教育专家Gretchen分享：如何改正孩子糟糕的拼写？
相信有很多家长都很苦恼：为什么孩子总是拼写不对呢？
实际上，拼写能力有一个发展的过程，需要逐步培养。对于一个优秀的拼写者而言，当他们拼错一个单词时，他们的第一反应是：“恩？这个看起来不太对……”
这种自纠自查的反应是可以塑造的。教育专家Gretchen Roe. Gretchen所提倡的“即时拼写”就是要培养拼写者的这种反应能力。
下面，咱们一起来听一听Gretchen Roe. Gretchen的精彩分享吧——
向上滑动阅览访谈内容
The Reason Your Childs' Spelling is Awful
(and How to Fix It)
孩子拼写糟糕的原因(以及如何改正)
Chanelle: Hello and welcome to Read With You Presents. I'm your host Chanelle Neilson and I'm joined today by Gretchen Roe. Gretchen Thanks so much for being on the show.
Chanelle: 大家好。欢迎来到陪你读书。我是主持人 Chanelle Neilson，我们今天的嘉宾 是 Gretchen Roe. Gretchen，非常感谢你参加这期节目。
Gretchen: Oh, it's my delight to be here with you, Chanelle.
Gretchen: 我很荣幸，Chanelle。
Chanelle: I'm excited to have you and to learn from you today. So, Gretchen has an impressive background. She has been homeschooling for the last 21 years. She is a mother of six children, four of whom have graduated from college, one still in college and one still at home, her 13 year old that she's still homeschooling, and she is a home school advocate and has worked with children with learning glitches; and I love that phrase “learning glitches” because that really helps us understand what it is. We sometimes are quick to label, and I love that idea of a glitch. So, let's start there. One of the glitches that kids can run into is spelling, and we're going to kind of focus on spelling today. So, what are some things as you've worked with kids and parents, what are some things that you're seeing that students are struggling with and that they face with spelling?
Chanelle: 我很高兴今天你能来参加节目，能有这么一个向你学习的机会。Gretchen 的 背景令人印象深刻。她过去 21 年她一直致力于 “家庭学校” 教育。她有六个孩子，其中 四个已经大学毕业，一个还在读大学，一个 13 岁的孩子依然在家里上 “家庭学校” ， Gretchen 是家庭学校的倡导者。她一直在辅导学习能力不足的孩子们。我很喜欢“学习 能力不足”这个词，因为这有助于我们理解它的本质。我们有时太急于贴标签了，我很喜 欢“学习能力不足”这个更为贴切的概念。那么我们从这里开始吧。在学习上，孩子们可能会遇到的一个小问题就是拼写。我们今天也会讨论的将重点放在拼写上。那么，当你 和孩子们及他们的父母共事时，你觉得他们在哪些方面存在困难？他们在拼写方面面临 的问题又是什么？
Gretchen: You know, that's so interesting Chanelle and here’s what we often encounter, and this is what I hear from parents all the time. I don't understand why my child gets 100% on every spelling test, but when I ask them to write out of their head, they make all sorts of mistakes. Or, I don't understand why we are revisiting the same words time after time after time. And we're not having success. And it's really interesting if you think about all the way back to Laura Ingalls Wilder days when Spellingis taught, we assumed that we would give you a list of words and you would practice that list and that list would then be committed to memory. And with many of us, particularly those who are more oriented toward a visual learning style, it does work. We kind of look at the people for whom it does not work as the odd folks out. And I have to say, up until my encounters with Spelling YouSee, I truly believed that spelling was like the ability to roll your tongue. You know, it was genetic. You either could do it or you couldn't, because with my four adult children, I had two confident spellers. And then I had two hesitant spellers, and we use the same kind of program with all four of my children. And it wasn't until research came to light with the advent in the development of Spelling You See that I learned that there's actual, actually a developmental progression that spellers need to go through to get through successfully in order to be a successful speller. And in that process, let me give you a little bit of background on, on what that is, because this is based on research out of the University of Virginia, Um, and that research tells us some really specific things.
