Barriers to Reading and Spelling Hayley Cockcroft
Writing is talking on paper, Reading is being talked to on paper. Melodie de Jager
1. Introduction Just because a learner looks normal, do not assume that he has the equipment needed to read and spell. Language is a learner‟s master key to communicating and interacting with his world. The ability to read and spell competently is the vehicle which transports the learner into the world of learning. Staying motivated and positive is a challenge many learners, parents and educators face on a daily basis when it comes to learning. According to Jensen (Jensen, 1995), humans are created to survive, and their most important competitive advantage is their ability to learn. So, why then, do so many learners struggle to read and spell accurately? The answer: They face many barriers to learning.
Learning a language starts with listening. Reading is one aspect of learning. Reading begins with listening. 2. What is Reading? Reading is the decoding, interpreting and understanding of printed marks on paper. At first, these marks look like „squiggles‟ on a page. Over time, the learner comes to realise that each „squiggle‟ represents a sound, and that each group of „squiggles‟ represents a word or a phrase. For example: if he had to look at Chinese writing, he would probably not see words, but lines arranged in various ways. Once the sounds that go with those lines are explained to him, he is then able to identify the lines as a word. © Hayley Cockcroft www.mindmoves.co.za
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When a young learner is taught to read, he needs help understanding that:
Printed „squiggles‟ mean different things. They tell a person what he needs to say. Sometimes they tell a story. Stories have a beginning, middle and an end. Stories follow a sequence of events.
3. What is spelling? Spelling is the ability to arrange groups of letters correctly so that they form designated words. Learners need to understand how these sounds go together so that a word can be formed. Failing to do so, results in a learner struggling to communicate accurately on paper. “My spelling is Wobbly. It‟s good spelling but it Wobbles, and the letters get in the wrong places” (A.A. Milne). 4. Literacy eludes learners and adults when the following basic skills are not developed: * * * * * *
Sensory integration Language (receptive and expressive) Gross Motor skills Rhythm Drawing on an experience Auditory Perception
* * * * * *
Positive sense of self Crossing the midline Fine Motor skills Spatial Orientation Abstract reasoning Visual Perception
4a Sensory integration refers to a learner‟s senses and how they integrate to give him a complete understanding of: who he is, where he is, and what is happening around him. His brain uses information received from sights, sounds, textures, smells, tastes and movement in an organised manner so that he knows how to behave and respond accordingly. For many, sensory integration occurs naturally and does not require conscious thought or effort. For others, sensory integration can be inefficient. These learners have difficulty working out what is going on inside and outside their bodies. A learner with inefficient tactile sensory integration may, for example, avoid getting his hands dirty with paint, sand or glue. For most learners, sensory integration skills take place naturally. As they learn about new sensations, they develop greater confidence, refine their ability to respond to sensory experiences and become more able to accomplish skill requirements. However, for some learners, sensory integration does not develop smoothly. As they are unable to rely on their senses to supply them with accurate feedback, they don‟t know how to respond and may experience difficulties in learning to behave and respond appropriately. 4b Gross motor skills refer to the movement and control of the body‟s large muscles which are involved in daily activities such as walking, running, kicking and catching. Gross motor development is a reptilian response and is made up of a number of skills at a level of unconscious competence in order to maintain posture and a sense of independence. © Hayley Cockcroft www.mindmoves.co.za
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4c Fine motor skills refer to the small muscles of the body which are involved in learning activities such as tying shoelaces, undoing buttons, cutting, drawing, gluing, and writing. Fine motor skills are the result of well developed gross motor skills. The inability of a learner to stack blocks, control a pencil, tie a shoe lace or fasten buttons is an indication that the fine motor skills have not adequately developed. 4d Crossing the midline refers to the imaginary line separating the right and left side of the body. When a learner is able to cross the midline, then he has integrated the left and right hemispheres of the brain. By doing so, the learner is preparing his two eyes, ears and hands to work together in front of the body so that optimal learning can take place. The ability to cross the midline is essential if the learner is going to be able to draw, cut, build puzzles, write, read and spell with success. 4e Spatial Orientation is essential to a learner‟s motor planning, i.e. his ability to organise himself, his immediate environment and his possessions. This is an important skill which assists in building the bridge to abstract reasoning. A learner who is able to copy down work, write, read, spell and do mathematics accurately, has a well developed sense of spatial orientation. 4f Auditory Perception is when the brain and ears work together and enables a learner to absorb and understand verbal information, and carry out instructions accurately. 4g Visual Perception is when the brain and eyes work together and enables a learner to read, spell, write and do mathematics accurately. 5 What role does the Vestibular System play? The Vestibular System assists learners in maintaining their balance and enables them to sense where they are in relation to their environment.
