To speak fluently, you need words, loads of them. Words come from 2 sources - listening and reading. 45% of our verbal communication is through listening. To listen successfully, you need to be able to hear first - hear the sounds; sounds in isolation and in group, hear the rhythm, hear the tone, hear the intonation and music of the language. Most students can't hear the sounds or hear them wrong. You hear them wrong - you say them wrong, thanks to old speaking habits. When you say them wrong - you read them wrong too. And when you read them wrong, aloud or silently, again you hear them wrong - again, no memory, no words, no fluency. Solution? BBR - Block old speaking habits, Build muscle memory of new ones and Rewire how you process the sounds in large chunks to better hear, listen, remember more words and get fluent.
11. PROBLEMS FOR FLUENCY
45%
16%
30%
9%
TIME SPENT COMMUNICATING
LISTENING
READING
SPEAKING
WRITING
Based on the research of: Adler, R., Rosenfeld, L. and Proctor, R. (2001)
Interplay: the process of interpersonal communicating (8th edn), Fort Worth, TX: Harcourt.
14. PROBLEMS FOR FLUENCY
• hearing is perception
• hearing is a physical ability
to access sound data
• Example:
chugging – rumbling –
horn – hiss – screech
• listening is comprehension
• Listening is a mental ability
to interpret sound data
• Example:
TRAIN
24. PROBLEMS FOR FLUENCY
“To hell with listening – I’ll read!”
NOT THAT FAST!
Poor listening and speaking usually means poor
reading fluency and comprehension
You don’t believe me?!
28. PROBLEMS FOR FLUENCY
The lack of phonemic awareness is the most
powerful determinant of the likelihood of
failure to read. (Adams, 1990)
29. PROBLEMS FOR FLUENCY
Phonemic awareness has been shown to be a
very powerful predictor of later reading
achievement. In fact, it [phonemic
awareness] is a better predictor than more
global measures such as IQ or general
language proficiency. (Griffith and Olson,
1992)
30. PROBLEMS FOR FLUENCY
Phonemic awareness is the most potent
predictor of success in learning to read. It is
more highly related to reading than tests of
general intelligence, reading readiness, and
listening comprehension. (Stanovich, 1986,
1994)
40. REFERENCES
• Adams, M.J. (1990). Beginning to read: Thinking and learning about print.
Cambridge, MA: Massachusetts Institute of Technology Press.
• Ehri, L.C. (1991). Development of the ability to read words. In R. Barr, M.L. Kamil,
P.B. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research: Volume 2 (pp.
383–417). White Plains, NY: Longman.
• Griffith, P.L., & Olson, M.W. (1992). Phonemic awareness helps beginning readers
break the code. The Reading Teacher, 45, 516–523.
• Juel, C. (1994). Learning to read and write in one elementary school. New York:
Springer-Verlag.
• Listening Skills. (2012). Retrieved September 22, 2017, from Skills You Need:
Helping You Develop Life Skills: https://www.skillsyouneed.com/ips/listening-
skills.html
• Phonemic Awareness Research. (2017). Retrieved September 22, 2017, from Monster
Mapping: https://www.sspmonstermapping.com/phonemic-awareness-research
• Stanovich, K.E. (1995). Romance and reality. The Reading Teacher, 47, 280–291.
