In Whole or In Part--The Reading Genius pt 2

In the first part of this, we discussed a bit of auditory-sequential and visual-spatial types and phonics vs whole word learning.

One of the problems that AS folk (which most teachers are) have understanding how VS minds work, particularly with "whole word" is the idea that a child will have to learn every. single. word. individually.  Let's take a closer look.

"Whole Word" is a bit of a misnomer.  Yes, words are learned (actually are often remembered as "snapshots"--the actual shape of the word) as wholes.

However, it does not stop there with each word placed in its own little box.  VS learners do learn parts, just AFTER they know the whole.  So when a child sees the pattern of "a, followed by ck is usually a short sound 'ack'", they can use that in other words they come across.

It is sort of like being able to better remember how to get somewhere in a town you are familiar with.  If I set you in a new town and just gave you directions, one at a time ("Turn left at the light.  Go a quarter mile.  Take the 4th right"), it will not be as easy as if you knew the town.  If you know the town, the "whole", you can place the instructions on what you know, even if you do not know every street ("OHHH, ok, so I turn left at the McDonalds where I take the kids.  Then I drive down Elm street til I get to the bank corner.  Then I take the 4th right which...oh!  That's just one block over from the bookstore.  I know where I am now.").

Another analogy ('y'all know I love analogies):  when guys (and gals) learn cars, they start with whole "car".  Then they learn types of cars (trucks, sports cars, sedans).  Then they narrow each sports car into smaller details (type of door, type of engine, amount of torque).  Then they narrow and narrow and narrow.

They don't start with a single lugnut.  Then add more lugnuts.  Then add a rim, then add another rim.  Then another two.  Then tires. Then suspension, etc, etc, etc, until they say "Oh, Gotcha.  It's a 2007 Shelby GT500".

(We would offer that perhaps the education system might look more closely at natural learning and see if we are going a bit astray learning small to large so often.)

If you are teaching kids to read and they do not seem to be able to deal with the slowness of sounding out individual letters or if they get to the end of "cccc   aaaa    ttttt" and they are totally lost ("What word is that?"  "I don't know....bit?") then you might be trying to force a VS mind to learn AS ways, like teaching a fish to ride a bicycle. 

Regrettably almost all school is taught to the majority, which is auditory sequentially.   This leaves our VS kids a bit at a loss.  It is just as wrong to teach a VS kid to learn AS ways as it is to force a left handed person to go righty.  We need to recognize the way the Lord created the mind and facilitate the learning, not force a square peg into a round hole.