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Vanessa Wilson
email: VLWF@aol.com
Two summers ago, I attended “See the Sound/Visual Phonics”. In this class, I was taught a terrific strategy for helping children learn about sounds and the association that sounds have with reading. Visual Phonics helps all children learn sounds because it uses the visual, auditory and kinesthetic modes of learning in one.
The results have far exceeded my expectations. The children learned their sounds so quickly! Students with less ability are mastering sound symbol correspondence at a much greater rate. What’s more, they are beginning to show the ability to take this strategy into their early reading and writing.
As children work independently at journal writing or centers, I often see the kids using the handshapes as they work. I also see them using Visual Phonics as they listen to stories or look for books in the library. The carry-over I have seen in the children’s writing is tremendous. I see vowel sounds and letter combinations already in November. In the past, most children did not master medial sounds until much later. At the end of last year, more and more children were beginning to go from transitional level writing to conventional before first grade. This exceeds Kindergarten expectations. And while many higher level kids may not need VP for reading as much as lower-level kids, kids with higher reading ability use VP to become much more proficient writers.
It was very reaffirming for me to hear parent comments at conferences. Unanimously, parents are impressed and happy with the program and marvel at the growth they see in their child’s reading ability in such a short time. The children are enthused, they are succeeding at a much greater rate, and parents are very happy. But most of all, I see first hand the difference it has made for children that I believe may have struggled a great deal. It has opened the door for so many of my lower kids during this year and last. I am completely sold on Visual Phonics. Diane P., Kindergarten teacher
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“I have never had a group of children learn the sounds so quickly . . . “ Karen K., Elementary American Schools Teacher in China
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“Last year at the beginning of November, I still had 12/21 students who did not know all of their letters and 17/21 who did not know all of their sounds . . . they could rhyme somewhat and were beginning to get the idea of segmenting and blending (if I did much of the work for them). This year at the beginning of November (with students at the same level as last year) 20/21 students know all of their letters and all of their sounds . . . they are able to rhyme without fail, segment & blend , all using hand shapes and sounds . . . 16/21 students know anywhere from 20-25 sight words, can use them appropriately in their writing, and can locate them accurately in text.” Leigh S., Kindergarten teacher
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“I love using Visual Phonics . . . it is one of the best “tools” that I give my students . . . it is amazing to see the students progress.” Carla P., Kindergarten teacher
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Visual Phonics has given me a broader sense of literacy skill development. The hand shapes enhance students’ ability to “see” the sound as they are learning how sounds and words work. Visual Phonics has changed how I present letters and sounds to my students. Prior to Visual Phonics, I focused on letter names first and letter sounds second. Since incorporating Visual Phonics into my teaching, I understand the power of teaching letter sounds first and then attaching the letter name.” Kathy A., Reading Specialist
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“In my observation of students, I notice that Visual Phonics has enhanced most of my student’s strategies to blend, segment, locate chunks and write independently. It is a quick piece to use to encourage independent learning.” Laurie W., Title 1 Reading Teacher
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