I am currently reading Professor Frank Smith’sReading Without
Nonsense(It could probably be translated as “Getting Rid of Meaningless Reading”), and I resonated with the nine common confusions he described. This book is primarily aimed at reading teachers, but it’s also quite inspiring for parents. Also, although Frank Smith describes nine problems, they’re actually built on several basic questions and raise a whole series of other issues, so I can only say “9 + N” problems ^_^
Confusion 1: Is it necessary to help children master the rules of reading as early as possible?
Are there specific rules for reading, generally speaking? If so, what rules should be taught? Are they grammatical rules or technical reading rules?
Confusion 2: Do I need to make sure I learn and use pronunciation rules first?
——Phonic in English
Rules, in Chinese, probably refer to pinyin rules and pronunciation rules. To put it simply, to guide children to read, do we need to teach them pinyin first or teach them to read aloud first?
Confusion 3: Is it necessary to teach words one by one before continuing with reading activities to ensure that every word in the reading material has been learned?
——Conversely, if you think you don’t need to learn “every word”, then what percentage of words do you need to learn at least? Or is there another way to put it…
Confusion 4: Should “reading word for word” be the main teaching goal?
——The so-called “word-perfect reading” is Word-Perfect
Reading can also mean reading with every detail in mind and without missing a single word.
Confusion 5: Should we encourage children to make blind guesses while reading? Should we emphasize that children should be cautious and careful while reading?
The translation of “blind guess” is too strong, as it actually means “guessing”, but “guess” is too weak. In short, the meaning is whether we can find ways to help children develop the habit (or attitude) of being careful, cautious, and rigorous in reading.
Confusion 6: Should we emphasize maintaining reading accuracy at all times?
——This “accuracy” not only refers to the accuracy of meaning, but also the accuracy of words, phrases and sentences. For example, when reading (especially reading aloud), people often inadvertently replace the original expression with their own familiar way of speaking.
Confusion 7: Should children’s mistakes in reading be pointed out and corrected immediately?
This is probably something parents and teachers often do. How should we view it?
Confusion 8: Do “children with reading difficulties” (or “children with dyslexia”) need to be identified early and given special tutoring?
Confusion 9: During reading guidance, do we need to take every possible opportunity to help children improve their writing and written expression skills? Do we need to emphasize that children’s oral expression should be as accurate and standardized as possible?
——Reading itself has the potential to help children improve and perfect their writing skills, written expression skills, and oral expression skills. So in the process of guiding reading, what is the appropriate way to target these abilities?
The above are 9 confusions. The discussion of these issues is actually based on the following two questions:
Question 9+1: Can children’s reading skills be taught?
Question 9+2: As adult readers, can you review how our reading skills were “taught”?
There may be two different answers to question 9+1, so two more questions are extended:
Question 9+1 Affirmation: If children’s reading skills can be taught, how is it taught?
Question 9+1 denial: If children’s reading ability is not learned through special teaching, then what should we adults (teachers and parents) do?
Stop, let me explain this much for now, otherwise I will be confused, O(∩_∩)O haha~
Argentine Primera Division
February 8, 2010, Guangzhou
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Appendix: Some highlights
After sorting out these 9 puzzles, it suddenly occurred to me that I wondered what children would think of them. This is a very interesting idea. If you are free, you can also “spy” on the children around you.
The following response was from an unnamed elementary school student. I found it quite amusing and inspiring, and I’m reproducing it below:
To answer the first question: What rules? I don’t understand. Let him read whatever he likes! But if he only likes Rainbow Cat and Blue Rabbit, Pleasant Goat and Big Big Wolf, or Ma Xiaotiao… (Are you saying he only likes “junk”?)… how can you call it “junk”? Some of it is actually quite interesting… (Then call it “fast food.” I don’t mean anything else. We read and eat a lot of “junk” ourselves, and we live well.)… What I mean is, if he only likes those books, then take him shopping and look at other interesting books together…
To answer the second question: Does the child understand its meaning? … (You mean the main thing is to read the “meaning,” right? Pronunciation is not important?) … Pronunciation can be learned later. But you can also read it aloud.
Answer to Confusion 3: That’s not necessarily true. You can just guess. I’m usually too lazy to ask, and my parents are too lazy to answer. It’s so annoying to always have me look up words in the dictionary.
Answer to question 4: This is not called reading, this is studying in class!
Answer to Confusion 5: Let him guess. Maybe the meaning is wrong, but that’s okay! For example, I used to read “米露辛” as “米露坎”, but that’s okay. Now I understand, don’t I?
Answer to confusion six: Anyway, mom and dad never emphasize it.
Answer to Confusion #7: You can point it out and correct it. However, correcting them all the time can be annoying, so try a different approach. For example, if your baby pronounces “欣” (Xin) as “坎” (Kan), you can say, “Hey baby, do you know the character for “欣喜” (Xin)? If it were pronounced as “坎喜” (Kanxi), wouldn’t that be weird?” (Oh, I see. You mean correcting them in a playful way, right?)
Question 8: What is dyslexia? I don’t know. (Then forget about this question, haha)
Answer to Confused 9: It all depends on the child’s interest! If they’re interested, give it a try; if not, forget it…
