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The Reason Your Childs' Spelling is Awful 

(and How to Fix It)

孩子拼寫(xiě)糟糕的原因(以及如何改正)

Chanelle: Hello and welcome to Read With You Presents. I'm your host Chanelle Neilson and I'm joined today by Gretchen Roe. Gretchen Thanks so much for being on the show.

Chanelle: 大家好。歡迎來(lái)到陪你讀書(shū)。我是主持人 Chanelle Neilson，我們今天的嘉賓 是 Gretchen Roe. Gretchen，非常感謝你參加這期節目。

Gretchen: Oh, it's my delight to be here with you, Chanelle.

Gretchen: 我很榮幸，Chanelle。

Chanelle: I'm excited to have you and to learn from you today. So, Gretchen has an impressive background. She has been homeschooling for the last 21 years. She is a mother of six children, four of whom have graduated from college, one still in college and one still at home, her 13 year old that she's still homeschooling, and she is a home school advocate and has worked with children with learning glitches; and I love that phrase “l(fā)earning glitches” because that really helps us understand what it is. We sometimes are quick to label, and I love that idea of a glitch. So, let's start there. One of the glitches that kids can run into is spelling, and we're going to kind of focus on spelling today. So, what are some things as you've worked with kids and parents, what are some things that you're seeing that students are struggling with and that they face with spelling?

Chanelle: 我很高興今天你能來(lái)參加節目，能有這么一個(gè)向你學(xué)習的機會(huì )。Gretchen 的 背景令人印象深刻。她過(guò)去 21 年她一直致力于 “家庭學(xué)?！?教育。她有六個(gè)孩子，其中 四個(gè)已經(jīng)大學(xué)畢業(yè)，一個(gè)還在讀大學(xué)，一個(gè) 13 歲的孩子依然在家里上 “家庭學(xué)?！?， Gretchen 是家庭學(xué)校的倡導者。她一直在輔導學(xué)習能力不足的孩子們。我很喜歡“學(xué)習 能力不足”這個(gè)詞，因為這有助于我們理解它的本質(zhì)。我們有時(shí)太急于貼標簽了，我很喜 歡“學(xué)習能力不足”這個(gè)更為貼切的概念。那么我們從這里開(kāi)始吧。在學(xué)習上，孩子們可能會(huì )遇到的一個(gè)小問(wèn)題就是拼寫(xiě)。我們今天也會(huì )討論的將重點(diǎn)放在拼寫(xiě)上。那么，當你 和孩子們及他們的父母共事時(shí)，你覺(jué)得他們在哪些方面存在困難？他們在拼寫(xiě)方面面臨 的問(wèn)題又是什么？

Gretchen: You know, that's so interesting Chanelle and here’s what we often encounter, and this is what I hear from parents all the time. I don't understand why my child gets 100% on every spelling test, but when I ask them to write out of their head, they make all sorts of mistakes. Or, I don't understand why we are revisiting the same words time after time after time. And we're not having success. And it's really interesting if you think about all the way back to Laura Ingalls Wilder days when Spellingis taught, we assumed that we would give you a list of words and you would practice that list and that list would then be committed to memory. And with many of us, particularly those who are more oriented toward a visual learning style, it does work. We kind of look at the people for whom it does not work as the odd folks out. And I have to say, up until my encounters with Spelling YouSee, I truly believed that spelling was like the ability to roll your tongue. You know, it was genetic. You either could do it or you couldn't, because with my four adult children, I had two confident spellers. And then I had two hesitant spellers, and we use the same kind of program with all four of my children. And it wasn't until research came to light with the advent in the development of Spelling You See that I learned that there's actual, actually a developmental progression that spellers need to go through to get through successfully in order to be a successful speller. And in that process, let me give you a little bit of background on, on what that is, because this is based on research out of the University of Virginia, Um, and that research tells us some really specific things.

Gretchen: 這是個(gè)很有趣且我們經(jīng)常遇到的問(wèn)題。我常常會(huì )聽(tīng)到父母們說(shuō)“我不明白，為 什么我的孩子每次拼寫(xiě)測試都能得 100 分，但當我要求他們直接寫(xiě)出某些單詞時(shí)，他們 卻會(huì )犯各種錯誤?！币淳褪恰拔也幻靼诪槭裁次覀円淮斡忠淮蔚卦谙嗤膯卧~上出錯。怎么也改不過(guò)來(lái)?！?不妨想想 Laura Ingalls Wilder（美國著(zhù)名作家，1867～1957—譯者 注）的時(shí)代，那時(shí)拼寫(xiě)在學(xué)校是一門(mén)專(zhuān)門(mén)的課程。當時(shí)的方法時(shí)，給你一個(gè)單詞列表， 并讓你反復練習表上的單詞，然后你就會(huì )記住那些單詞。對于我們當中的許多人，特別是那些更傾向于視覺(jué)學(xué)習風(fēng)格的人，這種方法確實(shí)有效。對于那些無(wú)法靠這種方法掌握 單詞的人，我們會(huì )認為他們是一群怪胎。而且我必須說(shuō)，直到我遇到“即視拼寫(xiě)” （Spelling You See）方法之前，我真的相信拼寫(xiě)能力就跟說(shuō)話(huà)能力一樣是天生的。你 要么生下來(lái)就做得到，要么永遠做不到。因為我有四個(gè)成年子女，其中兩個(gè)很擅長(cháng)拼寫(xiě)， 另外兩個(gè)卻不太擅長(cháng)。我培養他們用的都是一樣的方法。而且直到隨著(zhù)“即視拼寫(xiě)”及與 其相關(guān)的研究的出現我才明白，拼寫(xiě)能力實(shí)際上有一個(gè)發(fā)展過(guò)程。學(xué)習者需要經(jīng)歷這樣 的過(guò)程才能成為優(yōu)秀的拼寫(xiě)者。關(guān)于這個(gè)過(guò)程，讓我給你一些背景知識。因為它是基于 弗吉尼亞大學(xué)的一項研究。這項研究向我們揭示了一些關(guān)于拼寫(xiě)的詳細信息。