Gretchen: 这是个很有趣且我们经常遇到的问题。我常常会听到父母们说“我不明白，为 什么我的孩子每次拼写测试都能得 100 分，但当我要求他们直接写出某些单词时，他们 却会犯各种错误。”要么就是“我不明白为什么我们一次又一次地在相同的单词上出错。怎么也改不过来。” 不妨想想 Laura Ingalls Wilder（美国著名作家，1867～1957—译者 注）的时代，那时拼写在学校是一门专门的课程。当时的方法时，给你一个单词列表， 并让你反复练习表上的单词，然后你就会记住那些单词。对于我们当中的许多人，特别是那些更倾向于视觉学习风格的人，这种方法确实有效。对于那些无法靠这种方法掌握 单词的人，我们会认为他们是一群怪胎。而且我必须说，直到我遇到“即视拼写” （Spelling You See）方法之前，我真的相信拼写能力就跟说话能力一样是天生的。你 要么生下来就做得到，要么永远做不到。因为我有四个成年子女，其中两个很擅长拼写， 另外两个却不太擅长。我培养他们用的都是一样的方法。而且直到随着“即视拼写”及与 其相关的研究的出现我才明白，拼写能力实际上有一个发展过程。学习者需要经历这样 的过程才能成为优秀的拼写者。关于这个过程，让我给你一些背景知识。因为它是基于 弗吉尼亚大学的一项研究。这项研究向我们揭示了一些关于拼写的详细信息。
Each person goes through a progression as far as learning to spell. And in that progression, the ability to learn to spell and the ability to learn to read diverge. So what the research out of U V Atells us, which, incidentally, was done at the McGuffey Institute. And if you remember the McGuffey readers, those were the gold standard for reading for years and years and years before we understood phonics. And what the McGuffey Institute found is that through that progression, we each walk through a series of stages, and the beginning stage is pre-literate. That's where a child benefits from being read to. And then the next stage of that would be the phonetic stage, but a specific component of phonetics. And that's called phonemic awareness. And that's where we become attuned to the fact that letters make sounds and sounds together make words. But we need to step beyond that phonemic awareness stage and into what Spelling You See calls and the research refers to as the skill development stage. And that's actually passed cracking the code of reading. That's where a student has now begun to read. But now we need to begin to develop that visual component that is the hallmark of an adroit speller.
就学习拼写而言，每个人都要经历一个过程。在这个过程中，拼写学习能力和阅读学习 能力会出现分化。弗吉尼亚大学的研究证实了这一点。顺便提一下，这份研究是在 McGuffey 学院完成的。你也许还记得 McGuffey 发行的那些语文读本。那么在我们还没 学会说话之前，这些 读本就已经是经久不衰的经典语文教材了。McGuffey 学院发现，在学习拼写的过程中，每个人都会经历不同的阶段。第一个阶段是“前识字阶段”。如果 父母能在这一阶段为孩子朗读，对孩子将十分有益。下一阶段将是语音阶段，但在这一 阶段孩子们只会辨别特定的语音要素。这就是所谓的“音素意识”。正是在这一阶段，我 们会形成这样的认知，即字母具有声音，这些不同的声音一起构成了单词。但是我们需 要超越音素意识阶段，迈入“即视拼写”阶段，也就是 McGuffey 学院所称的“技能发展阶 段”。实际上，我们真正学会阅读就是在这个阶段。这一阶段的学生已经开始阅读。但现 在我们知道，我们同样需要开发阅读中的视觉能力，这种视觉能力是熟练阅读者的标志。
What a good speller does when they see a word that's misspelled is their first reaction is to say, “Well, that doesn't look right, and that is actually an elicited response that can be created.” So, Spelling primarily deals with the creation of that elicited response. And once we have established that we’re well on the way to creating an adept speller.
当一个优秀拼写者看到一个拼错的单词时，他们的第一反应是，嗯，这个看起来不太对。这种反应实际上是可塑的。“即视拼写”的方法主要就是要培养拼写者的这种反应能力。一旦我们在孩子身上建立起了这种能力，就等于把他们送上了成为熟练拼写者的坦途。
The last stage of Spelling You See moves us into a stage called the Word extension stage, and that's where we study the weird odd idiosyncrasies of English like why do we put a T on the word pot to make potting? But we don't put a second K on the word look to make looking or my personal favorite is love is L-O-V-E, and if I'm going to make the word loving, I'm going to remove the E and add I-N-G. But if I'm going to make the word lovely, I'm going to leave the E in add ly. So, you know, frankly, it really is quite the miracle that any of us learned to spell when you consider English has 26 letters that make 44 sounds and together comprise 256 combinations.
