Why can my child not learn the alphabet? :—(
Why can my child not learn the alphabet?
How we think about sequences of events – what is happening and what we are doing from one moment to the next – starts at a very early age. We learn to pay enough attention to take us to the next stage of whatever we are doing in the present. Focusing on what you are doing now, and understanding what you need to do next, is absolutely critical in processing activities and thoughts successfully.
This blog is about understanding the importance of how attentional and sequencing skills must be used together for academic performance – right from simple things like learning the alphabet through to more complex thinking and academic skills. So, if your child is struggling with this, we hope this will help you to understand what is happening and how you can help.
“Comparing, contrasting and remembering is part and parcel of our executive functioning skills and helps us stay on track and build on what we learn”
How many sleeps to my birthday?
Have you ever had to repeatedly explain to a young child that their birthday is at a particular point in the future distant from the current moment? Once you've defined how long they must wait, they ask you again. Often these children grasp the passage of time, but explaining it as being “before” of “after” other things confuses them as they are too abstract to understand at this stage of their development.
Whoever came up with a system of counting off the times they sleep is a complete genius. The concept of the duration of time can be neatly marked with a cross on a calendar as the critical event draws nearer. It makes the timescale tangible for them as the child is just thinking about one clearly measurable thing, not comparing, contrasting, or remembering abstract concepts.
How does this relate to working with children who can't learn the alphabet?
Comparing, contrasting and remembering is part and parcel of our executive functioning skills and helps us stay on track and build on what we learn, academically. These same skills used to keep track of a child’s birthday, or other important events, are deeply connected to those used to learn the sequence of the alphabet – which letters come “before” or “after” which other letters.
This is very similar to learning how to count. A child can learn to count to 10, or even 100, by rote, but it takes a lot more to understand that one number is “less” or “more” than another.
What happens when those skills are weak? How can we support them, and start building and developing the infrastructure they need?
Recently I started working with Gina, a 7 year-old who struggles to remember the sequence of the alphabet. She gets confused with alphabet sounds and letter names the whole thing is a jumble. Gina is exceptionally bright verbally, and able to tell you all sorts of strange and wonderful facts about animals and things she is interested in. As an infant she learnt to talk in complete sentences far earlier than her peers, and her school describes her as a creative individual who is curious and sensitive to others. She is also described as being great fun to be around.
All in all, Gina is a child whom her parents are surely very proud of, but she cannot read, and has yet to properly know and understand the alphabet. This is essential for her to develop, because:
Saying the alphabet and memorising the sequence is a big task for some because they may become confused with the letters and how they are represented in their minds
““Saying the alphabet and memorising the sequence is a big task for some because they may become confused with the letters and how they are represented in their minds””
Learning to read requires proper phonic knowledge
Gina has taken six weeks to learn the letters A to L. Then a further three weeks from M to U. Saying the alphabet and memorising the sequence is a big task for some because they may become confused with the letters and how they are represented in their minds. An example of this is the letter G, as it can have two sounds depending on how it is used. So, which sound is the most prominent for that child? Do they get confused when they see that particular letter and try to associate it with the right sound?
When children like Gina come to Raviv Practice London, we provide a bespoke plan to help them overcome the obstacles they face. In this instance, we knew Gina needed to overlearn the alphabet a few letters at a time. For this exercise, we employed two strategies; the Infinity Walk, so the student learns as they walk, and also our version of the Suduko puzzle, which uses the alphabet in place of the traditional use of numbers. The student develops essential critical thinking skills and practices the alphabet four letters at a time.
Gina has been successful, but still struggles with knowing which letters come before and after a given letter. The information is not secure enough.
We need experience to understand prepositional words
When children start off learning the alphabet, they inevitably know the alphabet song, but understanding the song does not necessarily mean you know the alphabet. The real test is knowing the relationship of the letters from one another independent of the song itself.
When we add intentional movement, such as walking forward and saying one letter in sequence, it can really help because it ties the relationship to real world experience, rather than just the abstract. They see that, as they move forward, they are saying the next piece of information. This then gives way to an experiential effect of understanding the order of the alphabet and understanding how the sequence works.
Another great exercise is to make a necklace using lettered beads. The physical process of threading each letter is slow and deliberate, and again makes this sequence something physical rather than purely mental. Seeing the letters in a row allows the child to see the preceding letter and to experience the concept of 'before.' When I combine the idea of moving, beading, suduko, and other methods, the information starts to crystalise as being in a particular order.
When things fall into place
When this information is really understood, the ideas can progress to be applied to other areas, such as learning to read by adding the sounds one by one. When we can compare and contrast we are moving forwards and backwards with information. This allows us to manipulate the information at will and really appreciate it's actual value. It is this progression that allows children to develop more complex skills such as reading, mathematics, and critical thinking.
A child who has been told their birthday is a mere 10 sleeps is away is good, but knowing it comes “after” their dad's birthday, and “before” Christmas gives more depth and clarity into their world.
If you think you’re child could benefit from some of the exercises we offer here at Raviv Practice London, please do get in touch.
Other blogs related to reading/dyslexia you might like :----)
Jamie Oliver verses Delia Smith....an insight into how Dyslexic People Think.
Reading: is your child receiving the proper instructions when learning to read?
Dyslexia? Dyspraxia? ADHD? ASD? Speech & Language? Developmental Delay? Anxiety?
Is every school day a struggle? As a parent, you may feel exhausted and on this journey alone. Each year you see the gap getting wider. You need to do something - change the approach, help your child learn for themselves, find a way to turn this around - to help while you can - do this NOW. the first step is free.
About the Author
Usha Patel is a Neurocognitive Therapist and Director at Raviv Practice London. Parents searching to help their suspected/neurodiverse child can get evidence-based solutions with results in as little as 8 weeks. Those in search of jargon-free help can get started straight away.