Each person goes through a progression as far as learning to spell. And in that progression, the ability to learn to spell and the ability to learn to read diverge. So what the research out of U V Atells us, which, incidentally, was done at the McGuffey Institute. And if you remember the McGuffey readers, those were the gold standard for reading for years and years and years before we understood phonics. And what the McGuffey Institute found is that through that progression, we each walk through a series of stages, and the beginning stage is pre-literate. That's where a child benefits from being read to. And then the next stage of that would be the phonetic stage, but a specific component of phonetics. And that's called phonemic awareness. And that's where we become attuned to the fact that letters make sounds and sounds together make words. But we need to step beyond that phonemic awareness stage and into what Spelling You See calls and the research refers to as the skill development stage. And that's actually passed cracking the code of reading. That's where a student has now begun to read. But now we need to begin to develop that visual component that is the hallmark of an adroit speller.

就學(xué)習拼寫(xiě)而言，每個(gè)人都要經(jīng)歷一個(gè)過(guò)程。在這個(gè)過(guò)程中，拼寫(xiě)學(xué)習能力和閱讀學(xué)習 能力會(huì )出現分化。弗吉尼亞大學(xué)的研究證實(shí)了這一點(diǎn)。順便提一下，這份研究是在 McGuffey 學(xué)院完成的。你也許還記得 McGuffey 發(fā)行的那些語(yǔ)文讀本。那么在我們還沒(méi) 學(xué)會(huì )說(shuō)話(huà)之前，這些 讀本就已經(jīng)是經(jīng)久不衰的經(jīng)典語(yǔ)文教材了。McGuffey 學(xué)院發(fā)現，在學(xué)習拼寫(xiě)的過(guò)程中，每個(gè)人都會(huì )經(jīng)歷不同的階段。第一個(gè)階段是“前識字階段”。如果 父母能在這一階段為孩子朗讀，對孩子將十分有益。下一階段將是語(yǔ)音階段，但在這一 階段孩子們只會(huì )辨別特定的語(yǔ)音要素。這就是所謂的“音素意識”。正是在這一階段，我 們會(huì )形成這樣的認知，即字母具有聲音，這些不同的聲音一起構成了單詞。但是我們需 要超越音素意識階段，邁入“即視拼寫(xiě)”階段，也就是 McGuffey 學(xué)院所稱(chēng)的“技能發(fā)展階 段”。實(shí)際上，我們真正學(xué)會(huì )閱讀就是在這個(gè)階段。這一階段的學(xué)生已經(jīng)開(kāi)始閱讀。但現 在我們知道，我們同樣需要開(kāi)發(fā)閱讀中的視覺(jué)能力，這種視覺(jué)能力是熟練閱讀者的標志。

What a good speller does when they see a word that's misspelled is their first reaction is to say, “Well, that doesn't look right, and that is actually an elicited response that can be created.” So, Spelling primarily deals with the creation of that elicited response. And once we have established that we’re well on the way to creating an adept speller.

當一個(gè)優(yōu)秀拼寫(xiě)者看到一個(gè)拼錯的單詞時(shí)，他們的第一反應是，嗯，這個(gè)看起來(lái)不太對。這種反應實(shí)際上是可塑的?！凹匆暺磳?xiě)”的方法主要就是要培養拼寫(xiě)者的這種反應能力。一旦我們在孩子身上建立起了這種能力，就等于把他們送上了成為熟練拼寫(xiě)者的坦途。

The last stage of Spelling You See moves us into a stage called the Word extension stage, and that's where we study the weird odd idiosyncrasies of English like why do we put a T on the word pot to make potting? But we don't put a second K on the word look to make looking or my personal favorite is love is L-O-V-E, and if I'm going to make the word loving, I'm going to remove the E and add I-N-G. But if I'm going to make the word lovely, I'm going to leave the E in add ly. So, you know, frankly, it really is quite the miracle that any of us learned to spell when you consider English has 26 letters that make 44 sounds and together comprise 256 combinations.

