What is Reddit's opinion of Uncovering the Logic of English: A Common-Sense Approach to Reading, Spelling, and Literacy?

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”Have” ends with an ””E because English words can't/don't end with a ”U,” ”V,” ”J,” or ”I.” I believe the only exceptions to this rule are the words "you," "I," and "thou" along words that originate from another language (like "ski," "menu," and "alibi"). This book has more info.

Are you referring to this book?

https://www.amazon.com/Uncovering-Logic-English-Common-Sense-Approach/dp/1936706210

Look into Uncovering the Logic of English. It helps define English rules more precisely than is often taught in school. They have a website that can help you teach your daughter, but I've only read the book myself.

After looking through the book, maybe take a few samples of her writing and try to identify what commonalities there are in her mistakes. Address them individually.

Consider watching this series on prelinguistic skills.

And then consider watching this channel for a really good demonstration on how to talk to and interact with prelinguistic or newly talking children.

Here's a speech and sound development chart. It includes common enunciation and grammatical errors by age range.

Here are summaries of case studies on extreme outliers; feral/isolated children who developed (or didn't develop) language.

Bonus: see if you can check out or get through a library app the book <em>Uncovering the Logic of English: A Common-Sense Approach to Reading, Spelling, and Literacy</em>. Tangentially related is the book <em>The Knowledge Gap</em> which has interesting information on literacy being dependent on pre-knowledge (so beyond phonics and decoding).

お会いできて嬉しいです！My daughters mainly speak Japanese.

After wasting a lot of time with other approaches, we started Logic of English a year and a half ago, and haven't looked back. My younger daughter just completed Logic of English Foundations A-D, and my older daughter is currently in Logic of English Essentials 15. My only regret is that we didn't start this sooner.

To understand this approach, you may want to read Denise Eide's book: https://www.amazon.com/Uncovering-Logic-English-Common-Sense-Approach/dp/1936706210

My 2.5 year old is also reading Bob books (by which I mean sounding out the 3 letter words, correctly identifying words he's not previously had me read for him as long as he already has the concept of those words [so the name 'Sam' wasn't something he would say after identifying the letter sounds individually, but the word 'hat' was], and understanding the meaning of a sentence of words he can easily identify). We started "drilling" letters at around 19 months (though the purpose wasn't reading).

He started with a speech delay (or a communication delay in general - didn't babble and mimic much). To get him vocalizing more, I played a phonics song whenever he was sitting on the potty. I'd pause the video before the vocalizing the phonics sound part of the song ("ah ah ah" "buh buh buh" etc) and look at him with a big, excited look of anticipation and hold that for at least 10 seconds. He pretty quickly started to fill in the right sounds for the ones he could pronounce. I'd also put on these phonics songs at other times in a less drill-like setting and just get really into singing them, and then I'd use their format of singing about a letter when we'd encounter one (especially if it was a sound he was having trouble with). He pretty quickly was pointing out letters everywhere, and had a concept of all of the capital letters and some of the lower case ones.

Whenever we'd point out letters to each other, we'd use the sound of the letter instead of the name. "B" would be identified as "buh", not "bee".

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Sometime after his verbal skills were no longer a concern, I added in when we were reading books together to ask him what sound a word started with or ended with (phrasing it as if I needed his help to start or complete a simple 2 or 3 letter word). I'd try and sound it out with the obviously wrong sound while pointing at the letter, and he would correct me (or be a silly-billy and propose a completely off-the-wall sound like a pig's snort xP). We've just added in identifying rhyming sounds.

I'd also just sound out smallish words we encounter all the time, pointing at the individual letters if I could and noting when there are things like 'the t and h make the th sound when next to each other'. And then I'll play with that fun sound and stick my tongue out and make faces and such. When he encounters "The End" in the Bob books, he's able to start sounding out 't ...h ...*noooooo *vvvvv!" (He isn't actally able to make the 'th' sound yet, so it comes out like 'vvv'.) He's extrapolated that rule a few times when we point out letters out and about. I also point out 'silent e' and say what it's doing for the word when we encounter it, so hopefully that will help him sound out words more accurately later. I'm using this book as a guide for language rules beyond what I was taught/remember from school, though most of it's not relevant yet.

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He got pretty letter obsessed for a while. He still is super into them. Similar for numbers and counting. His interests leaning heavily into this is definitely the biggest part of why he'd made progress on it.

This sounds pretty damn intriguing, just a quick google search gave me this book. Is this the thing you were talking about? If it is I might need to buy it since my spelling is atrocious.