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Light v/s Traditional Systems
Marked differences exist between the traditional systems about teaching reading-writing and the "Light" system that, in terms of results, explain the effectiveness and the efficiency of the current model, versus the one that is presented here, as shown in the following table:
| Traditional Models & Systems | Light System |
| These systems start teaching words, phrases and even sentences, being obtained the letter that is wanted to teach in particular of a word that begins with a particular letter. | You begin teaching the letters of the alphabet, by identifying their sounds, just as we pronounce them. Once the letters are identified, words with full meaning are formed. |
| Within the framework the name of the letter is taught and not its real sound. On the contrary, regarding the "Light" strategy, the student never learns appropriately the real sounds of the alphabet, with that which his enunciation and pronunciation leave making increasingly faulty and he explains the current state of these characteristics in the Chilean media people. | Initially, the "Light" strategy never teaches the name of the letter, only its sound. Thus, it is a proper pronunciation and enunciation are acquired from the beginning and the abstract signs, become concrete, because if the student already knows the sound, it can identify the related sign. Only when the student already acquired the ability of the reading, can he or she be taught the name of the letters. This is generally recommended in Second Grade. |
| Those systems become trained keeping in mind how the boy thinks. The relationship figure-word is applied, to reinforce the identification and memorization of the word in question, and that then that allows to identify rationally, the first letter of the word to teach, for its name. | "Light" becomes trained thinking in how the student learns, how the child acquires new information more than how he thinks addressing intuitive-rational processes that initially prevail over purely rational ones and facilitate quick learning. |
| They become trained the letters one by one, with the help of extensive and tedious exercises, in a sequence that it explains the slowness and the process reader's complexity. Then, to a complicated design of the mentioned process, a quantity of exercises must be added that allows the student to a less motivation to learn gradually, that finishes privileging processes of memorization, instead of the understanding. | Letters and their corresponding sounds, are introduced to the student once and for all. First all the vowels and then, all the consonants, which causes an immediate and natural Teacher-student interaction to the formation of the first words and phrases with meaning, which explains the speed with which all types of students learn. |
| Students with learning problems, for example, dyslexia, relating to not clinical or pathological cases of mental retardation, in general, they still don't learn, after several years, being sent to special schools, assuming that they will no longer learn, for the concept that one has of that dysfunction and where the teaching of manual tasks and the variety of games are emphasized for those children. | In this case, all the students learn, even, those potentially dyslexics and those whose dysfunction you can perceive and clearly diagnose, which disappears during the reading process thanks to the fact that they learn how to recognize the sounds of the letters and to identify them solidly and unforgettably, which allows them to learn in a short time and be integrated to their classmates' learning pace. |
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