經(jīng)過(guò)“即視拼寫(xiě)”的階段后，我們會(huì )進(jìn)入所謂的“單詞擴展”的階段。在這個(gè)階段，我們會(huì )學(xué) 習英語(yǔ)中一些奇怪的特色，比如說(shuō)，單詞 pot 上必須得再加上一個(gè) T，才能成為名詞 potting；但 look 變成 looking 卻不需要第二個(gè) K；又比如說(shuō)我個(gè)人最喜歡的一個(gè)名詞，L O V E,如果我要把它變形成形容詞 loving,就得去掉 E然后再加 ING。請想一想這個(gè)事實(shí)：英語(yǔ)有 26 個(gè)字母，這些字母有 44 個(gè)發(fā)音，可構成 256 種組合。而我們任何人都能學(xué)會(huì ) 拼寫(xiě)，這真的是一個(gè)奇跡。

Chanelle: So, yeah, it makes you feel good about yourself if you can spell anything.

Chanelle: 是的，不管是什么單詞，拼寫(xiě)對了總是讓人心情愉快。

Gretchen: It really does. You know, God bless all the marketers in the world. They do us no favors by their creativity with their spelling, it makes it even more difficult for students to be able to spell successfully.

Gretchen: 確實(shí)如此。愿上帝保佑營(yíng)銷(xiāo)專(zhuān)家們。他們在產(chǎn)品名稱(chēng)上的奇思妙想可把我們 害苦了，學(xué)生們要拼對這些名稱(chēng)越來(lái)越困難。

Chanelle: Let me ask a quick question about that. Is that because you're talking about visually being able to see that? For example, we're recording right now with a program called Ringr spelled R-I-N-G-R. Now I don't know why they spelled it that way, but does that mess with people's ability to see. Does that mess with that stage that you're talking about? Since we're seeing it differently and not seeing it right?

Chanelle: 我來(lái)問(wèn)一個(gè)簡(jiǎn)短的問(wèn)題。你指的這些名稱(chēng)所引起的視覺(jué)效果? 比方說(shuō)，我們這 會(huì )兒錄音使用的就是一款叫Ringr的程序，拼寫(xiě)出來(lái)是R-I-N-G-R。我不知道他們?yōu)槭裁?會(huì )取這么一個(gè)名字。但這樣的詞會(huì )對你說(shuō)的那個(gè)階段造成干擾嗎? 因為這個(gè)詞讓我們覺(jué) 得眼生、難以辨認。

Gretchen:  That's a really good question and I might incorporate that and use that again. It doesn't and it doesn't. If you have developed that visual response that looks for a pattern within words, then we have the capacity to recognize that that word says Ringr. And no, it's not spelled right, but who cares? So, see where the difference is. Here’s what happens. And here's why we have some of the challenges that we have. For several generations, we have made the erroneous assumption that if we just tell you the rules and we give you all the rules and you can then apply them. However, phonics rules have so many exceptions that it's kind of ridiculous to even label them as rules, and my favorite example is I before E except after C. Perfect. Except it has 23 words in English that are exceptions to it. So,if I ardently apply for that role, I've run my train off the tracks, so to speak. The other challenge that we know now is, we know neurodevelopmentally when we present list-words in a list. The brain treats that list as item memory. So that's why if you have a developed skill of visual recall, maybe that list goes into your long term memory and you can recall it. But this also explains the child who gets 100% on every spelling test but then it doesn't translate into their compositional writing out of their head two weeks later, because what they've done is they've marshaled their neurological energy to commit that list to memory for the test. But then the brain pulls the chain once the test is complete. So it really has not been shuttled into long-term memory. And what the McGuffey Institute research tells us is that in order for words to be retained in long term memory, they have to be learned in context. So that means in a passage or a paragraph and further, the other thing that I have found absolutely fascinating about Spelling You See is in the beginning levels when we have an emerging reader, we use nursery rhymes, and the reason that we use nursery rhymes is because they give us an enormous amount of wordplay in a small volume of words. And by that I mean a child might not out of context be able to recognize the word crown. But if they read, Jack and Jill went up the hill and they are familiar with that um nursery rhyme. Then in context, they can pick the word crown out and keep on moving through the passage. And in fact, interestingly enough, there's research out of England that says a child who has committed five nursery rhymes to memory before they become an emergent reader, is twice as likely to read at grade level by the time they reach Grade three. So, isn't that interesting? It's fascinating to me, you know, we decide. Behold, I make all things new and, you know, Mother Goose is passé. Well, Mother Goose had a lot of good going on. And I am quite the advocate for getting parents to go back to nursery rhymes because it gives children vocabulary and rhyme and alliteration and things they would not encounter in other passages, particularly passages that air stilted, the passages that don't make a lot of sense, so to speak. Which is sometimes when we're seeking to put together small words in context so that they all sound similar and kids can feel successful. That actually is a little antithetical to success. And, it's not-My mom always said, “If you can't say something nice, don't say anything at all.” So I'm not going to call out any particular type of book. It's just that we have tried to reinvent something that worked just fine, you know, so as that phrase, “If it ain’t broke, don't fix it.”

