🔵 Children Learning Reading. Interview with Founder Jim Yang.


hi I’m Kelly Thomas welcome to and
genius baby every week on interview leading expert to help you help your
child reach their full potential so that your child can become all that they are
born to be today we’re here with Jim yang who created a successful program to
teach her children how to read he taught his own children at two-and-a-half how
to read and he’ll share his tips and tricks my how we can do this for
ourselves at home so Jim thank you so much for being here thank you for having
me here so I you know was so excited to find your program because I have a
four-year-old and a two-year-old and I did try with my four-year-old to to
teach him reading and it didn’t you know when he was 2 it didn’t quite work and
my daughter seemed to really be taking to your method that I would love to have
you talk about what technique do you actually use to teach children we teach
using a combination of synthetic phonics and phonemic awareness what synthetic
phonics is it’s a very Bottoms Up approach where we teach children
starting with the most basic and fundamental stuff such as letters letter
sounds and then we teach them what to do with those sounds you know when you
teach a child even just two or three letter sounds they can’t you can they
can start forming words just using the two or three letter sounds if they’ve
learned just by connecting the sounds now most people probably know what
phonics is but not a lot of people might know what phonemic awareness is now what
phonemic awareness is it’s really the foundation on which you can effectively
teach phonics and this is completely missing from where from what you see
today we’re funny phonemic awareness is really about training late years so now
the way we teach a little a really young child to read is you have the train that
years it’s almost like learning a new language where you know if you hear a
new language you don’t it’s really difficult to pick up the different
sounds but when you hear it over and over and over and over you start picking
up the different sounds in it even though you may not know what it means
but as far as English goes when the child starts learning the little sounds
in it the Liana they already understand English but when they
get enough practice at hearing a different sounds in English it becomes
really easy to teach them to read because at that point you’re just
filling in the little empty spaces teaching the different letters and or a
combination of letters and then just connecting those together to read most
of the words in English so how did you come up with any why didn’t you not use
a method already out there yeah it’s you know it’s it’s kind of funny because I
actually did try other programs and actually I actually ended up spending
quite a bit of money my child was around 2 years old and then
but it it was quite apparent like almost right away that I realized okay she’s
actually not learning to read because what ended up happening is yes she could
read the words that she was seeing because you know we repeatedly see a see
a word but we ensure the same child a different word that she’s never seen
before how does she figure out what this word
is from what I understand now compared to back then is it was really just a
whole word whole language and sight word approach to teaching reading and that
just doesn’t work I found that a study done by the National reading panel where
they look they did a met a study of over 1960 studies were they repeatedly
referenced to teaching phonics and phonemic awareness and what they found
was that when you teach phonics and phonemic awareness together it produces
better reading results than whole language programs and at the same time
when you combine these two it also improves a child’s reading reading
comprehension and also spelling abilities so that’s that’s that’s what
really set me on the path of teaching phonics and phonemic awareness so tell
us again exactly what is phonemic awareness so phonemic awareness is
really just learning to work with a smallest sounds in English so for
example if we think of a word like let’s say think you know there even though
it’s made of five letters thi NK but knowing that okay this thing has thi NK
in it is not going to help me read it because well you know that the letter
names does not really help me to sound it out whereas if I know that okay here
th together makes the unvoiced sound and then I makes the it sound and
in sound and the K makes knock sounds then we can string those together to say
Inc so that’s why phonemic awareness is so important because a lot of times even
though you teach a child phonics you teach them the letters but they might
not know what to do with those sounds because especially for the younger
usually what I found is between ages two to five they tend to have a little more
problem and difficulties with string sounds together whereas if I’m working
with a six or seven or eight year old child that’s struggling reader they can
out there they’re actually much better at funny make awareness so it is that’s
why it is so important when you work with a two or three or four year old or
any age I guess to teach them phonemic awareness so that
they know what to do when you teach them these sounds because just teaching the
letter sounds is not enough and that’s why sight reading is bad cuz you’re just
memorizing the sight you’re not learning like you said when you try to teach
every word as a sight learning English then it becomes very problematic because
you know they’re over like 170,000 words English like are you gonna are you going
to have a three four or five six seven or even an adult to try to memorize all
those words no you’re not and then you know there’s these sight words listed uh
