Parent: I followed your “join him in his world” advice with my son.
Dr. B: Oh good. How did it go?
Parent: Not so good.
Dr. B: Well.
Parent: Well, what?
Dr. B: What part didn’t work?
Parent: He liked the idea of making up stories about stuff he was interested in.
Dr. B: Good.
Parent: And we both liked your idea of me writing down those stories as he dictated them.
Dr. B: Good.
Parent: And he liked the idea of doing art work to go with the stories.
Dr. B: Good.
Parent: But …
Dr. B: But what? Sounds like it went well
Parent: No. Not so good. When it came time to read his book, he really struggled.
Dr. B: Even though he was reading his own story?
Parent: Yep. It’s like, he couldn’t read some of the bigger words.
Dr. B: Hmmm.
Parent: When he got stuck, he started telling the story from memory, instead of reading the actual words.
Dr. B: Did you point to individual words and ask him to read them?
Parent: Yeah, but then he got frustrated and didn’t want anything to do with the book.
Dr. B: Do a little experiment with him. Next time, ask him to sound out the word he is struggling with.
Parent: I already did that.
Dr. B: And?
Parent: He couldn’t do it. He could sound out some of the letters for simple words, but he couldn’t even do the word House.
Dr. B: Hmmm.
Parent: Yeah. Hmmm. You know what was really interesting? He read the word Earthmover in his book, but …
Dr. B: But couldn’t read it when he saw it somewhere else.
Parent: How did you guess?
Dr. B: Well, given what you’ve told me, the word Earthmover was probably on every page of his book and he probably had plenty of pictures of earthmovers, right?
Parent: Yep.
Dr. B: I’ll bet he remembered the word, just like he remembered the story and the pictures on the page, but he wasn’t really reading the word, in the sound-it-out-sense.
Parent: What does that mean?
Dr. B: Well, you might ask his teacher if he has been taught phonics.
Parent: Why ask that?
Dr. B: Phonics is the part of learning to read that is sometimes skipped. It’s teaching kids the sounds that go with letters or combinations of letters.
Parent: So they can sound out new words.
Dr. B: Exactly.
Parent: I don’t remember any of my kids learning phonics. I certainly didn’t.
Dr. B: Did you have trouble learning to read?
Parent: I was just like my son. I hated reading as a kid.
Dr. B: We all learn to talk naturally. But putting words we know into written form is like putting it in a code.
Parent: So, phonics is teaching kids how to break the code.
Dr. B: Exactly.
Parent: How come my other kids are such good readers? Without phonics?
Dr. B: Some kids just seem to break the code on their own.
Parent: Probably because they had so much story time.
Dr. B: Well, they probably learned to recognize a lot of words by sight.
Parent: And then taught themselves a workable code?
Dr. B: I don’t know. It sure seems like it. But the rest of us, who struggled to learn to read, certainly needed the decoder ring.
Parent: You mean Phonics?
Dr. B: Yep. Phonics.
Parent: I think I still have my decoder ring, somewhere.
