相信有很多家長都很苦惱：為什麼孩子總是拼寫不對呢？
實際上，拼寫能力有一個發展的過程，需要逐步培養。對於一個優秀的拼寫者而言，當他們拼錯一個單詞時，他們的第一反應是：「恩？這個看起來不太對……」
這種自糾自查的反應是可以塑造的。教育專家Gretchen Roe. Gretchen所提倡的「即時拼寫」就是要培養拼寫者的這種反應能力。
下面，咱們一起來聽一聽Gretchen Roe. Gretchen的精彩分享吧——
The Reason Your Childs' Spelling is Awful
(and How to Fix It)
孩子拼寫糟糕的原因(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。歡迎來到陪你讀書。我是主持人 Chanelle Neilson，我們今天的嘉賓 是 Gretchen Roe. Gretchen，非常感謝你參加這期節目。
Gretchen: Oh, it's my delight to be here with you, Chanelle.
Gretchen: 我很榮幸，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: 我很高興今天你能來參加節目，能有這麼一個向你學習的機會。Gretchen 的 背景令人印象深刻。她過去 21 年她一直致力於 「家庭學校」 教育。她有六個孩子，其中 四個已經大學畢業，一個還在讀大學，一個 13 歲的孩子依然在家裡上 「家庭學校」 ， Gretchen 是家庭學校的倡導者。她一直在輔導學習能力不足的孩子們。我很喜歡「學習 能力不足」這個詞，因為這有助於我們理解它的本質。我們有時太急於貼標籤了，我很喜 歡「學習能力不足」這個更為貼切的概念。那麼我們從這裡開始吧。在學習上，孩子們可能會遇到的一個小問題就是拼寫。我們今天也會討論的將重點放在拼寫上。那麼，當你 和孩子們及他們的父母共事時，你覺得他們在哪些方面存在困難？他們在拼寫方面面臨 的問題又是什麼？
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: 這是個很有趣且我們經常遇到的問題。我常常會聽到父母們說「我不明白，為 什麼我的孩子每次拼寫測試都能得 100 分，但當我要求他們直接寫出某些單詞時，他們 卻會犯各種錯誤。」要麼就是「我不明白為什麼我們一次又一次地在相同的單詞上出錯。怎麼也改不過來。」 不妨想想 Laura Ingalls Wilder（美國著名作家，1867～1957—譯者 注）的時代，那時拼寫在學校是一門專門的課程。當時的方法時，給你一個單詞列表， 並讓你反覆練習表上的單詞，然後你就會記住那些單詞。對於我們當中的許多人，特別是那些更傾向於視覺學習風格的人，這種方法確實有效。對於那些無法靠這種方法掌握 單詞的人，我們會認為他們是一群怪胎。而且我必須說，直到我遇到「即視拼寫」 （Spelling You See）方法之前，我真的相信拼寫能力就跟說話能力一樣是天生的。你 要麼生下來就做得到，要麼永遠做不到。因為我有四個成年子女，其中兩個很擅長拼寫， 另外兩個卻不太擅長。我培養他們用的都是一樣的方法。而且直到隨著「即視拼寫」及與 其相關的研究的出現我才明白，拼寫能力實際上有一個發展過程。學習者需要經歷這樣 的過程才能成為優秀的拼寫者。關於這個過程，讓我給你一些背景知識。因為它是基於 維吉尼亞大學的一項研究。這項研究向我們揭示了一些關於拼寫的詳細信息。
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.