lists have three other sight words and there’s a Fry’s list of five thousand
sight words you know if you try to memorize 300 words okay it’s not too bad
you know it’s doable but you know how about a
thousand words or how about three thousand words which is really needed to
be able to read 95% of all common text so and then when you think about it
English is an alphabet based language where where we have these individual
letters or a combination of letters representing sounds and then when you
combine these sounds together you can figure out what a word is but then when
you try to teach it through sight words method you’re really teaching the child
to look at as a picture so you know can you imagine trying to memorize 3,000
words you can have a lot of words that have similar shapes and then you know
that’s going to cause a lot of reading confusion this is where a lot of the
reading problems stem from with with many of the older kids that I work with
like let me give you four examples like if you think of the words barn born burn
if you draw like a shape around those words they’re gonna look very similar
to that watch how that does not know phonics or phonemic awareness or how
about hurt hunt and but and another good one is three their lease you know like I
have like tons of examples like these and this is why when you just teach
sight words without teaching phonics and phonemic awareness is why you have a lot
of children with reading problems because when they are younger they were
taught more sight and then it turns into problems later yeah if you look at a
word and there are letters in it that represent different sounds what ends up
happening is that they tend to they have to resort to looking at the word as a
picture you know it’s almost like learning Chinese like I’m Chinese but my
Chinese is really bad really bad because when I look at all the words so so many
of them they look so similar and I’m and I have a lot of trouble trying to figure
out what a word is because they all look so similar and the same thing is
happening with you know the great one great two kids that I work with that are
struggling with reading where they’re where they really have a lot of problems
figuring out what a word is because you know they all have lots of similar
shapes so what ends up happening is they end up skipping words guessing words and
you know these are strategies that teachers teach at school too you know
it’s it’s unfortunate because what it builds a lot of bad habits in these kids
and when I get these kids before I teach them and during that one teaching them I
have to work to undo all these bad habits that they’ve learned I I live in
Vancouver so in Vancouver women’s when you have a student that is behind a
certain subject they get pulled out of their class and they get putting LST
which stands for learning support team you know we get pulled out and they’re
thinking okay I’m getting pulled out because I cannot do something the other
kids in my class can you know just think of what kind of what kind of damage this
does to the confidence you know it’s and I see it in the kids too because they’re
really you know they’re really they’re totally bright smart kids but they can’t
read because of how reading is taught at schools you know it’s not the parents
fault it’s not the child’s fault it’s how reading is taught is fall right
when I get these kids I go through usually after the first two weeks you
know they start I go through a program with them they start understanding right
away okay you know I don’t have to man nice words I can figure out what a word
is when I first get them you know if they I get I I do an assessment with
them you know I get them to read through this and they look at the words what
ends up happening is you know they’re guessing all over the place they all
just think whatever makes sense to them and you know it’s completely not what
they see but as they go through the program sometimes you like even just
after one or two weeks they start stopping themselves when they make a
mistake and they look at their word they don’t guess and they try to sound it out
you know this is something really awesome to see because if if a child
does not have the phonics knowledge and the phonemic awareness they’re not gonna
stop themselves you just guess you know they skip over it
but once you start developing this little bit of knowledge they stop
themself because they know inside that okay what I’m saying does not quite
match what with what I expected to hear and then so they stop they look at their
word they sound it out and then there you go they got the correct reading and
then you know they feel great about themselves and usually after about as
with the great one great used after about eight to ten weeks they’re done my
program they’re caught up and you know the parents you know they’re they’re
extremely happy right so how how did you know that your I mean because especially
kids they of two-year-old don’t even know a thousand words oftentimes how do
you know that your kids are ready to read it to you know it’s it’s funny
because I had no idea that they were ready I just wanted to try to see if I
can do it especially well with my other three my my young cuz I have four kids
with my with my three younger ones I know I was ready because I had the
experience with the first one with my three younger ones it was a little
different because what I I did something a little different with my second child
because because of the difficulty that I had with my oldest from especially
during the first two weeks when I couldn’t figure out whether she was
casting on to blend he or not well so when my youngest was sorry when my
second child was around one and a half years old I started doing some phonemic