Gretchen: 這是一個(gè)很好的問(wèn)題，我以后也許會(huì )用到這個(gè)例子。它并不會(huì )造成干擾。如 果你已經(jīng)形成了在單詞中尋找固有模式的視覺(jué)反應，那么我們就有能力認出 Ringr 這個(gè)單詞。它的確不是規范的拼法，但誰(shuí)在乎呢?我們不妨看看對和錯的分界線(xiàn)在哪里?？?看究竟發(fā)生了什么。這也是我們面臨一些挑戰的根源所在。長(cháng)久以來(lái)，我們一直錯誤地 認為，如果我們告訴了你規則，給了你所有的規則，你就應該能應用這些規則。然而， 語(yǔ)音規則的例外之處太多了，甚至把它們稱(chēng)為“規則”都顯得有點(diǎn)可笑。我最喜歡的例子 是，在英語(yǔ)語(yǔ)音中有這么一條“規則”—— 除了跟在 C 后面的情況，I 永遠在 E 之前。太 棒了。但有 23 個(gè)英語(yǔ)單詞都不符合這條“規則”。所以如果我堅持遵循這條規則的化，恐 怕我早就“翻車(chē)”了。我們還有一個(gè)挑戰，當我們在列表中呈現單詞時(shí)，我們在神經(jīng)系統 會(huì )意識到這一點(diǎn)。大腦把這個(gè)列表當作一個(gè)項目來(lái)記憶。如果你的視覺(jué)記憶能力發(fā)展得 較為充分，也許這個(gè)單此列表就會(huì )進(jìn)入你的長(cháng)期記憶，你可以隨時(shí)將其從記憶中喚出。但這也解釋了為什么有些孩子在每次拼寫(xiě)測試中都得 100 分，但兩周后寫(xiě)作文時(shí)卻想不 起單詞。因為這些孩子所做的就是調動(dòng)神經(jīng)系統的所有能量把這個(gè)單詞列表儲存記在記 憶里。但是一旦測試完成后，大腦的鏈條就會(huì )斷開(kāi)。也就是說(shuō)，單詞列表并沒(méi)有被轉移 到長(cháng)期記憶中。McGuffey學(xué)院的研究告訴我們，為了讓單詞進(jìn)入長(cháng)期記憶，我們必須在 語(yǔ)境中學(xué)習它們。這意味著(zhù)我們應該在段落中學(xué)習單詞。此外，關(guān)于“即視拼寫(xiě)”，我還 發(fā)現一件特別有意思的事一當我們開(kāi)始培養孩子的初步閱讀能力時(shí),我們會(huì )給他們念童謠。這么做的原因在于，童謠短短的篇幅中往往容納了大量雙關(guān)語(yǔ)。我的意思是，如果 脫離了語(yǔ)境，一個(gè)孩子可能不會(huì )認出 crown（皇冠）這個(gè)單詞。但是如果他們讀過(guò)“杰克 和吉爾，一塊上山去”，并且對這首兒歌也比較熟悉。等他們下次在別的文章中遇到 crown 這次的時(shí)候，他們就會(huì )認出這個(gè)詞，并繼續讀下去。事實(shí)上，英國有一項研究表 明，如果一個(gè)孩子在開(kāi)始學(xué)習閱讀者之前，已經(jīng)記住了五首童謠，那么他在三年級時(shí)， 能勝任相應的分級閱讀材料的可能要比同齡人高出一倍。很有趣，不是嗎?我覺(jué)得這對我來(lái)說(shuō)很有趣。有人會(huì )說(shuō)，瞧，我推出的東西都是新的，鵝媽媽歌謠那一套已經(jīng)過(guò)時(shí)了。但事實(shí)上鵝媽媽歌謠好處特別多。我非常贊同讓家長(cháng)們重新利用童謠，因為童謠帶給孩 子們的詞匯、韻律和頭韻等元素是其它材料中沒(méi)有的。那些玄玄乎乎、不知所云的材料 中更不會(huì )有。為了讓孩子們體驗到閱讀的成就感，有時(shí)我們會(huì )把一些發(fā)音相近的小單詞 放在同一段落中。而實(shí)際上，這種方式與成功背道而馳。我媽媽常說(shuō)，如果你不能說(shuō)些 好聽(tīng)的，那就什么也別說(shuō)。因此在這里我就不專(zhuān)門(mén)點(diǎn)名批評什么書(shū)了。我這說(shuō)是因為我 們一直在改造那些本來(lái)就很好的東西。老話(huà)說(shuō)得好：如果它沒(méi)有壞，就不要修理它。

Chanelle: Okay, so that is so interesting. I'm just a lot of things running through my mind right now. First and foremost is I have a two year almost two-year-old and I'm thinking, “OK, I got to teach that boy some nursery rhymes while he's still young.” So that's definitely on my list. Now I want to make sure that we talked about some methods and you've mentioned a few already. Let's particularly talk about how you teach words in context and how we can do this. Is this more a matter of reading or what is the methodology here with this whole idea?