就學習拼寫而言，每個人都要經歷一個過程。在這個過程中，拼寫學習能力和閱讀學習 能力會出現分化。維吉尼亞大學的研究證實了這一點。順便提一下，這份研究是在 McGuffey 學院完成的。你也許還記得 McGuffey 發行的那些語文讀本。那麼在我們還沒 學會說話之前，這些 讀本就已經是經久不衰的經典語文教材了。McGuffey 學院發現，在學習拼寫的過程中，每個人都會經歷不同的階段。第一個階段是「前識字階段」。如果 父母能在這一階段為孩子朗讀，對孩子將十分有益。下一階段將是語音階段，但在這一 階段孩子們只會辨別特定的語音要素。這就是所謂的「音素意識」。正是在這一階段，我 們會形成這樣的認知，即字母具有聲音，這些不同的聲音一起構成了單詞。但是我們需 要超越音素意識階段，邁入「即視拼寫」階段，也就是 McGuffey 學院所稱的「技能發展階 段」。實際上，我們真正學會閱讀就是在這個階段。這一階段的學生已經開始閱讀。但現 在我們知道，我們同樣需要開發閱讀中的視覺能力，這種視覺能力是熟練閱讀者的標誌。
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.
當一個優秀拼寫者看到一個拼錯的單詞時，他們的第一反應是，嗯，這個看起來不太對。這種反應實際上是可塑的。「即視拼寫」的方法主要就是要培養拼寫者的這種反應能力。一旦我們在孩子身上建立起了這種能力，就等於把他們送上了成為熟練拼寫者的坦途。
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.
經過「即視拼寫」的階段後，我們會進入所謂的「單詞擴展」的階段。在這個階段，我們會學 習英語中一些奇怪的特色，比如說，單詞 pot 上必須得再加上一個 T，才能成為名詞 potting；但 look 變成 looking 卻不需要第二個 K；又比如說我個人最喜歡的一個名詞，L O V E,如果我要把它變形成形容詞 loving,就得去掉 E然後再加 ING。請想一想這個事實：英語有 26 個字母，這些字母有 44 個發音，可構成 256 種組合。而我們任何人都能學會 拼寫，這真的是一個奇蹟。
Chanelle: So, yeah, it makes you feel good about yourself if you can spell anything.
Chanelle: 是的，不管是什麼單詞，拼寫對了總是讓人心情愉快。
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: 確實如此。願上帝保佑營銷專家們。他們在產品名稱上的奇思妙想可把我們 害苦了，學生們要拼對這些名稱越來越困難。
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: 我來問一個簡短的問題。你指的這些名稱所引起的視覺效果? 比方說，我們這 會兒錄音使用的就是一款叫Ringr的程序，拼寫出來是R-I-N-G-R。我不知道他們為什麼 會取這麼一個名字。但這樣的詞會對你說的那個階段造成干擾嗎? 因為這個詞讓我們覺 得眼生、難以辨認。
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: 這是一個很好的問題，我以後也許會用到這個例子。它並不會造成干擾。如 果你已經形成了在單詞中尋找固有模式的視覺反應，那麼我們就有能力認出 Ringr 這個單詞。它的確不是規範的拼法，但誰在乎呢?我們不妨看看對和錯的分界線在哪裡。看 看究竟發生了什麼。這也是我們面臨一些挑戰的根源所在。長久以來，我們一直錯誤地 認為，如果我們告訴了你規則，給了你所有的規則，你就應該能應用這些規則。然而， 語音規則的例外之處太多了，甚至把它們稱為「規則」都顯得有點可笑。我最喜歡的例子 是，在英語語音中有這麼一條「規則」—— 除了跟在 C 後面的情況，I 永遠在 E 之前。