awareness training with them it was just really basic year training where during
everyday speech you know I would just pick a random word here and there and I
would just take it I would segment it sometimes I would
blend it I would stretch it out you know I would say Ethan come here he
said I would just pick it or say I would say you think come here but you know at
first you were look at you funny because it doesn’t make sense to him and he’s
like what are you saying and then we we also do something nightly
reading in with them every night and then we drink simple passages if I can
just find a simple three four letter word
I’ll segment that word I’ll blend it you know I’ll stretch it out just get him
used to it like you know for the first because at one-and-a-half years old I
just wanted to see if I could help the child develop some phonemic awareness
before I actually even started any phonics with them
I just kept this up I you know I wasn’t sure he was gonna catch on or not but
after about you know I think say like a month or two
he started catching on like and it was really amazing because when I read him
at night let’s see I was reading a passage say the dog jumped I will go the
dog jumped and then at first like when we first started he would be like huh
but after a while I will wait I will say the dog jumped us a jumped he would know
what word I started saying I was like hey he’s getting he’s getting it you
know it’s great what the difference between blending and chopped a blending
when you’re when you’re doing can you give us an example because I feel like
you know you need to kind of practice as a parent even be able to teach if if the
parent is gonna is lacking some phonemic phonics knowledge where you don’t know
what sound a letter makes or if what a combination of letter makes the sound
you know he’s gonna be a little difficult but our program teaches that
and we our program also includes 42 audio clips were where I demonstrate
parents to parents the proper pronunciation of the sounds and at the
same time how to blend those sounds together so it so that that’s really
helpful for parents I wouldn’t say doing choppy blending is incorrect because
there is a place for both smooth blending and choppy blending now most of
the time I do use smooth blending because it is very important that the
child understand that you need to make a smooth connection between each of the
letter sounds whereas what tends to happen if you just use choppy blending
all the time where you have a distinct stop between for example let’s say we’re
doing the word dog you will go the aw you where you have it
things stopped between each sound what that could cause some problems for some
children where they were especially their weaker in the phonemic awareness
area they’re gonna have a hard time trying to connect those sounds together
but if you do smooth blending and do it like the OGG where you connect where you
try your best to connect each of the sounds into the following sound it’ll
make it easier for the child to learn and to stream this to stream the sounds
together to say the word so when you’re teaching say a to your little Reed I
mean can they really understand the word makes I thought you your kids I get it
you’re three or four year old was reading a menu at a restaurant which is
amazing you know but they actually really comprehend what they’re reading
so if that if the words that they’re reading is withing the vocabulary and
it’s withing their knowledge then yes they will understand but if you if you
if the words that are reading is like you know way above the level they’ve
never seen the word you know no of course I’m not gonna understand what
they’re reading so now now we’re getting a little bit into reading comprehension
here so it’s largely a function of two things so number one is decoding and
word recognition and number two is vocabulary and knowledge so when we talk
about decoding and word recognition ability is for a child to be able to
read and understand what they’re reading the decoding and word recognition
ability needs to be really really fluent so when they look at a word they need to
know instantly what the word is without spending too much brainpower to try to
figure out what a word is because you know if a child is looking at a bunch of
text and they’re looking at the words but they’re spending so much effort
trying to figure out what that word is you know they’re not gonna have that
much processing power to left over to really think about the meaning of the
words and the meaning of the sentences that they’re reading right but whereas
if if a child has really fluent reading ability they have really good word
recognition and if the words that they’re reading are within the
vocabulary knowledge then yesterday you know they will be able to understand
what they’re reading so and and the thing is you can actually help a child
improve the reading on comprehension just by repeatedly reading the same
story over and over and over and you know kids don’t get bored of it like my
youngest right now she’s she got this soup book from her
preschool and then every night she would have me read that book for the past he
weeks like I’m so sick of it I want my soup book why do you think people don’t
recommend children to read until later than I mean why what’s wrong with
teaching someone to read or honestly I don’t see anything wrong with it like
this is not something I spent a lot of time in dormant drawing on but I know
there are some people gave me advice saying that you know you shouldn’t teach
your kid to read until they’re five six and some even later you know seven eight
you know I can’t figure out why because you know the way I look at it is you
know why do I want a dinner deny my child the opportunity of all the action