Chanelle: 這太有意思了。我現在腦子在想很多東西。第一件，也是最重要的一件：我有 一個(gè)兩歲的孩子，快兩歲了。我在想，好吧，我要教他一些童謠，趁他還小的時(shí)候。這 件事是我絕對要做的?，F在我想確認一下我們剛才已經(jīng)談過(guò)的一些具體方法。讓我們特 別談?wù)勅绾卧谡Z(yǔ)境中教孩子們學(xué)習單詞的方法。這更多的是一個(gè)閱讀的問(wèn)題，還是一個(gè) 整體方法的問(wèn)題？

Gretchen: I love the way you ask that question because, no, it's not a matter of reading, because if I would take you and I less than five minutes to find someone who was a very adept reader, and they don't spell very well. And we make the erroneous assumption, particularly in English, that reading and spelling are equivalent skills, and they are not. Reading is decoding. So what an adroit reader does when they read a passage, if they encounter a word they've not seen before, they can very rapidly look at the word that precedes it and the words that succeed it and pull that meaning from that word and just read on. In spelling, it's the opposite process. It's encoding. So I need to think about what sounds together, make you know what possible letters together make a particular sound. My example would be-and this is one that I use all the time-is the word phone. Thereare actually 11 different ways we could spell the word phone, but only one of those is correct, and it's not intuitive. You would think with a “f” sound at the beginning, it would start with F, but it doesn't. And so that's why that encoding process becomes much more complex. So, what Spelling You See does is we want to really work in cooperation with the neurology of learning.

Gretchen: 我喜歡你問(wèn)這個(gè)問(wèn)題的方式。拼寫(xiě)問(wèn)題并不是閱讀問(wèn)題。我們只需要不到五 分鐘就能找到一個(gè)非常擅長(cháng)閱讀但拼寫(xiě)卻不怎么樣的人。我們錯誤地假設閱讀和拼寫(xiě)是 同一種的技能，尤其是在英語(yǔ)中。而事實(shí)并非如此。閱讀就是解碼。一個(gè)熟練的讀者在 閱讀一篇文章時(shí)，如果他們遇到一個(gè)以前沒(méi)有見(jiàn)過(guò)的單詞，他們會(huì )快速查看與它前后相 鄰的單詞，然后判斷該單詞的意思，并繼續讀下去。而拼寫(xiě)則是相反的過(guò)程。拼寫(xiě)是編 碼。所以我需要去想哪些聲音能組合在一起，哪些字母在一起可以發(fā)出特定的聲音。我 舉個(gè)例子——這是我常常會(huì )用到的一個(gè)例子——比如“電話(huà)”（phone）這個(gè)詞。實(shí)際上， 我們可以用 11 種不同的方式拼寫(xiě)單詞 phone，但其中只有一種是正確的，而且并不直 觀(guān)。你可能會(huì )認為這個(gè)詞是以 f 開(kāi)頭的，但它并不是。這就是為什么編碼過(guò)程遠比解碼 更加復雜的原因?！凹匆暺磳?xiě)”有效的地方在于，它是一種與神經(jīng)學(xué)習協(xié)作的方式。

And here's what I find particularly interesting. I never realized how negative it was to teach spelling until I could teach it without a negative context. So, think of it this way. I'm going to give you a list of words. I want you to practice really hard with that list, and then I'm going to test on it and whatever you got wrong, I'm going to bust you, if you will, and make you practice even more. And so by the very nature of the test that can be anxiety provoking. So, we wanted to remove that anxiety quotient from the equation. And this program was developed by a woman named Dr. Karen Hulinga. She has a Ph.D. in reading recovery from Ohio State University, and she's used these methodologies in private practice for some 18 years now. And she's done an absolutely amazing job of creating an environment that is an affirmative experience for students, and just very briefly, here's what the process is. We have a passage that has been created, and Lexile scored. So it works with a series of words that are at a certain level, and we ask the student to work with that passage, doing three tasks during the week. Now we're going to read out loud with a passage, and we're going to read the passage together, and we're going to listen to the passage being read and those are kind of the hallmark of an academic experience; everybody does that all the time. But the three specific tasks to Spelling You See, two are input oriented and one is output oriented. So, the inputoriented tasks are, we're going to ask this student to identify some specific chunks of words. We call them chunks, and they are letter patterns that remain constant and are not predicated on sound. I'll give you an example. “Ew” in the word dew makes the new sound and, in the word, so makes the “oh” sound. I’m not going to ask you to look for it by sound. I'm only going to ask you to look for it by pattern and further any time I ask you to look for this pattern, I'm going to give you a list of what you're looking for. So it never is a memory task. It's only a discernment or a word find a task, if you will. The second thing we're going to ask a student to do is to copy work, and sometimes that raises the hair on the back of teachers necks and homeschool moms’ necks. Because kids consider a pencil an offending instrument, and the beauty of this particular program is, we have found that neurologically 10 minutes of copy work will accomplish the task, and that is putting those patterns into the long term memory. And so those are our two input-oriented tasks, Chunking and copy work.