太 棒了。但有 23 個英語單詞都不符合這條「規則」。所以如果我堅持遵循這條規則的化，恐 怕我早就「翻車」了。我們還有一個挑戰，當我們在列表中呈現單詞時，我們在神經系統 會意識到這一點。大腦把這個列表當作一個項目來記憶。如果你的視覺記憶能力發展得 較為充分，也許這個單此列表就會進入你的長期記憶，你可以隨時將其從記憶中喚出。但這也解釋了為什麼有些孩子在每次拼寫測試中都得 100 分，但兩周後寫作文時卻想不 起單詞。因為這些孩子所做的就是調動神經系統的所有能量把這個單詞列表儲存記在記 憶里。但是一旦測試完成後，大腦的鏈條就會斷開。也就是說，單詞列表並沒有被轉移 到長期記憶中。McGuffey學院的研究告訴我們，為了讓單詞進入長期記憶，我們必須在 語境中學習它們。這意味著我們應該在段落中學習單詞。此外，關於「即視拼寫」，我還 發現一件特別有意思的事一當我們開始培養孩子的初步閱讀能力時,我們會給他們念童謠。這麼做的原因在於，童謠短短的篇幅中往往容納了大量雙關語。我的意思是，如果 脫離了語境，一個孩子可能不會認出 crown（皇冠）這個單詞。但是如果他們讀過「傑克 和吉爾，一塊上山去」，並且對這首兒歌也比較熟悉。等他們下次在別的文章中遇到 crown 這次的時候，他們就會認出這個詞，並繼續讀下去。事實上，英國有一項研究表 明，如果一個孩子在開始學習閱讀者之前，已經記住了五首童謠，那麼他在三年級時， 能勝任相應的分級閱讀材料的可能要比同齡人高出一倍。很有趣，不是嗎?我覺得這對我來說很有趣。有人會說，瞧，我推出的東西都是新的，鵝媽媽歌謠那一套已經過時了。但事實上鵝媽媽歌謠好處特別多。我非常贊同讓家長們重新利用童謠，因為童謠帶給孩 子們的詞彙、韻律和頭韻等元素是其它材料中沒有的。那些玄玄乎乎、不知所云的材料 中更不會有。為了讓孩子們體驗到閱讀的成就感，有時我們會把一些發音相近的小單詞 放在同一段落中。而實際上，這種方式與成功背道而馳。我媽媽常說，如果你不能說些 好聽的，那就什麼也別說。因此在這裡我就不專門點名批評什麼書了。我這說是因為我 們一直在改造那些本來就很好的東西。老話說得好：如果它沒有壞，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: 這太有意思了。我現在腦子在想很多東西。第一件，也是最重要的一件：我有 一個兩歲的孩子，快兩歲了。我在想，好吧，我要教他一些童謠，趁他還小的時候。這 件事是我絕對要做的。現在我想確認一下我們剛才已經談過的一些具體方法。讓我們特 別談談如何在語境中教孩子們學習單詞的方法。這更多的是一個閱讀的問題，還是一個 整體方法的問題？
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: 我喜歡你問這個問題的方式。拼寫問題並不是閱讀問題。我們只需要不到五 分鐘就能找到一個非常擅長閱讀但拼寫卻不怎麼樣的人。我們錯誤地假設閱讀和拼寫是 同一種的技能，尤其是在英語中。而事實並非如此。閱讀就是解碼。一個熟練的讀者在 閱讀一篇文章時，如果他們遇到一個以前沒有見過的單詞，他們會快速查看與它前後相 鄰的單詞，然後判斷該單詞的意思，並繼續讀下去。而拼寫則是相反的過程。拼寫是編 碼。所以我需要去想哪些聲音能組合在一起，哪些字母在一起可以發出特定的聲音。我 舉個例子——這是我常常會用到的一個例子——比如「電話」（phone）這個詞。實際上， 我們可以用 11 種不同的方式拼寫單詞 phone，但其中只有一種是正確的，而且並不直 觀。你可能會認為這個詞是以 f 開頭的，但它並不是。這就是為什麼編碼過程遠比解碼 更加複雜的原因。「即視拼寫」有效的地方在於，它是一種與神經學習協作的方式。
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.