经过“即视拼写”的阶段后，我们会进入所谓的“单词扩展”的阶段。在这个阶段，我们会学 习英语中一些奇怪的特色，比如说，单词 pot 上必须得再加上一个 T，才能成为名词 potting；但 look 变成 looking 却不需要第二个 K；又比如说我个人最喜欢的一个名词，L O V E,如果我要把它变形成形容词 loving,就得去掉 E然后再加 ING。请想一想这个事实：英语有 26 个字母，这些字母有 44 个发音，可构成 256 种组合。而我们任何人都能学会 拼写，这真的是一个奇迹。
Chanelle: So, yeah, it makes you feel good about yourself if you can spell anything.
Chanelle: 是的，不管是什么单词，拼写对了总是让人心情愉快。
Gretchen: It really does. You know, God bless all the marketers in the world. They do us no favors by their creativity with their spelling, it makes it even more difficult for students to be able to spell successfully.
Gretchen: 确实如此。愿上帝保佑营销专家们。他们在产品名称上的奇思妙想可把我们 害苦了，学生们要拼对这些名称越来越困难。
Chanelle: Let me ask a quick question about that. Is that because you're talking about visually being able to see that? For example, we're recording right now with a program called Ringr spelled R-I-N-G-R. Now I don't know why they spelled it that way, but does that mess with people's ability to see. Does that mess with that stage that you're talking about? Since we're seeing it differently and not seeing it right?
Chanelle: 我来问一个简短的问题。你指的这些名称所引起的视觉效果? 比方说，我们这 会儿录音使用的就是一款叫Ringr的程序，拼写出来是R-I-N-G-R。我不知道他们为什么 会取这么一个名字。但这样的词会对你说的那个阶段造成干扰吗? 因为这个词让我们觉 得眼生、难以辨认。
Gretchen: That's a really good question and I might incorporate that and use that again. It doesn't and it doesn't. If you have developed that visual response that looks for a pattern within words, then we have the capacity to recognize that that word says Ringr. And no, it's not spelled right, but who cares? So, see where the difference is. Here’s what happens. And here's why we have some of the challenges that we have. For several generations, we have made the erroneous assumption that if we just tell you the rules and we give you all the rules and you can then apply them. However, phonics rules have so many exceptions that it's kind of ridiculous to even label them as rules, and my favorite example is I before E except after C. Perfect. Except it has 23 words in English that are exceptions to it. So,if I ardently apply for that role, I've run my train off the tracks, so to speak. The other challenge that we know now is, we know neurodevelopmentally when we present list-words in a list. The brain treats that list as item memory. So that's why if you have a developed skill of visual recall, maybe that list goes into your long term memory and you can recall it. But this also explains the child who gets 100% on every spelling test but then it doesn't translate into their compositional writing out of their head two weeks later, because what they've done is they've marshaled their neurological energy to commit that list to memory for the test. But then the brain pulls the chain once the test is complete. So it really has not been shuttled into long-term memory. And what the McGuffey Institute research tells us is that in order for words to be retained in long term memory, they have to be learned in context. So that means in a passage or a paragraph and further, the other thing that I have found absolutely fascinating about Spelling You See is in the beginning levels when we have an emerging reader, we use nursery rhymes, and the reason that we use nursery rhymes is because they give us an enormous amount of wordplay in a small volume of words. And by that I mean a child might not out of context be able to recognize the word crown. But if they read, Jack and Jill went up the hill and they are familiar with that um nursery rhyme. Then in context, they can pick the word crown out and keep on moving through the passage. And in fact, interestingly enough, there's research out of England that says a child who has committed five nursery rhymes to memory before they become an emergent reader, is twice as likely to read at grade level by the time they reach Grade three. So, isn't that interesting? It's fascinating to me, you know, we decide. Behold, I make all things new and, you know, Mother Goose is passé. Well, Mother Goose had a lot of good going on. And I am quite the advocate for getting parents to go back to nursery rhymes because it gives children vocabulary and rhyme and alliteration and things they would not encounter in other passages, particularly passages that air stilted, the passages that don't make a lot of sense, so to speak. Which is sometimes when we're seeking to put together small words in context so that they all sound similar and kids can feel successful. That actually is a little antithetical to success. And, it's not-My mom always said, “If you can't say something nice, don't say anything at all.” So I'm not going to call out any particular type of book. It's just that we have tried to reinvent something that worked just fine, you know, so as that phrase, “If it ain’t broke, don't fix it.”
