated no more than the most simple and concrete literacy skills. These adults are able to sign their names and can locate information in short prose texts, but are unable to read and understand material presented in pamphlets or newspaper articles. Another 29 percent of the adult population demonstrated basic prose literacy skills, but could not perform moderately challenging literacy activities, such as summarizing a text.
Given the increasing need for literacy in the workplace (Barton 2000), it is unsurprising that more than half of adults with below basic literacy levels are unemployed. In addition, adults with a basic mastery of prose literacy skills also confront challenges in the workplace. Approximately 38 percent of those individuals are currently unemployed.”
We were on port tack in the middle of the Atlantic, moving fairly smoothly toward landfall in the Azores. Our family of four was on the way from New Orleans to West Africa in our 31 foot sloop. After some rough days, it was a relief to keep my food down and enjoy being at the helm. Melissa, 11, was reading in the hammock, and Matthew, 13, was wedged in the companionway typing his log. I had been encouraging him to use our little portable typewriter, because he was left-handed and had considerable difficulty writing legibly. I was sympathetic because I could remember my own elementary school tears, trying to write as a lefthander. I remember forcing myself to turn the paper to the right and hold my hand under the line so I wouldn’t smudge the ink.
Matthew used the left-handed “inverted” hand posture when he wrote, cocking his wrist and using the larger muscles of his wrist and arm rather than the fine motor coordination of his fingers. The letters ran together as if his mind was racing ahead of his fingers. He missed details, like dotting i’s and crossing t’s. He didn’t notice his spelling errors and could hardly read what he wrote.
A recent article in Education Week bemoans the fact that students are using cursive less and less, and in some cases, do not know how to read cursive. They still seem to do pretty well at printing, and reading what someone else has printed. Interesting! My daughter is a calligrapher and loves forming letters in different “hands”. But those flowing letters may become over the next years more of an art form, rather than an everyday functional way to put words on paper.
It’s true that typing on the computer has become an easier way for all of us to write. Should we go back to cursive? The educational goal for writing is for children to be able to express their thoughts in text and to edit and refine those thoughts in order to communicate clearly and effectively. If this process is easier using a word processor—no erasing, no throwing out the paper and starting over—then children will spend more time writing and enjoy it more. Research has shown that children write longer stories and make more edits and revisions when they use a word processor. Isn’t that what we want to encourage?
However they do not write more easily on the computer if they are “hunting and pecking”. They need to learn how to type. So why are we waiting until fifth grade or later to teach children to type, when they can learn it in first grade? It’s actually easier to press keys than to bend their little fingers around a pencil and form letters. Why not help them do both? They could establish a touch-typing habit early, so writing can become as enjoyable as possible. What do you think?
The most common way to introduce children to the alphabet code is to link letters-to-sounds in order to decipher or “decode” words on a page—that is, to read. Children are shown letters or clusters of letters and are told that those visual squiggles on a page represent sounds or words. But starting with the visual squiggles is putting the cart before the horse. The brain will organize reading better if we reverse the process and link sounds-to-letters instead!
The brain of a newborn is already listening to sounds and trying to make sense of them. Very young children need to have lots of experience listening to spoken words, watching adults or siblings as they speak, and responding to the speech they hear by using their own voices. As the brain builds its capacity for speaking and understanding speech, it organizes a vast data bank of the sounds of words, the meaning of those words, and the complex motor commands that are required for saying those words. These elements are so well organized that this information can be accessed instantly.
The left half of the newborn brain, like a closet, comes with two built-in “shelves” for storing these important elements of communication—the ability to receive meaningful words (UNDERSTAND) and the ability to express (SAY) meaningful words. Humans have been talking for so many thousands of years that our brains have evolved to set aside these two locations—the UNDERSTAND shelf and the SAY shelf– for this specific purpose. These shelves automatically start piling up with vocabulary as babies learn new words. The more the better!
Beware of what you may read in your email. The paragraph below is being passed around the internet with the statement that only great minds can read it (55 out of 100 people), and that spelling isn’t important because you can read any word if the letters are all included and the first and last letter are in the correct place. You will draw a disastrously mistaken conclusion if you infer that children can read this way, or that this has any relevance to learning to read. Here is the paragraph. See if you can read it!
i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno’t mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!
Things People Have Said to Me That Changed My Life
Pilgrim’s Rest, Mississippi, 1965
“First, I’m gonna learn to read and write. Then I’m goin’ home an’ teach my daddy!”
She was sitting alone on one of the church benches, watching some other five year olds play with the rocking horse. As co-founder and program director of the Child Development Group of Mississippi, I was visiting one of our many Head-Start projects stretched out across Mississippi that summer of ‘65. We had 5,000 children signed up in a frighteningly racist state. It was the very first Head-Start project in the country.
I wondered why she was not joining in the play. As I sat down beside her, she smiled shyly, reaching over with curiosity to touch my blond hair.
“What do you want to do here at Head-Start today?” I asked. She looked thoughtful for a moment, then her dark face lit up with a huge smile.
“First, I’m gonna learn to read and write. Then I’m goin’ home to teach my daddy!” There it was, right in my face. The enormity of our task. The power and importance of literacy.