這也是我覺得特別有趣的一個地方。我從來不知道我們的拼寫教育是多麼差，直到我將 它從差勁的語境中分離出來。請想想這種方法：我給你一個單詞列表。我想讓你認真練 習這個列表上的單詞，然後我會對這個單詞列表進行測試。如果你失敗了，我會狠狠地 打擊你，並分配你更多的練習。就其本質而言，這種方式可能會讓學生陷入焦慮。所以， 我們希望能消除學習中的焦慮。「即視拼寫」的創立者是一位名叫 Karen Hulinga 的女博士。她擁有俄亥俄州立大學閱讀康復專業的博士學位。她在私企中使用這些方法已經有18年 了。她做了一件非常了不起的工作，為學生創造了一個積極的體驗環境。我來非常簡短 地介紹一下整個過程。我們編寫了一篇文章，它符合「藍思」閱讀分級體系的標準。也就 是說，它包含的單詞與某一級別的閱讀水平相對應。我們會讓學生用這篇文章在一周內做三個任務。我們會大聲朗讀這篇文章，我們會一起閱讀它，我們還要聽別人朗讀它。這是很平常的學習活動。但「即視拼寫」方法與此不同。它包含三項任務，有兩項側重輸 入，一項側重輸出。在側重輸入的任務中，我們會讓學生識別一些特定的單詞。我們稱 之為單詞模塊，它們是不依賴於聲音的字母組合。舉個例子，在單詞 dew 中，ew 這一 字母組合發[ew]音。但我不會要求學生憑其發音記住它。我只要求學生們找出與之類似 的組詞規律。將來學生們繼續學習這一規律時，我會給他們一個符合此規律的單詞列表。這樣一來，拼寫就不再事記憶任務，而變成了發現規律，或者說是「尋詞任務」。我們要 讓學生做的第二件事是抄寫。很多時候，抄寫這會讓老師和家庭學校的媽媽們非常位居。因為孩子們總是非常討厭鉛筆。而抄寫的美妙之處在於，我們發現，只要抄上十分鐘， 就能將所學的規律轉化成長期記憶存入神經系統。這就是我們兩項側重輸入的任務，單 詞模塊和複製。
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.
技能發展階段的最後一個任務是聽寫。但是我們的聽寫有一些非常具體的指標。時間限 制在10分鐘。一次只說一個詞。我們的老師會讀出單詞，直到看著學生把單詞寫下來， 才會繼續讀下一個單詞。我們把與單詞相關的所有的音節和大小寫告訴學生，為的是消 除學生對格式的焦慮，專注於單詞的構成規律。接下來我們要做的是整個過程中最後、 也是最重要的一件事。如果一個學生拼寫出了錯,我們會當場提醒他。我們會告訴他，你 做得很好，但這個詞的拼法不是這樣。我們會讓學生像剛才那樣再寫一次，而不會抹去 他們的錯誤。這麼做是為了強化他「這麼寫不對」的印象。通過這樣的過程，孩子們會漸 漸形成自己的拼寫能力。有些孩子進步非常快，但研究告訴我們，成為一個熟練的拼寫 者需要 4 年半的時間。所以「即視拼寫」的拼寫能力也分為 4.5 級。等他們學完了所有等 級，就已經是視覺拼寫者了。
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.
這個方法讓我最喜歡的一點在於，我們會全程與孩子們合作，包括與有其他學習障礙的 孩子合作。我曾對一個患有嚴重閱讀障礙的孩子使用過這種方法，並使他對拼寫建立了 信心。他不會在拼寫比賽中成為冠軍。但是「即視拼寫」給了他一個機會，使他能夠閱讀 自己寫下的文字，並找出其中拼寫錯誤的單詞。這並不意味著他知道正確的拼法，但至 少他能從視覺上辨別「看起來不太對」的單詞。意識到這一點之後，他便會去尋找別的拼 寫方法，他會去查字典、手機或詞彙表。此外，這一方法也適用於同音異義詞的學習。這些詞往往讓人抓狂，比如說學生們要判斷它們哪些屬於地名、哪些屬於物品、哪些詞 在什麼句子裡該怎麼用等等。但前面所說的這個孩子同樣能辨別出它們的差異，正確地 判斷它們的詞性。
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: 太強大了。我想對這個方法，我最喜歡的一點就是在他們犯錯的時候及時提醒 他們。我認為這是一個很好的模式，它不會直接對孩子們說「你錯了!你完了！你搞砸了！結束了！」。相反，這種方法允許孩子們再試一次。與傳統的方法相比，這對孩子在自尊 心和心理上影響要有效得多。我認為這個方法真的很吸引人，而且非常簡單。它對孩子 們很有效果，因為它能帶給他們有效的視覺能力。就像你說的，讓他們意識到拼寫中的 錯誤。我們的節目時間不多了，因此我趕快問你一些問題。這個方法適用於成人嗎? 比 如那些不擅長拼寫的成年人? 還是只適合給孩子用?
