The Roots of Reading: Insights and Speech Acquisition and Reading

By Dr. Ijya C. Tulloss, Stan Emmert, Melanie Kuhlmann and Kirsten Kuhlmann

The ROOTS OF
READING

• Writing is the ability to leave information through symbols while reading is the ability to retrieve information previously written.

• Writing is transcribing words we speak into understandable symbols that we see.

• We are not born speaking but we are wired to acquire the speech that we hear in a relatively short time flawlessly.

• We have the inherent capacity to form concepts and label concepts with words.

• Reading is an outgrowth of speaking. It follows that to be a good reader one must be a fluent speaker and commands a wide range of vocabulary.

• Unlike speaking, we need to be taught to read and write. We build a vocabulary of using symbols to represent the sounds that make up words. Similarly we represent auditory signs with visual signs. These signs are represented by the letters of the alphabet.

• We communicate verbally through speaking and listening.

• For written communication, we use writing (sending a message) and reading (retrieving message). The method of representing sounds that make up words with signs is called phonics.

• Writing is simply representing the sounds (letters) we use in saying a word. Reading is retrieving the message we wrote.

• Analyzing the sounds that make up a word is called decoding. Choosing letters to represent the sounds of the word we want to say is encoding. Decoding and encoding are the cornerstones of reading and writing.

• At first the process of decoding is slow but with practice, automaticity sets in and decoding is faster. Decoding then is reading.

• To be an effective reader one needs to develop a subset of skills as follows: phonemic awareness, phonics, fluency, vocabulary, comprehension.

• Language: English
• Publisher: AuthorHouse
• Release date: Mar 8, 2019
• ISBN: 9781546275374

Dr. Ijya C. Tulloss

I trained as a chemist, earned my MS. in Chemistry at Northwestern University and worked for Abbott Laboratories. With the birth of my first son, my interest shifted to education. I became a certified Montessori teacher in Early Childhood and Elementary Education. After the birth of my second son, nine years later, I founded my own Montessori school, Glencoe Montessori School. I became a certified K-9 elementary teacher in the State of Illinois, earned my doctorate in Early and Middle Childhood Education from Nova Southeastern University. Coming from a scientific background and entering into a new field of endeavor, I purposely sought out activities that enriched my background in the humanities. These new activities gave me a more balanced background to go into teaching. I engaged in International folk dancing for 10 years, ballroom dancing for 14 years, Two-step dancing, for two years. I sang in the church choir for 12 years and sang in women's barbershop chorus for a year. I rejoined the barbershop chorus five years ago and am currently engaged in singing with the group. Meanwhile I was convinced that communication through speech was an asset so I joined Toastmaster International, a public speaking club.

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THE ROOTS

OF

READING

Insights on Speech Acquisition and Reading

DR. IJYA C. TULLOSS

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AuthorHouse™

1663 Liberty Drive

Bloomington, IN 47403

www.authorhouse.com

Phone: [phone]

© 2019 Dr. Ijya C. Tulloss. All rights reserved.

No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.

Published by AuthorHouse  03/07/2019

ISBN: 978-1-5462-7536-7 (sc)

ISBN: 978-1-5462-7535-0 (hc)

ISBN: 978-1-5462-7537-4 (e)

Library of Congress Control Number: 2019900286

Any people depicted in stock imagery provided by Getty Images are models, and such images are being used for illustrative purposes only.

Certain stock imagery © Getty Images.

Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

DEDICATION

This book is dedicated to my two sons, Mark and Carlos Tulloss whose love of learning inspired me to be an educator and a writer.

Mom

TABLE OF CONTENTS

Introductory Chapters

01.   About The Author

02.   Foreword

03.   Why Do We Write?

04.   Why is reading instruction necessary?

Reading and the Learner

05.   The Nature of Language

06.   Speech acquisition/ Sequence of speech development

Love of Learning Reading Program LLC

07.   Love of Learning LLC Program framework

08.   Profiles of adult non-readers

09.   Children with reading difficulty

How do we teach reading?

