Tag Archives: Rudolph Flesch

Is Why Johnny Can’t Read still used to teach reading?

Why Johnny Can’t Read is a book by Rudolph Flesch, Ph. D., a readability expert in the US from the 1950s until his death in the 1980’s. This book advocated a phonics-based approach to learning to read when most American children were learning the “look-see” approach of memorizing the look of a word. Today Flesch’s approach is out of favor if used alone, but if it is used in combination with some other approaches, it can be part of a good approach to teaching reading.

However, kids hate it.

CVC words that end in _ch and _ook.

To enlarge, click on the picture.

Flesch’s approach is to break down phonics into sounds which correspond with letters, and to teach lists of the same sound. One of the beginning lessons is a list of several columns of short a CVC words; it is followed by a page each of the other short vowel sounds. Then the short vowels are mixed together, two vowel sounds at a time. Gradually all the sounds of English are introduced through lists of words which use those sounds.

The problem is that reading lists is boring for children. They find it hard to stay focused for more than a few minutes on such a task, so if that is the only strategy, kids resist these lessons.

Other reading programs have taken Flesch’s idea and have presented the lists a different way. One of the most successful is Explode the Code. For a lesson on bl, cl, fl and gl bends, for example, there are nine pages of activities. On one page the word to be learned is to the left, and to the right are three pictures, one of which illustrates the word. The child needs to circle the correct picture. On the next page the student sees a word on the left and needs to circle the same word (one of three) on the right. On another page the student fills in the blank with a word which is illustrated to the left. On another page the student answers a question using one of the blend words. Students prefer the variety that this approach takes.

When I teach reading to beginners, I use a combination of Flesch’s ideas and others. I don’t use his long list of words, but sometimes I give my students one column of his lists. For variety, I put words on index cards which the child can hold and shuffle, so the child has more control. Again, I limit the number.

I taught my three children how to read using the lists at the back of Why Johnny Can’t Read, so I will always be grateful to Flesch, his research, and his simple, straight-forward approach to teaching phonics. As a writer, I am grateful for his guides on how to write plain English.

Should I give my beginning reader spelling tests?

Little children love to show that they are growing up.  If they have older siblings, they have probably watched them write their spelling words and have heard you pretest them on those words.  Since the whole idea of testing is new and “grown-up,” of course they want to be part of it.

Young child writing C-A-T.

Click on the picture to enlarge it.

Rudolph Flesch, the proponent of teaching a phonics-based reading system in the mid-20th century, advocated teaching spelling at the same time as reading.  His position was, if the child can read a word, he can spell it.

But how to test?  Here is one way to make spelling tests games.

  • Cut out little pictures of words to be tested—cat, hat, bat—and paste them on a sheet of paper with a number next to each picture.  Five to ten pictures per page is plenty.  Then have the child spell the word orally to you, or if the child can write her letters, have the child write the answers on a separate piece of paper.
  • Start by using all rhyming words—bat, cat, fat, hat, mat, pat, rat, sat; can, fan, man, pan, ran, tan, van; big, dig, pig, wig, for example.  Then, when you are sure the child had mastered the rhyming words, mix up words of the same vowel sound.  If the child is successful, then mix various CVC words on the test.  This method ensures success for the child and gives her confidence before she faces words with varying vowels.
  • If the child is writing the spelling words, you do not need to be nearby—a plus for the child’s independence.
  • Or you can go online to have a similar experience using a computer.
  • At www.mrskilburnkiddos.wordpress.com/reading/CVC-words , you can see photos of another type of spelling test.  A picture of a CVC word is glued on an index card.  Below the picture are three squares where the child can spell the word with letter tiles.  Several index cards are joined together with a ring to form a single test.  You would need to use this idea as a pattern to create the test yourself.