She doesn't read, doesn't try to read. But she writes.
She writes stories and writes in her journal.
In the car one day she wrote the words to one of my
favorites songs when I was a kid (I put in the spaces;
she runs it all together):
BUY BI MIS UMARCIN PIYE
DIV ME TO THE LEVE
BUT THE LEVE WUS DRY
THEM GDL BOYS WR DRICING WISCE AND RID
SINGINN THIS WL BE THE DAY THAT I DI TH W B TH DAY
THAT OL DI
Anyway, I just thought it seemed ... well, not what we
learned in college! :) .... to be writing before
reading, and I was curious if this was more common
than I thought, and/or what your experiences and
observations with that have been. I should add that it
doesn't bother or worry me in the least; I just find
it kind of fascinating.
Jenny
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Holly did that but not as extensively or as well as your daughter!
But a little, she did, and she would ask us how to spell words, or
she would tell us a short story, we'd write it down, and she would
copy it out. It was a few years before she could read.
Sandra
> I was curious if this was more common
> than I thought
Fwiw, its common enought to be considered the norm amongst montessori
educators and other proponents of "developmentally appropriate early
childhood education". There's a teaching method called "write to
read", and the "whole language approach" encourages writing. I'm not
sure that has anything to do with unschooling, but its interesting.
I enjoy seeing what letters kids use to represent different sounds.
For awhile, Mo used "ch" to represent the sound she heard for "tr".
Since she used letter names as a guide to their sounds, she also used
"y" to represent the "w" sound for awhile. It was fun to decode her
spellings and think about spelling conventions in other languages, or
translating from other languages.
Ray didn't really play with letters and sounds the way Mo did - he
just asked for spellings o ver and over. He wasn't interested in
spelling "rules" either. He's a great speller, now - I often ask him
if I'm stuck trying to remember whether or not to double a letter or
which vowel combination to use. I tend to default to French, since I
*like* spelling rules and those are consistent. Screwy, but
consistent.
---Meredith (Mo 5, Ray 13)
to be writing before
reading, and I was curious if this was more common
than I thought
I always think writing is active and reading is passive
On Apr 11, 2007, at 8:29 AM, Jennifer wrote:
to be writing before
reading, and I was curious if this was more common
than I thought
Last time the subject came up several people mentioned their kids did this too -- and now several more :-)Kat definitely did it. She wrote well before she could read.>>>
*****My kids wrote before they could read, right now my 7 & 8 yr olds are in the process of reading. What I mean by that is they recognize many words, my ds has quite a sight word recognition and dd is one who sounds words out. They both can write many words by memory and they often ask how to spell something or they just copy words that they see. I actually thought it was typical, I mean they wrote their own name long before they can read any words. My 4 yr old has tried to form letters and he gets frustrated because they don't look the way he wants, he hasn't tried to write anything lately.Stephanie in TNKieran 11, Brennan 8, Cassandra 7, Jared 4"There is no difference between living and learning...it is impossible and misleading and harmful to think of them as being separate"
~John Holt in "What Do I Do Monday"
That's great. She wants to make her mark! She sees all these magical
words written all over, words that tell adults what to do, words that
consume the attention of adults, and she wants a piece of that action!
Some of my children were also interested in writing before reading. In
a house with four children, it's an important skill to be able to
create a sign that says "Keep Out!"
It was very different from the way her older sister Leigh learned to read.
Leigh was interested in letters from the time she was very small and knew
them all by the time she was 2.5 along with all the sounds that go with
them. She loved to play letter games and also loved to play geography
games.
Lilly had NO interest in playing letter games at all. She learned her
letters when she wanted to write to her pen pals and I would point to each
letter that she needed to make in order to write what she wanted to say and
she would copy it down.
Interesting thing is that they learned to read at almost the same age.
(Recognizing common words and sounding out things) Leigh's early letter
recognition made little difference in her ability to read and Lilly's lack
of letter recognition didn't hold her back at all. Then they both
progressed at a similar pace as they were exposed to more of the written
word. I find it all very interesting.
Angela Shaw
game-en...@adelphia.net
Life is Good!
> Rosie did it, too. A lot. Interesting, too, was that
> she couldn't
> really read it back even after she was the one who
> wrote it down,
> herself.
>
> -pam
Yeah! Same thing with Rachael. She had written several
pages of her "hospital story" (she was in ICU for
weeks when she was four) and whenever she would sit
down to work on it again, she would have me read it to
her so that she knew where she left off.
Jenny
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My best friend from college ended up living in the neuro ward of a
hospital for a few years after a broken neck. I used to visit her
once a week for a long, long time.
For a while she had a roommate who had brain damage that caused her
not to be able to read, but she could write just fine, and
beautifully. Nice handwriting, perfect grammar, all still there, but
she couldn't read a word, not of print, not of her own handwriting.
She wrote letters to her kids and friends. When she'd be interrupted
for a procedure or whatever by doctors or nurses (which happens
lots), someone would have to read back to her the last few sentences,
and then she would pick up and write again.
Sandra
In addition to writing stories and songs, one thing she's been liking
recently is to make lists of names, including at least one for each letter
of the alphabet. Ideally, she wants names that won't trigger the underlining
function that MS Word does when it doesn't recognize a spelling. So she's
looking for classic, traditional names, many of which she hasn't heard of
much before herself.
Recently, I found her a names site with all the variations on different
names and some of their histories. It was from Googling, which she's
undoubtedly seen me do a lot. Then, she sat down and copied all the names
she liked, sometimes asking me how to pronounce a name. (It's also
interesting to me that some of her favorite names are Agnes and Agatha -- an
insight into the cyclical nature of names and that different sounds seem new
and appealing to different generations.) One thing she does with these lists
of names is names her Polly Pockets with them, but that doesn't seem to be
the sole reason she does it -- she finds pleasure in making her lists.
Later that day, I saw her at the computer and she was Googling things she
was curious about without me. That seems to really fit her learning style
right now. She watches and copies. I have other children who do like talking
about and having me involved when they try different things. She tends to
watch and then do.
She's also told me recently how it's sort of odd for her to be able to read
because once you know how to read you can't *not* read all the words that
are always in front of you. (She turns 9 in July, BTW.)
Kathleen
in SoCal