Gretchen: 这是一个很好的问题，我以后也许会用到这个例子。它并不会造成干扰。如 果你已经形成了在单词中寻找固有模式的视觉反应，那么我们就有能力认出 Ringr 这个单词。它的确不是规范的拼法，但谁在乎呢?我们不妨看看对和错的分界线在哪里。看 看究竟发生了什么。这也是我们面临一些挑战的根源所在。长久以来，我们一直错误地 认为，如果我们告诉了你规则，给了你所有的规则，你就应该能应用这些规则。然而， 语音规则的例外之处太多了，甚至把它们称为“规则”都显得有点可笑。我最喜欢的例子 是，在英语语音中有这么一条“规则”—— 除了跟在 C 后面的情况，I 永远在 E 之前。太 棒了。但有 23 个英语单词都不符合这条“规则”。所以如果我坚持遵循这条规则的化，恐 怕我早就“翻车”了。我们还有一个挑战，当我们在列表中呈现单词时，我们在神经系统 会意识到这一点。大脑把这个列表当作一个项目来记忆。如果你的视觉记忆能力发展得 较为充分，也许这个单此列表就会进入你的长期记忆，你可以随时将其从记忆中唤出。但这也解释了为什么有些孩子在每次拼写测试中都得 100 分，但两周后写作文时却想不 起单词。因为这些孩子所做的就是调动神经系统的所有能量把这个单词列表储存记在记 忆里。但是一旦测试完成后，大脑的链条就会断开。也就是说，单词列表并没有被转移 到长期记忆中。McGuffey学院的研究告诉我们，为了让单词进入长期记忆，我们必须在 语境中学习它们。这意味着我们应该在段落中学习单词。此外，关于“即视拼写”，我还 发现一件特别有意思的事一当我们开始培养孩子的初步阅读能力时,我们会给他们念童谣。这么做的原因在于，童谣短短的篇幅中往往容纳了大量双关语。我的意思是，如果 脱离了语境，一个孩子可能不会认出 crown（皇冠）这个单词。但是如果他们读过“杰克 和吉尔，一块上山去”，并且对这首儿歌也比较熟悉。等他们下次在别的文章中遇到 crown 这次的时候，他们就会认出这个词，并继续读下去。事实上，英国有一项研究表 明，如果一个孩子在开始学习阅读者之前，已经记住了五首童谣，那么他在三年级时， 能胜任相应的分级阅读材料的可能要比同龄人高出一倍。很有趣，不是吗?我觉得这对我来说很有趣。有人会说，瞧，我推出的东西都是新的，鹅妈妈歌谣那一套已经过时了。但事实上鹅妈妈歌谣好处特别多。我非常赞同让家长们重新利用童谣，因为童谣带给孩 子们的词汇、韵律和头韵等元素是其它材料中没有的。那些玄玄乎乎、不知所云的材料 中更不会有。为了让孩子们体验到阅读的成就感，有时我们会把一些发音相近的小单词 放在同一段落中。而实际上，这种方式与成功背道而驰。我妈妈常说，如果你不能说些 好听的，那就什么也别说。因此在这里我就不专门点名批评什么书了。我这说是因为我 们一直在改造那些本来就很好的东西。老话说得好：如果它没有坏，就不要修理它。
Chanelle: Okay, so that is so interesting. I'm just a lot of things running through my mind right now. First and foremost is I have a two year almost two-year-old and I'm thinking, “OK, I got to teach that boy some nursery rhymes while he's still young.” So that's definitely on my list. Now I want to make sure that we talked about some methods and you've mentioned a few already. Let's particularly talk about how you teach words in context and how we can do this. Is this more a matter of reading or what is the methodology here with this whole idea?
