| A child's reading style is an indicator of overall | | | | and has a limited vocabulary list. This child has |
| learning strengths and weaknesses. Processing | | | | difficulty decoding or sounding out words |
| speed is one major indicator of how a child will | | | | phonetically and therefore skips over unfamiliar |
| learn. If reading is slow and methodical it is an | | | | words. For these children, new words are difficult |
| indication that a child's mental and visual processing | | | | to learn when reading, unless they are introduced |
| is also slow. Cognitive home processing training | | | | in a spelling list and learned by sight as whole |
| can remedy this problem by increasing the | | | | words. This is detrimental to a child because |
| amount of time it takes to read or decode letters | | | | spontaneous learning is not taking place. Sounding |
| and words, and by making reading a more | | | | out an unfamiliar word phonetically can introduce |
| unconscious activity while learning faster. The | | | | the child to the root word, the word parts, |
| faster a child can read and understand the | | | | comparing word parts, and other interesting |
| information, the better the retention rate. When | | | | aspects of the word. This child is missing an |
| reading is faster and more of the reading process | | | | important part of the language learning process. |
| is unconscious or automatic, the conscious mind is | | | | For example, when reading for a history |
| freed to focus on learning. | | | | assignment to learn facts, this child will skip over |
| A child who has a mechanical reading style or | | | | important aspects of the text. This may happen |
| phonetically sounds out most words, may have a | | | | because it may contain unfamiliar words and |
| variety of difficulties with learning academic | | | | therefore comprehension of the text will be |
| subjects. For an analogy let us say that reading | | | | difficult. Rereading to get the meaning for tests |
| for these children is similar to reading the html | | | | and assignments is a common practice for a child |
| code of a word processing document. The html | | | | who learns eidically. |
| code is the backbone or the technology that holds | | | | There must be a balance of phonetic and eidetic |
| the document together and it contains necessary | | | | reading. We want children to sound out or decode |
| details of the text. However, you want to read | | | | unfamiliar words but to be able to do it quickly |
| the document absent the details to gain | | | | with accuracy. On the other hand, we don't want |
| information about the subject matter. Children | | | | the child to analyze familiar words and loose the |
| with this perspective see their text in a similar | | | | meaning of the text. A child must be able to read |
| way, phonics and high frequency words are the | | | | and decode by both eidetic and phonetic styles to |
| backbone of language and readable text. | | | | read automatically, assuming the reading material |
| However, if we phonetically spell most words and | | | | is on his or her grade and age level. |
| focus on only high frequency words, the fluency | | | | Once you determine the imbalances you can start |
| and meaning of the text is lost. The conscious | | | | to work on the problem. The first step to take is |
| reading of high frequency words, the sounding out | | | | to start your child on a program to increase visual |
| of familiar words, having a limited vocabulary, | | | | processing speed. Auditory training will be required |
| skipping words, or making up words will make | | | | in the eidetic and phonetic approaches to reading. |
| reading slow and meaningless. | | | | There are good cognitive home processing kits |
| Another common reading problem is reading too | | | | that include auditory training as well. This material |
| fast and skipping difficult words. A child who learns | | | | will provide you with the structure you need to |
| eidetically depends only on familiar sight words to | | | | get your child on the road to faster learning. |
| read. He or she is limited to reading familiar words | | | | |