I have been diagnosing and remediating children from grades K-8 for several years now. Learning the English language has always been a hard struggle to any learner and even more so to the child with learning disabilities. Since the English language is comprised of many different languages and its famous silent letters, kids often struggle with cracking the code. In the several years I have been teaching, I have seen many different ways to teach children how to learn to read and read to learn. Initially, children were asked to learn how to read by memorizing the spelling of words or were given phonic rules only (explicitly). Then the move was to teach the child to learn how to read within context of literature (implicitly), never ever once giving them a road map on finding the code. Later phonics books were taken away and teachers had nothing to guide or practice with, and had to create their own system. No wonder why students were failing. So for years I saw student fall down the drain. That’s when I knew that I had to do something about this. It was my mission. I just couldn’t sit back and watch.
So in addition to my N.Y.S license in teaching Reading K- 12 and the 24 years of teaching children with or without disabilities, I studied under Marie Clay’s Reading Recovery Council of North America sponsored by New York University and the Orton-Gilligham Foundation.
The teaching of phonics CAN NOT be ignored. However, it can be taught in isolation either. Still, the constant swinging of the pendulum between explicit phonics instruction versus implicit phonics instruction has been the great debate for at least the last 25 years if not more.
I have found the right dose. My success rates have opened up the doors for many children. If you would like me to work with your child, feel free to contact me at dsternberg@reading-station.com
https://prezi.com/bcbof7lkgiji/implicit-phonics-vs-explicitsystematic-phonics-the-great-debate/
https://www.ortonacademy.org/resources/what-is-the-orton-gillingham-approach/