這也是我覺(jué)得特別有趣的一個(gè)地方。我從來(lái)不知道我們的拼寫(xiě)教育是多么差，直到我將 它從差勁的語(yǔ)境中分離出來(lái)。請想想這種方法：我給你一個(gè)單詞列表。我想讓你認真練 習這個(gè)列表上的單詞，然后我會(huì )對這個(gè)單詞列表進(jìn)行測試。如果你失敗了，我會(huì )狠狠地 打擊你，并分配你更多的練習。就其本質(zhì)而言，這種方式可能會(huì )讓學(xué)生陷入焦慮。所以， 我們希望能消除學(xué)習中的焦慮?！凹匆暺磳?xiě)”的創(chuàng )立者是一位名叫 Karen Hulinga 的女博士。她擁有俄亥俄州立大學(xué)閱讀康復專(zhuān)業(yè)的博士學(xué)位。她在私企中使用這些方法已經(jīng)有18年 了。她做了一件非常了不起的工作，為學(xué)生創(chuàng )造了一個(gè)積極的體驗環(huán)境。我來(lái)非常簡(jiǎn)短 地介紹一下整個(gè)過(guò)程。我們編寫(xiě)了一篇文章，它符合“藍思”閱讀分級體系的標準。也就 是說(shuō)，它包含的單詞與某一級別的閱讀水平相對應。我們會(huì )讓學(xué)生用這篇文章在一周內做三個(gè)任務(wù)。我們會(huì )大聲朗讀這篇文章，我們會(huì )一起閱讀它，我們還要聽(tīng)別人朗讀它。這是很平常的學(xué)習活動(dòng)。但“即視拼寫(xiě)”方法與此不同。它包含三項任務(wù)，有兩項側重輸 入，一項側重輸出。在側重輸入的任務(wù)中，我們會(huì )讓學(xué)生識別一些特定的單詞。我們稱(chēng) 之為單詞模塊，它們是不依賴(lài)于聲音的字母組合。舉個(gè)例子，在單詞 dew 中，ew 這一 字母組合發(fā)[ew]音。但我不會(huì )要求學(xué)生憑其發(fā)音記住它。我只要求學(xué)生們找出與之類(lèi)似 的組詞規律。將來(lái)學(xué)生們繼續學(xué)習這一規律時(shí)，我會(huì )給他們一個(gè)符合此規律的單詞列表。這樣一來(lái)，拼寫(xiě)就不再事記憶任務(wù)，而變成了發(fā)現規律，或者說(shuō)是“尋詞任務(wù)”。我們要 讓學(xué)生做的第二件事是抄寫(xiě)。很多時(shí)候，抄寫(xiě)這會(huì )讓老師和家庭學(xué)校的媽媽們非常位居。因為孩子們總是非常討厭鉛筆。而抄寫(xiě)的美妙之處在于，我們發(fā)現，只要抄上十分鐘， 就能將所學(xué)的規律轉化成長(cháng)期記憶存入神經(jīng)系統。這就是我們兩項側重輸入的任務(wù)，單 詞模塊和復制。

And then the last task is, at the skill development level, is dictation, but our dictation has some very specific parameters to it. It's time limited to 10 minutes. It's a single word at a time. So as the instructor is dictating, they're watching the student write the word, and then they're providing the next word. We're providing all the punctuation and capitalization, so we want to take that out of the stress of the equation and want this student to only focus on the word pattern. And then the last thing that we're going to do and is probably the most important in the gold of the program is if a student makes a mistake, we prompt at the time the mistake is made and we say, you know you're doing an awesome job, but that word is written with a different pattern. We want the student to try it again, just as it's written without erasing their mistake, because we want to begin to force that discernment of does this look right? And in that process, over time, we have found that children can develop a spelling capacity. Some children do this very quickly, but what the research tells us is it can take up to four and 1/2 years to do it successfully. So, we have four and 1/2 levels of Spelling You See that children progress through, and at the end of this process, they are visual spellers.

