Learning to read would be so much easier if we were not hampered by two things:
1: The English Language. It’s lovely to have phonics rules, but when half the words an emergent reader needs to know in order to actually *read* things don’t follow the rules, it’s a little frustrating. I end up saying, “I know, baby. It’s another rule-breaker. I’m sorry.”
2: The Wasatch Front Dialect. Those of my children who have learned to read while living here on the western slopes of the Rockies have battled a local dialect that makes sale = sell, wheel = will, pillow = pellow, and -ing endings that all sound like “een.”
Combine the two, and I’m shocked that anyone learns to read.
However, phonics and the emergent reader do give me all sorts of giggles, too… such as when I found a “Shpn Lst” (shopping list) that included Gren pes (green peas), chkan (chicken), and… fuch. This was cheerfully translated as “fudge, of course. It’s written right THERE, Mom.”
And then, in another session of learning “CH” sounds, my darling Spicy child said, “so, it’s C H R E E for tree. I get it.”
Um, baby? Tree has a T at the front.
“Mom, listen: CH-ree. It’s a CH.”
And sure enough–she has a pretty distinct CH at the front of her trees. And really, doesn’t a blended TR sound a little CH-y? And we do go to “turch”, according to this child.
I love learning with my kids.
And I think I’m going to be a little sad when Spicy and phonics finally merge, and her sweet little linguistic anomalies fade away…