The Global Method of Reading for Children

The global method is a method of teaching reading that is based on the global recognition of words, without breaking them down into syllables or letters. This method was developed in the 19th century by the Swiss pedagogue Johann Heinrich Pestalozzi (1746-1827).

Pestalozzi believed that children learn best through practical experience and exploration. Therefore, his method of teaching reading was based on the recognition of complete words, instead of the analysis of the syllables or letters that compose them. This methodology continued to be applied and developed by Ovide Decroly (1871-1932), a Belgian pedagogue who founded the New School of Brussels in 1907.

One of the main problems with the global method is that it does not help children to develop phonological awareness. Phonological awareness is the ability to identify and manipulate the sounds of language. This skill is essential for learning to read, as it is necessary to relate the sounds to the letters.

Without phonological awareness, children may have difficulty learning to read. This is because they will not be able to break down words into syllables or letters, and they will not be able to associate the sounds with the letters. As a result, they may have difficulty recognizing the words, pronouncing them correctly, and understanding what they read.

Another problem with the global method is that it does not help children to learn spelling rules, which is essential for writing correctly. If readers do not know how to break down words into syllables or letters, they will face future spelling difficulties.

On the other hand, the global method can lead to problems with reading fluency and comprehension. Without learning to recognize and pronounce words correctly individually, there will be difficulties in reading fluency and comprehension.

In conclusion, the global method of teaching reading has a number of serious problems:

• It does not promote phonological awareness.
• It does not help children to learn spelling rules.
• It can affect reading fluency and comprehension.
• It can favor the appearance of dyslexia symptoms.

If you are considering using the global method to teach your child to read, it is important to be aware of the potential risks involved. There are other more effective methods of teaching reading that do not present the same risks.

One  of the most effective methods of teaching reading is:

• Phonics-based methods: This method teaches children the relationship between letters and sounds, which helps them to decode words.

This method is more effective than the whole-language method because it helps children to develop phonological awareness, learn spelling rules, improve their reading fluency, and understand what they read better.

 

REFERENCES

Adams, M. J. (1990). Beginning to read. Cambridge, MA: MIT Press.

Asensi, M. J. (2019). El método global: una propuesta para la enseñanza de la lectura. Madrid: Síntesis.

Decroly, O. (1920). The new education in Belgium. New York: E.P. Dutton.

Ehri, L. C. (2005). Reading comprehension instruction that works. New York: Guilford Press.

Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grade. Journal of Educational Psychology, 80(4), 437-447.

Lyon, G. R. (1998). Learning disabilities: A coming of age. Journal of the American Academy of Child and Adolescent Psychiatry, 37(1), 101-102.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.

Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151-218.

Snow, C. E. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.