Reading and Writing: Stella’s Journey (Part 3)

When teaching a child to read, many people place strong emphasis on the initial sounds of words. After teaching Stella the sounds of consonants and short vowels listed inside the covers of the workbook they bought, the little family made an Alphabet book. Each page is devoted to one sound and the adults helped Stella in hunting down and pasting pictures of objects sharing that same initial sound on it. They had a ball. I, on the other hand was more curious to find out if Stella was able to hear those sounds if they were in other parts of a word. Sorry that I love complicating things but there is a reason behind this: The ability to hear the sounds inside a word made makes it possible for a child to realise that each word is made up of sounds and the ability to manipulate the sounds within a word will help the child to learn to read later on.

I decided to find out one day during her 3rd term holidays in 2006. So while Stella was busy lining up her plastic animals, I casually asked if she could hear the ‘f’ sound in the word ‘elephant’. (No written word was involved in this little activity.) She looked at me suspiciously, probably wondering what I was on about. It was quite an obvious example as well. She probably thought that I didn’t think much of her! LOL. She didn’t answer the question until after her naptime! Before going to the park that day, she played with her line of animals left there since that morning. Without any prompting from me, she announced that she can hear the ‘g’ sound in ‘tiger’. She even said, “It’s like the ‘g’ in ‘girl’.” In a matter of weeks, she was telling everyone who would listen what she can hear. It was like an obsession for a while and it was all done without looking at any words. She concentrated on saying the words (sometimes slowly) and listening to the sounds. She paid attention to every sound, not just the one at the beginning. You should see how delighted her parents were. Instead of playing I-Spy in the car, they turned this into a game and played it together.

Midway through the first term in 2007, an older child in the same 4 year old Kindergarten group pointed out to her the way to read words of things printed on a set of flashcards that the two were looking at. (This older child was staying for an extra year at the Kindergarten because he was apparently too socially immature to proceed to Prep. He also had a tendency to baby the younger ones in the group – very interesting. (Unfortunately for Stella, he moved to another state.) After learning a few neat tricks from the boy, Stella came home to show me how to ‘read’. I eagerly reported that to her parents knowing that they would definitely be delighted by the news. We soon realised that she didn’t really read but was in fact parroting what was shown to her. Days later, I noticed something interesting. We were supposed to be tidying up but Stella went to look at her alphabet cards. I could see that she was working with them but was too busy to pop over at that instant. When I did, I saw the letter cards for ‘e’,’l’,’f’,’n’ and ‘t’, all lined up next to her favourite plastic elephant. I will admit now that I felt dizzy at the time. She was outside the back door retrieving a painting that she left outside to dry. When she came back in, she wanted to pack them up but I asked her to leave them there to show her mum. She pointed to them proudly and told me that it said ‘elephant’. I was so excited that I nearly fainted right there, right then. The adults’ reaction (including my own) reminded me of the kids in the movie ET when they discovered that the ‘Man from the Moon’ could talk.

Stella’s dad kept asking what I did but I didn’t do anything. That wasn’t the only thing that she ‘wrote’. From then onwards, Stella began to enjoy word building almost every day. The boy didn’t manage to successfully teach Stella to read but I strongly believed that he had propelled her into writing. This must be the power of peer tutoring. No one is sure if the boy ‘taught’ Stella again but according to the teachers, the two had been seen sharing picture books together at the book corner sometimes.

Note 1: In the eyes of many people, what Stella was doing is not accepted as writing because many words were misspelled. This is a matter of differing opinions. To me, that’s a child’s early writing. I am so very glad that Stella’s parents accepted her inventive spelling as a stage that Stella had to go through to truly practise the sounds that she had learned.

Note 2: In the next part, the coin dropped twice and a beginner reader was born!