Re: Help with reading with Sight words

[Guest guest]

Hi,

Learning by spelling is not learning of sight words (whole word, of whole

language?) is my sense of it. (And what good is a sight " letter?!. " OK, they do

borrow from the same concept, somewhat, but one is to an object [of desire? of

learning to mands and tacts!] and one is not, so prioritize what you should, as

far as " sight " is concerned, for simplicity, of teaching? (vis a vis Verbal

Behavior?!.) I wouldn't go with phonics so much in that respect) And yes,

labelling of objects (as of the whole language process) is the same if not

somewhat inverse (reciprocal!) of teaching sight words, to " what " is being

labelled I mean, if she gets that part of it, (Great! for the " reciprocal "

application of tacting to sight words!) is also my sense of it, where that

helps? .. .

This whole thing can be trying and your situation reminds me of ours. Our son

got overwhelmed with spelling (somewhat of the phonetic approach to learning

language, where we tried them all, somewhat) no matter how incremental we tried

to take it, over stages, in varying contexts with different reinforcers and of

differing modifiers of the bio-medical, nurturing, (stimulus conditioing)

" whatever, " (including with other analysts!) and all. Well, maybe not with

everything and all.. Hopefully others will present possibilites in that respect

of More? Here's more than hoping so.. .

You don't want to persist on what isn't getting you anywhere, of what you want

to accomplish, vs., the interests of the student? where the (secondary?)

reinforcement isn't good enough to compensate for that? Reinforcing memory work

over understanding things, as related to the interests of your child, also can

present major " problems, " (think echolalia, and where that becomes " not " helpful

when not tied to the " functional " (what is needed?) " soon enough, " with respect

to when they get older) especially with frustration and worse, where our

expectations are too high? Don't be about that?

Individual children learn and respond to things in different ways and so it is

imperative, with respect to ABA, I'd think, that you " try " different things, for

what works which usually is very dependent on what your child is interested in

and capable of, so you don't want to be compromising with that with the other

reinforcers that wouldn't likely be as helpful towards the best interests of

your child? where they don't " work " especially well? (as of the satisfying and

effective alternatives inherent to reward/operant conditioning?) in getting your

child's attention and getting the job done

Teach the sight words that your child is interested in (that rewards him in that

respect, inherent to developing the cognitive even? tied to the basic and

primary reinforcer/s, even, [also?] to get it all on the same page, for what's

best as most logical as most reinforcing?) and reward accordingly (of operant

conditioning/rewarding to the behavioral otherwise, perhaps, where " needed " ) and

keep moving in that direction of success begets success, of, things get easier

and easier (better!) where they work at all?!. (I'd say, and why you should be

graphing your results to see for that " exponential " development that should be

directing you on where to go with things, like language, of the individual

results you get, Thereof, of doing ABA? Where " what you try " in that respect

should more or less be of " your " domain (I'd say, of ABA/J) of the choices we

and others if not all, provide in that respect, of your understanding what you

do and should do, of the intuitive if nothing less than that? for what we aspire

to, Thereof? .. .

Try what works in that respect and don't assume you can teach every individual

other than by that, " process, " (of Communication! of the primary research, as I

see It, so be trying to " Communicate " with your " child " yourself, always? (even

if not especially of Narration, of what you Feel, of what you can, do) to be

reinforcing it in your child? Whatever comes of that?) and that what they " do "

(can do?) " isn't " good enough, Thereof? It may be " more " than you realize what

does engage them, of their skills and strengths and value/s, Thereof? Don't

forget to be " working " with that, for all that that could be worth and that you

hope to achieve otherwise where the cream should rise to the top in that respect

of what is more " reasonable " (just?) to the child? of going with reason, Thereof

That's something to be " optimistic " about (and try) is my sense of It!

Now that you know how to " try " things?

Here's more than hoping so.

Best wishes, Thereof

Mike,

I ABA/J

ABA for Understanding

Reinforcing Communication with Communication, (when for Understanding More?)

where maybe everything " else " should be questioned? .. .

On the more meaningful behavior as I see/sense it, where focusing on our senses

(and Feeling/s, of interests) is fundamental to all of that, and " more " of that,

and what " can " develop, Thereof

Sorry where I might have got a little ahead of myself with that, but, The choice

is y/ours, Thereof, of, I Feel as understand.. . (!

I go with that..

>

> Hi,

>

> I am trying to teach sight words(I am only doing lower case letters) to my

daughter. She get very confused when I make her read two words that start with

the same letter. I am making her spell out the words and making her discriminate

with both the words in teh field. She is learning, but the minute I change them

to upper case she doesn't know what the word is. How do I go about fixing that?

>

> I am not really sure what she is looking at when she is identifying a word,

sometimes it seems like it's the starting letter, sometimes it seems like the

two letters that are together(Ex: after learning zebra, when i wrote pizza, she

read that as zebra. Also, after yellow, she read ball as yellow). I am so

confused as to how to teach her reading.

>

> I tried the phonetic way, but she just didn't get it as to how to blend

sounds, she knows all the lteeter sounds but blending the sounds is hard.

>

> Am I doing it correct with the sight words? My approach is more like how I

would do teaching labelling of objects. Is this correct for sight words? Making

her spell the words and learn the spelling by rote is the way to go?

>

> I am desperate for any and all suggesstions and comments and tips.

>

> Thanks a lot!

>