技能發(fā)展階段的最后一個(gè)任務(wù)是聽(tīng)寫(xiě)。但是我們的聽(tīng)寫(xiě)有一些非常具體的指標。時(shí)間限 制在10分鐘。一次只說(shuō)一個(gè)詞。我們的老師會(huì )讀出單詞，直到看著(zhù)學(xué)生把單詞寫(xiě)下來(lái)， 才會(huì )繼續讀下一個(gè)單詞。我們把與單詞相關(guān)的所有的音節和大小寫(xiě)告訴學(xué)生，為的是消 除學(xué)生對格式的焦慮，專(zhuān)注于單詞的構成規律。接下來(lái)我們要做的是整個(gè)過(guò)程中最后、 也是最重要的一件事。如果一個(gè)學(xué)生拼寫(xiě)出了錯,我們會(huì )當場(chǎng)提醒他。我們會(huì )告訴他，你 做得很好，但這個(gè)詞的拼法不是這樣。我們會(huì )讓學(xué)生像剛才那樣再寫(xiě)一次，而不會(huì )抹去 他們的錯誤。這么做是為了強化他“這么寫(xiě)不對”的印象。通過(guò)這樣的過(guò)程，孩子們會(huì )漸 漸形成自己的拼寫(xiě)能力。有些孩子進(jìn)步非?？?，但研究告訴我們，成為一個(gè)熟練的拼寫(xiě) 者需要 4 年半的時(shí)間。所以“即視拼寫(xiě)”的拼寫(xiě)能力也分為 4.5 級。等他們學(xué)完了所有等 級，就已經(jīng)是視覺(jué)拼寫(xiě)者了。

Here's what I love the most about this is, this is a process that works with children, even who children who have other deficiencies. I have used this with a child with severe dyslexia, and he developed spelling confidence. Now, he'll never win a spelling bee. But what Spelling You See gave him the opportunity to do was to look at a passage he had written out of his head and find the words that were spelled incorrectly. It doesn't necessarily mean that he knows the correct spelling, but he can visually discern, that doesn't look right. So then he's got to go find another way to be able to spell that, So then he goes to a dictionary, his phone, a lexicon, something.  And further, it also works with those homophones that drive people crazy like there as in place and they're as in possession and which one goes in what sentence. And he can recognize the difference and what belongs there correctly.

這個(gè)方法讓我最喜歡的一點(diǎn)在于，我們會(huì )全程與孩子們合作，包括與有其他學(xué)習障礙的 孩子合作。我曾對一個(gè)患有嚴重閱讀障礙的孩子使用過(guò)這種方法，并使他對拼寫(xiě)建立了 信心。他不會(huì )在拼寫(xiě)比賽中成為冠軍。但是“即視拼寫(xiě)”給了他一個(gè)機會(huì )，使他能夠閱讀 自己寫(xiě)下的文字，并找出其中拼寫(xiě)錯誤的單詞。這并不意味著(zhù)他知道正確的拼法，但至 少他能從視覺(jué)上辨別“看起來(lái)不太對”的單詞。意識到這一點(diǎn)之后，他便會(huì )去尋找別的拼 寫(xiě)方法，他會(huì )去查字典、手機或詞匯表。此外，這一方法也適用于同音異義詞的學(xué)習。這些詞往往讓人抓狂，比如說(shuō)學(xué)生們要判斷它們哪些屬于地名、哪些屬于物品、哪些詞 在什么句子里該怎么用等等。但前面所說(shuō)的這個(gè)孩子同樣能辨別出它們的差異，正確地 判斷它們的詞性。

Chanelle: That is so powerful. And I think that probably my favorite of all of that is the whole idea of prompting them at the time of the mistake. I think that's just such a winning formula to not like, “Wrong!” You know, you're done. You messed up. It's over; it's over, you know. Instead, to let them try again and that- even what that does for a child, I'm sure, you know, self-esteem and psychologically just builds them up so much more than the other way that was used to. So this whole methodology, I think, is just really fascinating and really neat that it can do that for a child because that's what we want for our children and adults, really, is to have that visual ability, like you said, to see things that look spelled incorrectly. We're almost out of time, but quick question. Can this be used for adults? Or is this only for children? like adults who are not intuitive spellers?

Chanelle: 太強大了。我想對這個(gè)方法，我最喜歡的一點(diǎn)就是在他們犯錯的時(shí)候及時(shí)提醒 他們。我認為這是一個(gè)很好的模式，它不會(huì )直接對孩子們說(shuō)“你錯了!你完了！你搞砸了！結束了！”。相反，這種方法允許孩子們再試一次。與傳統的方法相比，這對孩子在自尊 心和心理上影響要有效得多。我認為這個(gè)方法真的很吸引人，而且非常簡(jiǎn)單。它對孩子 們很有效果，因為它能帶給他們有效的視覺(jué)能力。就像你說(shuō)的，讓他們意識到拼寫(xiě)中的 錯誤。我們的節目時(shí)間不多了，因此我趕快問(wèn)你一些問(wèn)題。這個(gè)方法適用于成人嗎? 比 如那些不擅長(cháng)拼寫(xiě)的成年人? 還是只適合給孩子用?

Gretchen: That's a great question. And absolutely it can. It is not predicated on age at all. It's predicated on reading capacity. So if you've cracked the code of reading and you read well, what we're seeking is to make your spelling experiences easier than your reading experiences. So your age or your education level notwithstanding, we simply want to use placement guidelines to help you be successful and find a level of the program that is easier than you're reading so that you can be successful. So, I've had a lot of parents who have said they've used it along with their children and have been amazed that they've even been able to develop a spelling prowess in their twenties and thirties and forties.