Chanelle: 这太有意思了。我现在脑子在想很多东西。第一件，也是最重要的一件：我有 一个两岁的孩子，快两岁了。我在想，好吧，我要教他一些童谣，趁他还小的时候。这 件事是我绝对要做的。现在我想确认一下我们刚才已经谈过的一些具体方法。让我们特 别谈谈如何在语境中教孩子们学习单词的方法。这更多的是一个阅读的问题，还是一个 整体方法的问题？
Gretchen: I love the way you ask that question because, no, it's not a matter of reading, because if I would take you and I less than five minutes to find someone who was a very adept reader, and they don't spell very well. And we make the erroneous assumption, particularly in English, that reading and spelling are equivalent skills, and they are not. Reading is decoding. So what an adroit reader does when they read a passage, if they encounter a word they've not seen before, they can very rapidly look at the word that precedes it and the words that succeed it and pull that meaning from that word and just read on. In spelling, it's the opposite process. It's encoding. So I need to think about what sounds together, make you know what possible letters together make a particular sound. My example would be-and this is one that I use all the time-is the word phone. Thereare actually 11 different ways we could spell the word phone, but only one of those is correct, and it's not intuitive. You would think with a “f” sound at the beginning, it would start with F, but it doesn't. And so that's why that encoding process becomes much more complex. So, what Spelling You See does is we want to really work in cooperation with the neurology of learning.
Gretchen: 我喜欢你问这个问题的方式。拼写问题并不是阅读问题。我们只需要不到五 分钟就能找到一个非常擅长阅读但拼写却不怎么样的人。我们错误地假设阅读和拼写是 同一种的技能，尤其是在英语中。而事实并非如此。阅读就是解码。一个熟练的读者在 阅读一篇文章时，如果他们遇到一个以前没有见过的单词，他们会快速查看与它前后相 邻的单词，然后判断该单词的意思，并继续读下去。而拼写则是相反的过程。拼写是编 码。所以我需要去想哪些声音能组合在一起，哪些字母在一起可以发出特定的声音。我 举个例子——这是我常常会用到的一个例子——比如“电话”（phone）这个词。实际上， 我们可以用 11 种不同的方式拼写单词 phone，但其中只有一种是正确的，而且并不直 观。你可能会认为这个词是以 f 开头的，但它并不是。这就是为什么编码过程远比解码 更加复杂的原因。“即视拼写”有效的地方在于，它是一种与神经学习协作的方式。
And here's what I find particularly interesting. I never realized how negative it was to teach spelling until I could teach it without a negative context. So, think of it this way. I'm going to give you a list of words. I want you to practice really hard with that list, and then I'm going to test on it and whatever you got wrong, I'm going to bust you, if you will, and make you practice even more. And so by the very nature of the test that can be anxiety provoking. So, we wanted to remove that anxiety quotient from the equation. And this program was developed by a woman named Dr. Karen Hulinga. She has a Ph.D. in reading recovery from Ohio State University, and she's used these methodologies in private practice for some 18 years now. And she's done an absolutely amazing job of creating an environment that is an affirmative experience for students, and just very briefly, here's what the process is. We have a passage that has been created, and Lexile scored. So it works with a series of words that are at a certain level, and we ask the student to work with that passage, doing three tasks during the week. Now we're going to read out loud with a passage, and we're going to read the passage together, and we're going to listen to the passage being read and those are kind of the hallmark of an academic experience; everybody does that all the time. But the three specific tasks to Spelling You See, two are input oriented and one is output oriented. So, the inputoriented tasks are, we're going to ask this student to identify some specific chunks of words. We call them chunks, and they are letter patterns that remain constant and are not predicated on sound. I'll give you an example. “Ew” in the word dew makes the new sound and, in the word, so makes the “oh” sound. I’m not going to ask you to look for it by sound. I'm only going to ask you to look for it by pattern and further any time I ask you to look for this pattern, I'm going to give you a list of what you're looking for. So it never is a memory task. It's only a discernment or a word find a task, if you will. The second thing we're going to ask a student to do is to copy work, and sometimes that raises the hair on the back of teachers necks and homeschool moms’ necks. Because kids consider a pencil an offending instrument, and the beauty of this particular program is, we have found that neurologically 10 minutes of copy work will accomplish the task, and that is putting those patterns into the long term memory. And so those are our two input-oriented tasks, Chunking and copy work.
