Review of Yes, We Can Read (2011) By L. Coleman and N. Ainley
ISBN 987 1842310 755
Gatehouse Books
Yes We Can Read is a ‘one to one reading scheme for learners from 8 -80’, published by dyslexia support, and available through Gatehouse Books. It is a phonics based programme which aims to develop reading for meaning, through a guided reading programme, to be delivered by non-specialists. It suggests that anyone who can ‘read fluently’ can ‘teach a non-reader or poor reader to read in six months or less.
The book is written in a clear, easy to follow style that describes a simple process for helping someone learn to read, modelling a structured multi sensory approach by linking visual imagery to letter sounds and including the look, say, write approach for words not spelt phonetically. One home educator said ‘it was really helpful to have some direction and coaching as a tutor and it gave me lots of confidence because I know it’s a tried and tested method.’ Two people who have used the book have commented on the ‘waste of space’, for example ‘I felt that the contents could have been spaced out more and maybe have a larger font for SEN learners’ and ‘there seems to be a lot of space which is not being utilised’.
The programme includes a ‘photo alphabet’, which claims to be unique, but is actually a variation on a method that has been used to teach children to read for many years – linking a letter (not a sound) to a picture which mirrors this shape – so, for example, the letter b is represented by a bat next to a ball, making the ‘b’ shape. One parent remarked ‘I really liked the photo alphabet, haven’t seen this before. This was really good for children with special needs because it’s so visual’.
However adults may find it confusing - many adults will have their own form of visual imagery that may be different to that described in the book that links to the letters; for example, a dyslexic learner may link the spelling of leaf and feather because they have an image of these two things floating down in the air, a visual image rather than a phonetic link.
The book provides information on approaches to working with adults who are just beginning to read, that is essential for non-specialist staff such as learning mentors, intermediaries, and it does promote a recognised and successful approach to learning reading for adults with dyslexia. However, I think those working with adults may have a number of issues with using the programme, despite the fact that it has glowing reviews by those who support or teach adults reading.
The programme promotes coaching reading in isolation from writing, (although being clear it is for 20 minute sessions, three times a week) and speaking and listening, and NIACE suggest quite strongly that adults with poor literacy need support with all aspects of literacy. Speaking and listening skills are at the heart of improving literacy, and concentrating on reading alone is not best practice for learners. It is likely that unqualified tutors will not be aware of broader approaches that support and reinforce literacy learning.
The programme, having been developed for work with children, uses nonsense sentences, such as ‘the thin man sat on the fat dog’, for progression purposes, which adults could find childish and patronising. Good adult literacy teaching recognises, uses and builds on adults’ own experiences that they bring to class, and working with adults as individuals.
Overall, this book offers an excellent tool for those supporting children at home, for those working with young people with poor literacy on a one to one basis. Use of it with children and young people in school needs to be seen as a part of an overall educational programme, and should be seen as such. Using the programme with adults, especially those who have ‘coped’ for many years with poor skills, needs a range of supporting mechanisms such as encouraging reading for pleasure, for example through using Quick Reads, development of speaking and listening skills and the development of writing skills. Some adults may love working on this programme; others may not. Those supporting adults with their literacy build on and use a learner’s own uses of literacy – this might not be the tool for that.
Reviewed by Carol Taylor
Director of Research and Development
NIACE
The National Institute of Adult Continuing Education