Gretchen: 這是個(gè)好問(wèn)題。當然適用。它與年齡無(wú)關(guān)，而與閱讀能力有關(guān)。所以，如果 你已經(jīng)懂得如何閱讀，而且具有熟練的閱讀能力，我們要做的就是讓你獲得比閱讀更暢 快的拼寫(xiě)體驗。所以不管你的年齡或教育水平如何，我們都能用我們的方法幫助你成功。我們會(huì )為你確定適合你閱讀水平的方案，好讓你達成目標。有很多父母都對我說(shuō)，他們 和孩子一起用過(guò)這一方法之后，他們很驚訝地發(fā)現，盡管自己已經(jīng) 20、30 或 40 多歲了， 但依然能獲得優(yōu)秀的拼寫(xiě)能力。

Chanelle: Yeah, I can just see how this would be such a gift for people. I have a family member who doesn't like to write anything, and now that you know, with phones, he doesn't have to. But he just avoids it because he's embarrassed by his spelling and what that would do to take that away. You know, the possibilities that would open up for him would be amazing, because he feels dumb when he writes things and they're spelled wrong. So this is such powerful work because it takes away that stigma. So you guys are doing awesome work.  Any final thoughts before we close?

Chanelle: 是的，我能想象這對人們來(lái)說(shuō)是多么珍貴的一份饋贈。我有一個(gè)親人，他不喜 歡手寫(xiě)任何東西。你知道，自從有了手機，他就不用再動(dòng)手去寫(xiě)了。但其實(shí)他不愿寫(xiě)字 的真正原因是他對自己的拼寫(xiě)能力感到很尷尬。他怎么也拼不對。但你說(shuō)的這種方法能 為他打開(kāi)一個(gè)新天地，因為每當他拼錯單詞的時(shí)候，他都覺(jué)得自己很傻。而你介紹的方 法能消除他的羞怯感。你們做得真的很棒。在我們的節目結束之前，你還有什么想法要 同我們分享嗎?

Gretchen: So I think that the important thing to take away and to remember is so much of our society is written communication in this day and age, whether it's an email or a text or whatever it is, it still has to be written, and we make assumptions about people's capacities based on whether they can spell or not. So I often say to parents, if you have to teach three things, it's math, it's you teach them to read, and it’s you teach them to spell because that helps children be successful. And the erroneous assumption we make is a society is spellcheck will handle that for us, but it doesn't because spellcheck doesn't check for context, and so that's why this is such a powerful program. The best part is it's 15 maybe 20 minutes a day and even an adult who wants to learn to spell well can carve that out of their day. So it's been a joyous experience to be able to work with this program and watch the successes people have had and watch the attitudinal changes that children have had being able to go from, “I cannot,” to “Oh look, I can.” That has been humbling.

Gretchen: 所以我認為我們應該意識到并記住這一點(diǎn)：我們這個(gè)時(shí)代的交流很大程度上 是書(shū)面交流。無(wú)論寫(xiě)電子郵件、寫(xiě)文章或別的什么,我們都需要拼寫(xiě)。我們也會(huì )根據別人 的拼寫(xiě)能力去推斷他的素質(zhì)。我經(jīng)常對父母們說(shuō)，如果你只能教孩子三件事，首先要教 他們數學(xué)，其次是教他們閱讀，第三是教他們拼寫(xiě)。因為這些能力有助于孩子成功。我 們錯誤地認為拼寫(xiě)檢查程序可以幫我們解決這個(gè)問(wèn)題，但其實(shí)它并不能，因為拼寫(xiě)檢查 程序不能檢查上下文語(yǔ)境。這就是為什么“即視拼寫(xiě)”法如此強大的原因。這個(gè)方法最好 的地方在于，每天只需 15 到 20 分鐘。哪怕是一個(gè)成年人，如果他想提升自己的拼寫(xiě)能 力，也能每天抽出時(shí)間來(lái)學(xué)習。因此，能夠參與這個(gè)項目，看到孩子們取得的成功，看 到他們態(tài)度的轉變——從“我不能”變成“哦，瞧，我能”——的確是快樂(lè )的經(jīng)歷。我也因此 而深感謙卑。

Chanelle: Yeah, yes, it just would be like changing for people to have that because, like you said, I mean, we make assumptions based on that, and so that changes people's whole you know, way they are presented. So this is such good stuff.

Chanelle: 是的，是的。這是一個(gè)能讓人們的生命為之改觀(guān)的方法。我的意思是，正如你 所說(shuō)，我們會(huì )根據人們的拼寫(xiě)能力去推斷別人。如果能提升人們的拼寫(xiě)能力，也就等于 是改變了他們留給別人的整體印象。這真是的很棒。

Chanelle: I love it. Well, thank you so much. This has been great information. And thank you, everyone, for listening to Read With You Presents.

Chanelle: 非常棒。好的，非常感謝。你提供的信息非常有用。謝謝大家收聽(tīng)我們本期的 節目。