The learner needs to become the fixed point around which learning and experiences happen. Once a learner becomes comfortable with where he fits into his environment, it will become easier for him to identify where other objects are and in what direction letters and numbers need to face. Where the vestibular system has not been well stimulated, a learner will experience difficulty in sitting still and can have a negative impact on his ability to learn, read and spell with accuracy.
© Hayley Cockcroft www.mindmoves.co.za
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6 Left / Right Eyed Dominant? An learner‟s dominant eye also plays an important role in his ability to read and spell accurately. The Right Eye The right eye is controlled by the left brain hemisphere and takes on the same characteristics. It is a good reading eye because it tracks from left to right; it enjoys reading words and numbers. It is a critical eye and likes to look for details and is able to read factual information for an extended period of time. The Left Eye The left eye is controlled by the right brain hemisphere and takes on the same characteristics. It is a good scanning eye and likes to see the „big picture‟. It tracks from right to left and as a result is not as accurate as the right eye when it comes to reading, spelling and mathematics. This eye does not like reading factual information for extended periods of time but prefers mind maps, graphs and pictures. Learning to read and spell can be a challenge for learners with a left eye dominance. Applying pressure on such learners will lead to high stress levels and further inaccuracies. Learning to spell and read words can be addressed easily with the Splendid Spelling approach (© Melodie de Jager: Mind Moves® Institute www.mindmoves.co.za). In order to spell accurately, a learner needs to first stimulate his ears and eyes using selected Mind Moves® (steps 1 & 2) and then follow steps 3-10 below.
SPLENDID SPELLING
1.
Stimulate the ears
2.
Stimulate the eyes
3.
Look at the word – break it up
4.
Use colour
5.
Flash the word above nose level
© Melodie de Jager 2008
www.mindmoves.co.za
011 888-5434
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6.
7.
Sound the word out
8.
Write down
9.
Compare
10.
Celebrate
© Melodie de Jager
2008
Go back to step 5 www.mindmoves.co.za
011 888-5434
7 Enhancing reading and spelling skills with Mind Moves The Mind Moves selected below prepare the ears and eyes to receive accurate information in the form of sounds and letters. These Mind Moves stimulate these senses and prepare the brain for optimal learning by encouraging the crossing of the lateral midline so that the learner approaches reading and spelling tasks in a wholebrain manner.
Antennae Adjuster
Temporal Toner
Mouse Pad
Focus Adjuster
Visual Workout
A good foundation in reading and spelling is basic to all academic learning. It enables the child to progress through life with enjoyment and confidence. D. Maree & M. Ford
© Hayley Cockcroft www.mindmoves.co.za
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References: 1. De Jager, M. 2006. Learning Readiness Assessment. Johannesburg: The ConneXion(Pty) Ltd. 2. De Jager, M. 2006. Mind Moves – removing barriers to learning. Johannesburg: The ConneXion (Pty) Ltd. 3. Hannaford, C. 2005. Smart Moves – Why Learning Is Not All In Your Head. Utah: Great River Books. 4. Lombard, A. 2007. Sensory Integration – why it matters more than IQ and EQ. Welgemoed: Metz Press. 5. Maree, D & Ford, M. 1998. Ready to Read. Florida Hills: Smile Education Systems (Pty) Ltd. 6. www.familyeducation.com
© Hayley Cockcroft www.mindmoves.co.za
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