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: 這是個好問題。當然適用。它與年齡無關，而與閱讀能力有關。所以，如果 你已經懂得如何閱讀，而且具有熟練的閱讀能力，我們要做的就是讓你獲得比閱讀更暢 快的拼寫體驗。所以不管你的年齡或教育水平如何，我們都能用我們的方法幫助你成功。我們會為你確定適合你閱讀水平的方案，好讓你達成目標。有很多父母都對我說，他們 和孩子一起用過這一方法之後，他們很驚訝地發現，儘管自己已經 20、30 或 40 多歲了， 但依然能獲得優秀的拼寫能力。
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，我能想像這對人們來說是多麼珍貴的一份饋贈。我有一個親人，他不喜 歡手寫任何東西。你知道，自從有了手機，他就不用再動手去寫了。但其實他不願寫字 的真正原因是他對自己的拼寫能力感到很尷尬。他怎麼也拼不對。但你說的這種方法能 為他打開一個新天地，因為每當他拼錯單詞的時候，他都覺得自己很傻。而你介紹的方 法能消除他的羞怯感。你們做得真的很棒。在我們的節目結束之前，你還有什麼想法要 同我們分享嗎?
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: 所以我認為我們應該意識到並記住這一點：我們這個時代的交流很大程度上 是書面交流。無論寫電子郵件、寫文章或別的什麼,我們都需要拼寫。我們也會根據別人 的拼寫能力去推斷他的素質。我經常對父母們說，如果你只能教孩子三件事，首先要教 他們數學，其次是教他們閱讀，第三是教他們拼寫。因為這些能力有助於孩子成功。我 們錯誤地認為拼寫檢查程序可以幫我們解決這個問題，但其實它並不能，因為拼寫檢查 程序不能檢查上下文語境。這就是為什麼「即視拼寫」法如此強大的原因。這個方法最好 的地方在於，每天只需 15 到 20 分鐘。哪怕是一個成年人，如果他想提升自己的拼寫能 力，也能每天抽出時間來學習。因此，能夠參與這個項目，看到孩子們取得的成功，看 到他們態度的轉變——從「我不能」變成「哦，瞧，我能」——的確是快樂的經歷。我也因此 而深感謙卑。
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。這是一個能讓人們的生命為之改觀的方法。我的意思是，正如你 所說，我們會根據人們的拼寫能力去推斷別人。如果能提升人們的拼寫能力，也就等於 是改變了他們留給別人的整體印象。這真是的很棒。
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，非常感謝。你提供的信息非常有用。謝謝大家收聽我們本期的 節目。
分享要點總結
「即視拼寫」包含三項任務，有兩項側重輸入，一項側重輸出。
1.「尋詞任務」：讓孩子識別一些特定的單詞模塊，它們是不依賴於聲音的字母組合，要求孩子找出與之類似的組詞規律。
2.抄寫：抄寫的美妙之處在於，只要孩子抄上十分鐘，就能將所學的規律轉化成長期記憶存入神經系統。
3.聽寫：時間限制在10分鐘內，一次只說一個詞。孩子通過聽來寫下單詞，一開始寫錯不要緊，慢慢調試更改，直到孩子把單詞寫對，再繼續下一個單詞。
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