这也是我觉得特别有趣的一个地方。我从来不知道我们的拼写教育是多么差，直到我将 它从差劲的语境中分离出来。请想想这种方法：我给你一个单词列表。我想让你认真练 习这个列表上的单词，然后我会对这个单词列表进行测试。如果你失败了，我会狠狠地 打击你，并分配你更多的练习。就其本质而言，这种方式可能会让学生陷入焦虑。所以， 我们希望能消除学习中的焦虑。“即视拼写”的创立者是一位名叫 Karen Hulinga 的女博士。她拥有俄亥俄州立大学阅读康复专业的博士学位。她在私企中使用这些方法已经有18年 了。她做了一件非常了不起的工作，为学生创造了一个积极的体验环境。我来非常简短 地介绍一下整个过程。我们编写了一篇文章，它符合“蓝思”阅读分级体系的标准。也就 是说，它包含的单词与某一级别的阅读水平相对应。我们会让学生用这篇文章在一周内做三个任务。我们会大声朗读这篇文章，我们会一起阅读它，我们还要听别人朗读它。这是很平常的学习活动。但“即视拼写”方法与此不同。它包含三项任务，有两项侧重输 入，一项侧重输出。在侧重输入的任务中，我们会让学生识别一些特定的单词。我们称 之为单词模块，它们是不依赖于声音的字母组合。举个例子，在单词 dew 中，ew 这一 字母组合发[ew]音。但我不会要求学生凭其发音记住它。我只要求学生们找出与之类似 的组词规律。将来学生们继续学习这一规律时，我会给他们一个符合此规律的单词列表。这样一来，拼写就不再事记忆任务，而变成了发现规律，或者说是“寻词任务”。我们要 让学生做的第二件事是抄写。很多时候，抄写这会让老师和家庭学校的妈妈们非常位居。因为孩子们总是非常讨厌铅笔。而抄写的美妙之处在于，我们发现，只要抄上十分钟， 就能将所学的规律转化成长期记忆存入神经系统。这就是我们两项侧重输入的任务，单 词模块和复制。
And then the last task is, at the skill development level, is dictation, but our dictation has some very specific parameters to it. It's time limited to 10 minutes. It's a single word at a time. So as the instructor is dictating, they're watching the student write the word, and then they're providing the next word. We're providing all the punctuation and capitalization, so we want to take that out of the stress of the equation and want this student to only focus on the word pattern. And then the last thing that we're going to do and is probably the most important in the gold of the program is if a student makes a mistake, we prompt at the time the mistake is made and we say, you know you're doing an awesome job, but that word is written with a different pattern. We want the student to try it again, just as it's written without erasing their mistake, because we want to begin to force that discernment of does this look right? And in that process, over time, we have found that children can develop a spelling capacity. Some children do this very quickly, but what the research tells us is it can take up to four and 1/2 years to do it successfully. So, we have four and 1/2 levels of Spelling You See that children progress through, and at the end of this process, they are visual spellers.
