Making Old Friends of New Words

       Some older children's inability to pronounce words or recognize new words can be traced to insufficient knowledge of phonics. Such lacks may be observed even in boys and girls of high school age. Instead of viewing this with alarm, adults should give them help then and there in acquiring an understanding of phonics. In a biology class a boy admitted he didn't know "how to tackle" long words-"A long word is sure to stop me." The teacher, not surprised, said, "Some of our long words are too much to swallow whole-we have to take them in several bites." The teacher then took a moment to write some long words on the board and demonstrate "how to tackle" them. Words like "inimicable," "irreducible," "compatible," "degeneration," and "solidification" were taken syllable by syllable, and a fundamental lesson in word recognition was taught in about twenty minutes. One might argue that such help should not take the regular class time of all students. Often the regular class time is the only time available for those who need help. Those who are sure they do not need this aid can use this time for other rewarding work. 

       The discussion of new words by adults and children as a frequent family experience is an excellent way to add to one's vocabulary. Language is a live and fascinating topic, but common experiences are necessary for good family discussions. Opinions of children must be welcomed. We adults ought not always to be thrusting our knowledge upon our less experienced family members. For example, a slightly retarded young speller was protesting to his family the absurdities of the English language which caused him much distress in spelling "rough,” "sew," "hour," and "certain." This stimulated the whole family to discuss the many words with unphonetic spelling, and brought new realization of the problems facing young learners. It also gave the adults an opportunity to admit that they, too, meet hurdles in spelling tricky words. 

       There is another point which should be made here. The mother who called, "Son, look up 'ubiquitous' for me," was making use of an excellent cooperative family reading practice. Likewise, the boy might, in a similar situation, say, "Mother, what does 'gargoyle' mean? Will you look up 'gargoyle' for me?" We should reveal to children our lacks and new-found needs, to show them that we, too, are continually learning new words. 

       As reading ability increases and a child learns to read more widely and independently, many words, new in meaning as well as sound, are met. If interested, a child will inquire into the meaning and pronunciation of such words, and if guided wisely will acquire in the process a skillful use of the dictionary.  

Dad makes words up and kids try to get them included in dictionary...

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