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Teaching Your Baby to Read

I recently noticed that physical therapist Dr. Glenn Dorman has celebrated ninety years. His book, “How to Teach Your Baby to Read,” co-authored with Janet Dorman more than forty years ago, started a whole new approach to teaching reading to the very young.

It all started when Glenn Dorman taught brain-damaged preschoolers to read at the Institutes for Achievement of Human Potential in Philadelphia. Dolman claims that a baby learns the written word as easily as a spoken language and can even learn to read before learning to speak. .This is based on the written word being presented repeatedly and in capital letters. Her book presents step-by-step teaching cycles that begin when a child is two years old. There are several daily episodes that are less than five minutes long. In the example session, the parent touches the baby’s toes, says the word “toes”, holds up a large sign with the word on it. It is important that each session is a “game” that both participants find “happy” and should always end before the baby gets bored.

Dorman’s approach was and still is controversial. No one has any problem with parents reading to their babies from birth. However, claims by experts that most reading problems could be eliminated if reading was taught from an earlier age are not actually proven. In Finland, the literacy rate is 99.9 percent, but students only start learning to read at the age of seven. Four of the top ten countries only start formal reading instruction at the age of seven.

Certain physical and mental abilities must be developed before a child can learn to read. The child must be able to hear the differences in sounds correctly, he must be able to move his eyes precisely across the page. They need to be able to sit still and concentrate, and of course they need to be able to understand what is being read. These are all skills that develop with age.

Educators and child psychologists are generally skeptical about the value of teaching children to read at a very early age. They don’t doubt that some parents can teach some 3- and 4-year-olds to read. In their view, the motivation of many parents is that “it represents status.” Some critics even fear that early education may be harmful. Dr. Paul J. Kinsella, director of the Developmental Reading Clinic in Lake Forest, believes that a young child’s hearing and vision are so disorganized that parental pressure to read can only confuse children or create emotional barriers that permanently impair their reading. Burton White of the Harvard School of Education even goes so far as to call homeschooling “an overemphasis on brain development.”

However, there are no reliable studies on the long-term effects of parental preschool education. However, the general consensus is that impatient, stressed parents should not engage in early reading programs with their child.

Proponents of the Gentle Revolution suggest that young children have the ability to learn virtually anything at an early age. They believe that what children learn without conscious effort at the age of two, three or four can be learned only with great effort or may not be learned at all in later life.

Personally, I don’t dispute that very young children can be taught to read. But like many other ideas these days, one has to ask whether, in the long run, it increases the chances of producing well-rounded individuals who survive life. I know a Jamaican surgeon who taught himself to read and a two and a half year old was reading a newspaper. He was clearly an exceptionally gifted child.

Babies are beautifully pre-programmed to do things at a time that suits them. The baby learns to hold its head up, sit, stand, crawl and walk when it feels ready. I really wonder if a nine month old should be channeling his brain energy into learning to read. Some programs even recommend starting reading at this age.

Starting to teach three- and four-year-olds is a different matter. About thirty years ago, I began using Dorman’s book to teach my then three-year-old oldest son to read. He was clearly intelligent and loved books and had an extensive library of his own. Despite his interest, things did not go well. I was very patient, not rude, but I became convinced that I was a hopeless teacher. I soon stopped the program because I didn’t want to risk my son feeling like an academic failure before he started kindergarten. This boy was a very late reader, like me, and for the same reason.

In his second year of university, my son was diagnosed with severe dyslexia in some areas. This was at a time when dyslexia was unknown to many school teachers, let alone the general public. Neither I nor my son had special help to solve the reading problems. My late father, who was a doctor, was convinced that I was intelligent and never gave up on me despite my teachers’ attitudes towards my abilities. I still thank him for that Both my son and I reached a point where everything suddenly fell into place by itself and we were able to read without any further problems. My son and I, although we learned to read late, went on to college. Now he is an excellent high school teacher.

Looking back, I realize that I had failed to practice one of Dolman’s most important instructions, which was to be “joyful.” It was only as a dance and movement therapist working with children with special needs that I learned to enjoy my teaching. Being genuinely happy completely changes the student-teacher dynamic. The feeling of joy is powerful, contagious, creative, self-affirming and nurturing. In this troubled world, we should try to live our whole life with this energy. Joy and wonder can still be found in the midst of disaster and conflict, if we know where to look.

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