技能发展阶段的最后一个任务是听写。但是我们的听写有一些非常具体的指标。时间限 制在10分钟。一次只说一个词。我们的老师会读出单词，直到看着学生把单词写下来， 才会继续读下一个单词。我们把与单词相关的所有的音节和大小写告诉学生，为的是消 除学生对格式的焦虑，专注于单词的构成规律。接下来我们要做的是整个过程中最后、 也是最重要的一件事。如果一个学生拼写出了错,我们会当场提醒他。我们会告诉他，你 做得很好，但这个词的拼法不是这样。我们会让学生像刚才那样再写一次，而不会抹去 他们的错误。这么做是为了强化他“这么写不对”的印象。通过这样的过程，孩子们会渐 渐形成自己的拼写能力。有些孩子进步非常快，但研究告诉我们，成为一个熟练的拼写 者需要 4 年半的时间。所以“即视拼写”的拼写能力也分为 4.5 级。等他们学完了所有等 级，就已经是视觉拼写者了。
Here's what I love the most about this is, this is a process that works with children, even who children who have other deficiencies. I have used this with a child with severe dyslexia, and he developed spelling confidence. Now, he'll never win a spelling bee. But what Spelling You See gave him the opportunity to do was to look at a passage he had written out of his head and find the words that were spelled incorrectly. It doesn't necessarily mean that he knows the correct spelling, but he can visually discern, that doesn't look right. So then he's got to go find another way to be able to spell that, So then he goes to a dictionary, his phone, a lexicon, something. And further, it also works with those homophones that drive people crazy like there as in place and they're as in possession and which one goes in what sentence. And he can recognize the difference and what belongs there correctly.
这个方法让我最喜欢的一点在于，我们会全程与孩子们合作，包括与有其他学习障碍的 孩子合作。我曾对一个患有严重阅读障碍的孩子使用过这种方法，并使他对拼写建立了 信心。他不会在拼写比赛中成为冠军。但是“即视拼写”给了他一个机会，使他能够阅读 自己写下的文字，并找出其中拼写错误的单词。这并不意味着他知道正确的拼法，但至 少他能从视觉上辨别“看起来不太对”的单词。意识到这一点之后，他便会去寻找别的拼 写方法，他会去查字典、手机或词汇表。此外，这一方法也适用于同音异义词的学习。这些词往往让人抓狂，比如说学生们要判断它们哪些属于地名、哪些属于物品、哪些词 在什么句子里该怎么用等等。但前面所说的这个孩子同样能辨别出它们的差异，正确地 判断它们的词性。
Chanelle: That is so powerful. And I think that probably my favorite of all of that is the whole idea of prompting them at the time of the mistake. I think that's just such a winning formula to not like, “Wrong!” You know, you're done. You messed up. It's over; it's over, you know. Instead, to let them try again and that- even what that does for a child, I'm sure, you know, self-esteem and psychologically just builds them up so much more than the other way that was used to. So this whole methodology, I think, is just really fascinating and really neat that it can do that for a child because that's what we want for our children and adults, really, is to have that visual ability, like you said, to see things that look spelled incorrectly. We're almost out of time, but quick question. Can this be used for adults? Or is this only for children? like adults who are not intuitive spellers?
Chanelle: 太强大了。我想对这个方法，我最喜欢的一点就是在他们犯错的时候及时提醒 他们。我认为这是一个很好的模式，它不会直接对孩子们说“你错了!你完了！你搞砸了！结束了！”。相反，这种方法允许孩子们再试一次。与传统的方法相比，这对孩子在自尊 心和心理上影响要有效得多。我认为这个方法真的很吸引人，而且非常简单。它对孩子 们很有效果，因为它能带给他们有效的视觉能力。就像你说的，让他们意识到拼写中的 错误。我们的节目时间不多了，因此我赶快问你一些问题。这个方法适用于成人吗? 比 如那些不擅长拼写的成年人? 还是只适合给孩子用?
Gretchen: That's a great question. And absolutely it can. It is not predicated on age at all. It's predicated on reading capacity. So if you've cracked the code of reading and you read well, what we're seeking is to make your spelling experiences easier than your reading experiences. So your age or your education level notwithstanding, we simply want to use placement guidelines to help you be successful and find a level of the program that is easier than you're reading so that you can be successful. So, I've had a lot of parents who have said they've used it along with their children and have been amazed that they've even been able to develop a spelling prowess in their twenties and thirties and forties.