Insights from experts in linguistics and education:

10.   Maria Montessori

11.   Frank Laubach

12.   Rudolph Flesch

13.   David Crystal

14.   Howard Gardner

15.   Integrated Curriculum Howard Gardner Model

Guidelines for design of lessons

16.   A Nation at Risk

17.   Reading Excellence Act

18.   Reading Panel Guidelines:

19.   Tree of Reading: phonemic awareness, phonics, fluency,

Roots: Phonemic Awareness (Lessons 1-3)

Trunk

Branches

Reading Multi-syllable

Vocabulary, comprehension

Concluding Remarks

20.   Carlos’s letters

21.   Many Coats of Paint

22.   Guide to Mentoring

23.   Bibliography

ABOUT THE AUTHOR

I trained as a chemist, earned my MS. in Chemistry at Northwestern University and worked for Abbott Laboratories. With the birth of my first son, my interest shifted to education. I became a certified Montessori teacher in Early Childhood and Elementary Education. After the birth of my second son, nine years later, I founded my own Montessori school, Glencoe Montessori School. I became a certified K-9 elementary teacher in the State of Illinois, earned my doctorate in Early and Middle Childhood Education from Nova Southeastern University.

Coming from a scientific background and entering into a new field of endeavor, I purposely sought out activities that enriched my background in the humanities. These new activities gave me a more balanced background to go into teaching. I engaged in International folk dancing for 10 years, ballroom dancing for 14 years, Two-step dancing, for two years. I sang in the church choir for 12 years and sang in women’s barbershop chorus for a year. I rejoined the barbershop chorus five years ago and am currently engaged in singing with the group. Meanwhile I was convinced that communication through speech was an asset so I joined Toastmaster International, a public speaking club.

Following my mother’s suggestion to continue studying all throughout life, I picked up courses here and there on cultural anthropology, Adlerian psychology, Theosophy, Kabbalah, and spirituality. My mother’s last suggestion was, If you run out of things to study, take up law. I have not embarked on the study of law as yet. Give me some time.

The varied experiences and training have broadened my worldview and enriched my pool of resources to address life’s vicissitudes. I have become passionate in the area of reading and writing. Nothing compares to the joy of witnessing a child reading a whole book all by himself for the first time. Indeed teaching a child to write and read is a gift that opens doors to learning about himself, the world we live in and the people and inhabitants therein.

This book is my gift to all learners so that all may read. Join me in this endeavor.

FOREWORD

This book is about learning to read and write or learning to write and read.

A parent, a teacher or a mentor will find this book easy to use and easy to follow with its step-by-step narrative.

With a science background working with test tubes for eight years and now thrown into a Montessori classroom with three-, four-, and five-year olds, I was at a loss on what to do and what I can contribute to the field. Little by little I felt at home in Montessori education. Instead of just washing the line as the taped floor was called, I taught the children to wash the ‘perimeter’ of the square or the ‘circumference’ of the circle or the ‘area’ of the square. I used ‘petals’ for the sweeping exercise. That was more environmentally correct since I felt bad about playing with rice which we eat.

I learned to sing ‘Over the River and through the Woods’ for Thanksgiving and ‘Here Comes Peter Cottontail’ for Easter. I was comfortable with music and dancing. My internship supervisor showed Hungarian dance steps. That perked me up and from that time on I no longer felt like a stranger in that room. I taught the children to sing ‘Bahay Kubo,’ a Philippine song about my little nipa hut surrounded by various vegetables. To my surprise, the children did not resist learning a song in another language. I felt good that I could teach children and the classroom experience was enjoyable.

I was fascinated with building as many variations as I could make with the red rods. After building the staircase from the shortest to the longest rod, I explored designs that could be made. I could make triangles, rhombi, a sunburst or a maze. I made a fabric box of matching squares for designs such as stripes, polka dot, printed design or plain.

I was looking forward to teaching them language and math. That did not happen during my internship year. The following year, I was the lead teacher of my own class. There was one problem. My assistant became ill and had to quit her job. She was not replaced so I had to work by myself with fourteen children. I could not find time to sit down one-on-one to teach the alphabet with sandpaper letters.

From the lectures at the training program, I learned that children are hungry for words and are

Reviews for The Roots of Reading

[Jim Nuttall · Rating: 5 out of 5 stars]

This is an excellent short walk. She covers essentially 50 years what is Ben research into the teaching in preparation for reading. It took me years tomorrow is material. She doesn't excellent job show me an off so well if you were interested in reading I highly recommend this book.