Some time ago I wrote about learning global reading using Doman’s methods. Finally, the time has come to sum up. Does learning global reading really work?
Global reading – it works!
After a few analyzes of work with global learning methods, I can say that: it really works! When I heard about this method I was full of hope but also fear.
Videos of young children who read the words on the cards without mistake amazed me. I also wanted my child to do so! And here there was fear – what if we fail? Fortunately, my fears were unfounded. Global reading really is for everyone – toddler and older. When my son at the age of less than three years began to recognize the words written on the cards (without auxiliary pictures), I was simply shocked!
What is global reading?
As I wrote in the last entry:
Global reading is really dependent on folding letters together, but on juxtaposing words. The child remembers the graphic appearance of the whole word, thanks to which one look is enough, it is recognized saved based on the word. Memorizing the words you write lets you later create simple sentences that your child will have to speak on their own. Global reading allows you to submit sentences only with words that the child already knows.
In the course of learning, the toddler finally begins to notice that the words consist of letters and directs their interest to them. From here, it’s only a step to learn the alphabet, and then to read all the words and put them into sentences. Global reading makes learning classic reading much easier. A toddler who has already experienced the Doman method will learn how to fold letters faster, and this process will be an even better adventure for him.
For the theory to become a practice, one basic ingredient is needed: good fun! Learning to read cannot be something that associates negatively, is boring and artificial. So stiff sitting and showing cards to the toddler are boring. However, various games are great, in which learning words is just an addition to interesting activity. It is also good to work with a child with a simple reward system – such as scoring points or some small items (pebbles, gems that the child can then count for; I don’t recommend sweets). Of course, all teaching aids are welcome – mascots, magic wands, magic helpers, etc. Here, the creativity of parents limited only by their imagination is very useful. Some of the games I invented bored Mike, others liked her so much that he wanted to play them every day. In fact, learning has become fun with us and it is thanks to this that the little boy really got to know a lot of words.
I have to highlight two points here. First of all – regularity. It’s good if you train with your child every day and you are even advised to show words several times a day. Certainly, regularity is very useful and it can be seen from the effects of science. On the other hand, it is worth listening to the child and doing nothing by force. There were days when Mike did not want to play with cards at all, and when I managed to persuade his despite his reluctance, learning was not effective, the little one was distracted, he wanted to do something else as soon as possible. So I would give up if she didn’t feel like it that day, or see she was out of shape. Unfortunately, with the arrival of warm days, Mike had such moments more and more. We stayed a lot outside, on the playground, or on walks, where there were not too many conditions for taking cards (anyway, he would choose running around the playground than studying, even in the open air). Such a break out of systematic, everyday learning meant that Mike was less and less eager to play with cards, but still we return to his favorite games.
And one more note – we do not use any penalties for not reading the word, because this is not the point in the whole game of reading. If the child doesn’t remember or even makes a mistake, she will read the previously known word incorrectly – we simply turn the card over and read it again. I think that the penalty system would not work here, because what is the punishment? Even if there was an element of negative effect in our games for not reading the word, I tried to make it more emotional, rather than actually affect the result of the game.
At the beginning I taught my son in a classic way – I showed cards, I read words, he repeated, then looked at the pictures, and during the course, we prepared a chat. Then we had to add new words, I came up with various games with props, helpers, and prizes. After that I realized that we need an application, so in cooperation with other parents we’ve created the application which I can recommend to you to learn reading your kids: Baby Is Reading