Anyway, from my experience with my daughter, the step from single letters to silabes is difficult.
And just solving for one form of ambiguity does not, necessarily, help. Consider contronyms. Words that are literally their own opposites.
I'm convinced the main thing lost in getting kids to read, is that too many mistake interaction with the words as automatic. It isn't. Taking apart a word symbol by symbol and putting it back together in a different form is the entire point of teaching how to read. And if you don't teach kids to do that with words, are you surprised when they can't do it with equations?
Is bad grammar one of the reasons, even though the title suggests there is just one?
Something to check if you are getting older and not enjoying reading as much lately!
"Since the 1990s, the phonological deficit hypothesis has been the dominant explanation favored by researchers" https://en.wikipedia.org/wiki/Phonological_deficit_hypothesi...
I’m learning Japanese, and I’ve started learning Chinese characters, both their meanings and how to read them. Reading them feels different than English... I have a hypothesis that our brains work differently when processing symbols that encode meanings as opposed to just sounds. English requires an extra step, where characters are translated into sounds and then into words.
With Chinese characters, you are immediately looking at the meaning; you don’t need translation into sounds. This feels like a more efficient process cognitively to me, even though I have to memorize to recognize more characters.
But the details of the new study seem to support exactly that original idea.
Perhaps a little more detail on why and what kinds of smart, but it was a pretty broad set of mental skills that mattered
wglb•2d ago