Let me introduce you to another good article from the experiences of SJB:
"A while ago a parent contacted me for help because her child was struggling with reading. He hadn’t picked up phonics in Reception with the rest of his class, and so now his Year 1 teacher wanted to send him back to Reception for another dose of letters and sounds.
His mother was concerned about the effect this would have on his self-esteem and also couldn’t understand how repeating a year of something that clearly hadn’t worked was going to help him move on.
She asked if I had any idea for things she could work on at home with him that might help him progress.
My first thought was that if phonics lessons at school hadn’t worked at all, he was possibly a purely kinaesthetic learner.
This line of reasoning was backed up by the fact that he learnt more physical activities easily: he had learned to ride his bike without stabilisers with no problems at all, and he was already quite accomplished at several sports.
These were all things he would have learnt kinaesthetically. Phonics in school is taught in a visual and auditory way (see the letter, listen to the sound it makes).
I know that some people claim that kinaesthetic learners are catered for because there are actions to go with the letters and sounds, but I’m a kinaesthetic learner myself and I know for a fact that tapping my arm whilst saying “a-a-a”, or holding a finger in front of my mouth to pretend I’m blowing a candle out whilst saying “b-b-b” wouldn’t have helped me to recognise either of those letters.
I suggested helping him experience the letters in a different way. He started getting to know the letters by using wooden ones (magnetic ones would do just as well) that he could pick up so he would be able to feel the shape of each letter.
He explored which letters had straight edges, which had curved edges and which had sharp angles, and as he picked each one up we said together the sound the letter represented.
From there, I stayed with the idea of 3D letters but we moved on to making them. By using straws, rulers, pens, bits of string, blu-tack, sellotape, etc he was able to make his own 3D letters.
With his mum he made some dough, which he fashioned into letter shapes and they baked them. Eating the letters afterwards brought in taste alongside sight, hearing and touch for a truly multi-sensory experience."
Read the full article here: A Multisensory Approach to Reading | sjbwriting
"A while ago a parent contacted me for help because her child was struggling with reading. He hadn’t picked up phonics in Reception with the rest of his class, and so now his Year 1 teacher wanted to send him back to Reception for another dose of letters and sounds.
His mother was concerned about the effect this would have on his self-esteem and also couldn’t understand how repeating a year of something that clearly hadn’t worked was going to help him move on.
She asked if I had any idea for things she could work on at home with him that might help him progress.
My first thought was that if phonics lessons at school hadn’t worked at all, he was possibly a purely kinaesthetic learner.
This line of reasoning was backed up by the fact that he learnt more physical activities easily: he had learned to ride his bike without stabilisers with no problems at all, and he was already quite accomplished at several sports.
These were all things he would have learnt kinaesthetically. Phonics in school is taught in a visual and auditory way (see the letter, listen to the sound it makes).
I know that some people claim that kinaesthetic learners are catered for because there are actions to go with the letters and sounds, but I’m a kinaesthetic learner myself and I know for a fact that tapping my arm whilst saying “a-a-a”, or holding a finger in front of my mouth to pretend I’m blowing a candle out whilst saying “b-b-b” wouldn’t have helped me to recognise either of those letters.
I suggested helping him experience the letters in a different way. He started getting to know the letters by using wooden ones (magnetic ones would do just as well) that he could pick up so he would be able to feel the shape of each letter.He explored which letters had straight edges, which had curved edges and which had sharp angles, and as he picked each one up we said together the sound the letter represented.
From there, I stayed with the idea of 3D letters but we moved on to making them. By using straws, rulers, pens, bits of string, blu-tack, sellotape, etc he was able to make his own 3D letters.
With his mum he made some dough, which he fashioned into letter shapes and they baked them. Eating the letters afterwards brought in taste alongside sight, hearing and touch for a truly multi-sensory experience."
Read the full article here: A Multisensory Approach to Reading | sjbwriting
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