learning and information gathering that’s that’s made available to them
when they learn to read in an early age you know we have it free for a year
five-year-old that’s a fluent reader you know just imagine how much more
information they can gather from around you know from the environment around you
know you’re totally empowering your child when you teach them to read early
write like let me give you some example um a few years ago in Canada like Target
came to Canada right but I guess they weren’t doing that well backing I think
is back in 2014 they they were closing down so I was driving by with my my
second child my son at that time he was I think around five and then there was
this big red sign that says store clothing liquidation everything must go
and then my son read that out he’s like hey Dad
what does liquidating me you know we think about that like you know what
three four or five year old would know what liquidation David they wouldn’t
know it but how do you give oak AB you Larry how do you build your vocabulary
the way you build it is by seeing it you know tacky we yes you develop your
initial cab you Larry through speech just by you know speaking at home
hearing your family but you know all the more advanced vocabulary
it all comes from reading so you know we have this little five-year-old says that
can’t read no liquidation and the whole thing and you know it’s it’s really
interesting to watch so do you think any you could teach any two year old to read
or I mean do the two year old don’t have like my daughter for example started
talking extremely early and she actually asked me to read when she turned to she
kept I went to learn to read she was asking but she has a very strong
vocabulary but thumb two-year-olds don’t so I mean yeah I’m pretty
confident that I can peach any two or three-year-old to read or any age as
long as they’re they don’t have any learning disabilities
I like I’ve let but my personal preference is to work with a 4 to 5 age
group because they’re the easiest they tend to have a little more attention
span and they tend to cash out a little faster whereas you know if you’re
working with a two or three year old they’re gonna be running around you know
they’re not gonna sit on your lap nicely for you know even just three minutes
it’s it’s a really it’s really a struggle sometimes like with our reading
program I recorded 12 week period of me working with my son Ethan just starting
from scratch from lesson number one and over a 12 week period and you know when
you watch their videos early on he’s really just doing what you would expect
that two and a half year old child did it he’s you know running around
screaming you know and stuff my personal preference is to work with a four or
five year olds because they’re like a really nice blank piece of paper where
they haven’t picked up any bad habits or learned any improper pronounce if you
know pronunciation of sounds from school that I have to fix so it’s really easy
teaching them and they have really good attention span – okay do you think that
smart children read more or does reading make you smart I think reading makes you
smart because you know like I think we have a little child that learns to read
early and that reads a lot because I’ve learned to read early they have all they
have you know between the ages I would say you know between 3 to 5 3 to 6 it’s
a long time you know 3 years imagine how much more information this child will
gather and how much more vocabulary how much more world knowledge they will be
able to gather just through reading compared to another child that waits to
read until they enter school you know if you if you compare that you know it’s a
huge difference I think it’s amazing I just watching your own children how well
they’re reading it’s very inspiring where can people go for more information
about your reading program um they can learn more about my reading program at
children learning reading com well I really appreciate you coming on and
sharing tip I think it is such an important skill and I think that more
people should be able to help their children
sooner than later yeah no it’s great thank you thank you so much for having
me on on your show yeah thank you if you know someone who’d
be a great fit for the show come on over to Ongina famicom and share your tips
and story ideas you are your baby’s first and best teacher

7 thoughts on “🔵 Children Learning Reading. Interview with Founder Jim Yang.”

  1. 1:00 – Most effective technique/method to learn reading
    2:33 – Comparison to other programs
    3:53 – What is phonemic awareness
    5:18 – Why sight reading is bad/ineffective
    6:33 – The number one reason some kids struggle with reading
    10:28 – The one technique you should use with young children/toddlers
    15:48 – Reasons why you should teach your children to read early

  2. I feel every parent should look into inductive phonics (letter sounds) a method of teaching reading which first teaches letter sounds.  As a parent, I would definitely want to use this method to help my child achieve success at reading beginning at a young age!

  3. Really great interview. I'm a parent, a TESOL/ESL Teacher and a private English teacher. This is a program I'm going to implement. THANK YOU!

  4. My hubby is very proud of his own son’s studying capabilities and he`s spreading his story to all people. With the assistance of “Wamzοzο Loli” (Gοοgle it) reading guideline, my man were guided regarding how to practice our child. Prior to our child goes to bed, we read a few things to him a book but at this point, it’s completely the opposite. He is the one finding the book to read and he`s reading through to us, rather..
    .

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