Using a linguistic phonics reading method, with adults.
A taste of what can happen in a That Reading Thing lesson The Deal in That Reading Thing is: “you never have to know anything we haven’t learned together”. The flip side of The Deal is that students do need to know what we have learned together – and the result is often higher expectation than our students have ever experienced before. That high expectation is reflected in our choice of reading material. That Reading Thing intentionally tries to take … Read More
We’ve moved this post to That Spelling Thing.
NEWS: Due to recent discussion around the inclusion of phonics in adult literacy, I thought I’d better mention that all lessons in both Part 1 and Part 2 of Literacy for Young Adults are age-appropriate linguistic phonics. It’s not about c-a-t says cat! Community literacy, offered in an informal one-to-one setting, is a powerful tool for people who are wary of classrooms – and that includes many people who have tried and failed to learn to read and spell in … Read More
NEWS: Due to recent discussion around the inclusion of phonics in adult literacy, I thought I’d better mention that all lessons in both Part 1 and Part 2 of Literacy for Young Adults are age-appropriate linguistic phonics. It’s not about c-a-t says cat! Community literacy, offered in an informal one-to-one setting, is a powerful tool for people who are wary of classrooms – and that includes many people who have tried and failed to learn to read and spell in … Read More
When people hear “phonics” they think “childish”, and not without reason. Most phonics programmes are childish, but not because they teach reading using the sounds and symbols of the language. They’re childish because they’re created for little children, emergent readers who have no history of trying and failing to learn to read. There are some wonderful programmes for little ones. The problem with using any teaching method intended for young children is that you automatically infantilise the learner no matter … Read More
This question is for anyone who delivers literacy to older struggling readers. “Older” here can mean 12, 20 or 68 – that is, anyone who’s old enough to be embarrassed by their poor reading. How much control does your student have in your lessons? I ask that because a new TRT tutor emailed with the following: So, I have been working with _______ who is ______ years old. (fill in your own student name and age) I think he has … Read More