It is not unusual for a teacher or administrator to ask this question during a Visual Phonics training, workshop, or class: “Won’t students get confused by the Visual Phonics written symbols when they are trying to learn their letters?” This line of reasoning appears to come from the observation that learning the letter names is not always easy for students and that the letters of the Alphabet are also “symbols” . . so if they are unsure or confused by letters, why wouldn’t they be further confused by Visual Phonics written symbols? At first glance, that would be a logical conclusion . . . however, with a closer look at the characteristics of letters and the characteristics of the Visual Phonics written symbols, a different picture appears. Consider this – a symbol is consistent in what it represents – it represents the same meaning no matter where it shows up. Letters can be described as “squiggly lines” which are not consistent in what they represent. Sometimes they represent their “default” sound(s) (the typical sounds that are taught in preschool and Kindergarten) and sometimes they don’t. For example, the letter A can sound long in “ate”, short in “apple”, like a [...]
Posts Tagged ‘ map ’
It has been said that the potential for learning takes place when three conditions exist: things are noticed; specific attention is given; and sustained focus/attention occurs. (Source unknown) Visual Phonics hand shape cues and/or written symbols can be used to make individual letters and “chunks” stand out so that they are more noticeable. Once the letters or chunks of print are more noticeable, specific attention can be given to the letter-sound connections in order to reduce or eliminate confusion about the sound(s) the letters represent. The visual-kinesthetic features of the Visual Phonics hand shape cues provide strong learning channel inputs that help to “map” sound to print and facilitate focus & attention on specific letters or chunks. With sustained focus on & attention to the correct sounds that the letter(s) represent, the potential for learning and retention of that learning is enhanced. A higher frequency of “correct trial learning” also leads to more stable skill retention and retrieval.