Re: Help with Sight Reading, and Connecting, to Communication(s)

[Guest guest]

You might want to try fading out (minimizing or de-emphasizing?) the first

letter of words and greater fade in (maximize or emphasize) the rest of the word

in the associations you structure of tacting, using errorless learning to get

things moving (in the right direction?) before mistakes set you even further

back (of a more complicated confusion?) and reinforce for what you're trying to

achieve, as of less prompted results, (as to what is natural/naturally prompted,

if not of the greater Communication as with " you? " of what you also get out of

it, that especially makes it Communication?) as for Communication, for the

results Communication should provide, for it to be Communication (Where you know

it when you feel it?!. so also feel and think Positive! Thereof) That all, of

trying things for real results, and the facts (if not The truth) of

understanding even more, Thereof

For example: You could present the word, if not of a small selection or array of

words " minus " the first letter and have your child ID the right word for tacting

to sample upon which you fill in the first letter and state the whole word?

(Thereof) of the tact and corresponding reinforcement in emphasizing the further

distinction(s) to the full tact, for the problem you are having in that respect?

That, merely (but not so insignificantly, perhaps) is something for you to " try "

in that respect (almost like backward chaining, where you're that far with

things, where " I " wouldn't really see a problem with trying that or something

like that) of emphasizing what needs emphasizing and rewarding accordingly while

you try to minimize corrections for errors by providing the answer (errorless

learning as the preliminary or stimulus conditioning, of teaching?) where the

data would suggest you should do as much to keep it reinforcing and interesting,

Thereof.. .

You might want to try some of that if not all of that before moving on (with

more words?) with the issues you are having before the problem you are having

becomes even more persistent and difficult to resolve? would seem to make sense

to " me, " try what you will? where trying (whatever?) also if not especially

makes it Communication.. . (I Feel as understand

What I'm all about, in providing you an answer (if not The answer?

Mike,

I ABA/J

ABA for Understanding More

More, for the rest of the group, perhaps?:

Where we are about Communication no one would have what is more meaningful on

" us, of ABA? Thereof? " I Feel as understand.. . Why, other methodologies of

teaching would probably more or less just fade away, (where not " associate " with

us even more of ABA, Thereof?) I Feel as understand.. . Except perhaps where

teaching would be for the wrong reason? (for conditioning otherwise?) and not

really be for teaching (Communication) at All, if not as good as teaching should

be, Thereof? .. .

ABA tells me I'm doing the best I can, and where I'm not satisfied with that, to

try something else, new " within " the context of ABA for Communication, (of

Communication) or to get on with the rest of my life, (?) for when you get that

far with It? But that's a lot further than I've seen here so far, which is also

fine with me, where it means we have more to " try, " of our " feeling " like trying

more, which especially makes it Communication?!. My sense of It, and The facts,

Thereof!

ABA helps us better see what progress is and how to adjust to that (where we

tend not to so much, otherwise? or of seeing what we want to see?) for more of

that of understanding what progress is by doing as much, of Communicating! what

you will, as Feel, for Understanding More, of The senses and feeling(s),

Thereof, of what It's all about as for More, as of the more meaningful as

" better " of that (behavior, if you will? (Thereof, of, " them's " the primary

facts of what we say and are about, of " Communication! " vs. watching what we say

more of language and authority (and dare I say politics, and abuse) otherwise?

... .

Where Understanding = More (and Better, if not the other way around, of Just as

Much, Thereof.. .

I see more, and Feel " better, " when for Understanding More, of Communication!

Where our Individual Feeling/s trump/s knowledge, actually, for everything more

" meaningful, " Thereof! Where you can see and Feel as much? I mean.. .

Where that would also depend on you being on board for that, which you somewhat

seem to be, so far?!.. .

We'll " see?!. " On how I See! (Beyond the Norm?!.) I'm recommending that for

" you " (too) by doing so?!. I Feel as understand! of what I need, (and Get)

Thereof.. .

Volunteer.

http://tech./group/VolunteerABAJ/post

Where this board would be good enough, otherwise? .. . of Moderation by

Communication?!. This link is for a board that is home to a more advanced ABA

for " Communication " is my sense of It, and I do respect and support " this " board

( ) in that respect of what " I'm " about, (for Justness? Thereof) of

perhaps my figuring out how to go about It, Thereof.. .

>

> I need help with teaching sight reading for my 5 yr old who knows all the

letters and sounds. I started with the dolce pre primer words and just taught

the words that have a different starting letter.Now she has about 15-17 words.

the minute, I introduce a word which starts with the same letter as the one that

she alreday mastered, she is confused. I think she only looked at the first

letter when learning the word and the minute she saw the letter, she didn't even

look at the other letters and she concluded it as the word. Ex: she knows 'red',

now I introduced, 'rain', she stills says that as 'red'. If she learnt to say

'rain', she will forget 'red'.she will identify any word starting with 'r' as

'rain'. Same issue with letter 'p', she knew 'play', I introduced 'pretzel', but

she still called it 'play'. After many trials of teacging 'pretzel', she forgot

'play' and now identifes all 'p' words a 'pretzel'.

>

> The strategy that I am now using is asking her to spell the word and writing

both the same letter satrting words side by side. I now have rain and red in the

field and ask her to point to red and then rain and do it that way. But she is

having a very hard time.

>

> Any strategies to help teach sight reading in an effective way? A way that can

be maintained with less confusion. Your help is greatly appreciated. Thanks.

>