I'm not really sure how you could effectively help students connect a sound to a "letter" (both standard English or Braille or any other alphabet you might find) without both seeing/feeling and hearing it. The kinesthetic helps because writing/spelling are connected to learning to read but if you parse out everything except oral reading,…
I'm not really sure how you could effectively help students connect a sound to a "letter" (both standard English or Braille or any other alphabet you might find) without both seeing/feeling and hearing it. The kinesthetic helps because writing/spelling are connected to learning to read but if you parse out everything except oral reading, you need to be able to make a connection between a sound and the thing that represents that sound. What's the magic? Maybe the repetition? Maybe the multiple means of access to the content (hearing/seeing/writing)? I don't know. But I think whatever we need to do to help students break the code and read is what we need to do.
I'm not really sure how you could effectively help students connect a sound to a "letter" (both standard English or Braille or any other alphabet you might find) without both seeing/feeling and hearing it. The kinesthetic helps because writing/spelling are connected to learning to read but if you parse out everything except oral reading, you need to be able to make a connection between a sound and the thing that represents that sound. What's the magic? Maybe the repetition? Maybe the multiple means of access to the content (hearing/seeing/writing)? I don't know. But I think whatever we need to do to help students break the code and read is what we need to do.