Gretchen: 这是个好问题。当然适用。它与年龄无关，而与阅读能力有关。所以，如果 你已经懂得如何阅读，而且具有熟练的阅读能力，我们要做的就是让你获得比阅读更畅 快的拼写体验。所以不管你的年龄或教育水平如何，我们都能用我们的方法帮助你成功。我们会为你确定适合你阅读水平的方案，好让你达成目标。有很多父母都对我说，他们 和孩子一起用过这一方法之后，他们很惊讶地发现，尽管自己已经 20、30 或 40 多岁了， 但依然能获得优秀的拼写能力。
Chanelle: Yeah, I can just see how this would be such a gift for people. I have a family member who doesn't like to write anything, and now that you know, with phones, he doesn't have to. But he just avoids it because he's embarrassed by his spelling and what that would do to take that away. You know, the possibilities that would open up for him would be amazing, because he feels dumb when he writes things and they're spelled wrong. So this is such powerful work because it takes away that stigma. So you guys are doing awesome work. Any final thoughts before we close?
Chanelle: 是的，我能想象这对人们来说是多么珍贵的一份馈赠。我有一个亲人，他不喜 欢手写任何东西。你知道，自从有了手机，他就不用再动手去写了。但其实他不愿写字 的真正原因是他对自己的拼写能力感到很尴尬。他怎么也拼不对。但你说的这种方法能 为他打开一个新天地，因为每当他拼错单词的时候，他都觉得自己很傻。而你介绍的方 法能消除他的羞怯感。你们做得真的很棒。在我们的节目结束之前，你还有什么想法要 同我们分享吗?
Gretchen: So I think that the important thing to take away and to remember is so much of our society is written communication in this day and age, whether it's an email or a text or whatever it is, it still has to be written, and we make assumptions about people's capacities based on whether they can spell or not. So I often say to parents, if you have to teach three things, it's math, it's you teach them to read, and it’s you teach them to spell because that helps children be successful. And the erroneous assumption we make is a society is spellcheck will handle that for us, but it doesn't because spellcheck doesn't check for context, and so that's why this is such a powerful program. The best part is it's 15 maybe 20 minutes a day and even an adult who wants to learn to spell well can carve that out of their day. So it's been a joyous experience to be able to work with this program and watch the successes people have had and watch the attitudinal changes that children have had being able to go from, “I cannot,” to “Oh look, I can.” That has been humbling.
Gretchen: 所以我认为我们应该意识到并记住这一点：我们这个时代的交流很大程度上 是书面交流。无论写电子邮件、写文章或别的什么,我们都需要拼写。我们也会根据别人 的拼写能力去推断他的素质。我经常对父母们说，如果你只能教孩子三件事，首先要教 他们数学，其次是教他们阅读，第三是教他们拼写。因为这些能力有助于孩子成功。我 们错误地认为拼写检查程序可以帮我们解决这个问题，但其实它并不能，因为拼写检查 程序不能检查上下文语境。这就是为什么“即视拼写”法如此强大的原因。这个方法最好 的地方在于，每天只需 15 到 20 分钟。哪怕是一个成年人，如果他想提升自己的拼写能 力，也能每天抽出时间来学习。因此，能够参与这个项目，看到孩子们取得的成功，看 到他们态度的转变——从“我不能”变成“哦，瞧，我能”——的确是快乐的经历。我也因此 而深感谦卑。
Chanelle: Yeah, yes, it just would be like changing for people to have that because, like you said, I mean, we make assumptions based on that, and so that changes people's whole you know, way they are presented. So this is such good stuff.
Chanelle: 是的，是的。这是一个能让人们的生命为之改观的方法。我的意思是，正如你 所说，我们会根据人们的拼写能力去推断别人。如果能提升人们的拼写能力，也就等于 是改变了他们留给别人的整体印象。这真是的很棒。
Chanelle: I love it. Well, thank you so much. This has been great information. And thank you, everyone, for listening to Read With You Presents.
Chanelle: 非常棒。好的，非常感谢。你提供的信息非常有用。谢谢大家收听我们本期的 节目。
分享要点总结
“即视拼写”包含三项任务，有两项侧重输入，一项侧重输出。
1.“寻词任务”：让孩子识别一些特定的单词模块，它们是不依赖于声音的字母组合，要求孩子找出与之类似的组词规律。
2.抄写：抄写的美妙之处在于，只要孩子抄上十分钟，就能将所学的规律转化成长期记忆存入神经系统。
3.听写：时间限制在10分钟内，一次只说一个词。孩子通过听来写下单词，一开始写错不要紧，慢慢调试更改，直到孩子把单词写对，再继续下一个单词。