Awa practise 4 pot

Of course, this line of reasoning is based on another problematic assumption, which is that the children themselves are comparable in terms of their reading readiness, their interest in learning to read, and their gen- eral ability to learn new concepts. For example, perhaps Jimmy had been able to recognize the letters of the alphabet months before he started the phonics program, while Junior is still just learning to recite his ABCs. In this case, Junior has a good deal of work to do before he can begin sounding out words with the phonics program. Likewise, Junior must be interested in learning how to read. If he is not, and his parents push him too hard, he is likely to withdraw from the process, and his parents will find themselves frustrated trying to meet a goal (Junior reading by age four) with a child who is not interested in meeting that goal. If Jimmy’s inter- est in learning to read was strong, that could have had a significant impact on how much and how quickly he learned with the phonics program. Finally, another important factor is the children’s ability to learn. Even if both children started at the same age, with the same basic reading readiness skills and the same level of interest, they may not have the same ability to learn new concepts. Junior might struggle in areas in which Jimmy accelerated, and vice versa. In short, the father’s argument rests on the assumption that the learning situations for Jimmy and Junior are entirely comparable. But because there are so many variables to consider, such as reading readiness, other reading preparation activities, and each child’s ability to learn, Junior’s father cannot logically assume Junior will have the same success as Jimmy simply by purchasing a phonics program. – AWA PRACTICE– 303 . simply by purchasing a phonics program. – AWA PRACTICE– 303