The THRASS Institute (Australasia & Canada) is an Australian based company that has developed a Specific Pedagogical Practise (SPP) for the teaching of literacy, marketed as THRASS - an acronym for ‘Teaching Handwriting, Reading And Spelling Skills’.
THRASS is a phonetics teaching-tool that has made a paradigm shift in the teaching of phonetics. It has a phonographic, multisensory focus, complemented by an analogous learning model that makes reading and spelling acquisition much simpler, faster and more sustainable than conventional ‘phonic’ approaches. As a classroom strategy THRASS is fun, systematic, explicit and linguistically correct.
This is terrible. Most illogical and confusing resource. No wonder kids cannot read. The team who put this together have no logic and no understanding of teaching. How can you put children through this? I have a 5 year old who knew phonetics by 3, and is reading by 5 (just turned 5) advanced books by learning what the letters are and sounding out larger words. She is not gifted. Nothing to do with it. I just taught her 15 min a day then extended out to 30m-1hour. Now she reads 1 hour a day to me and she has not started Kindergarten. Yes she even understands what she reads. This is the reason why I taught her how to read and understand maths and how to think. None of this nonsense from teachers. Don't let teachers teach your children how to think. Especially at a young age.
I’m no expert but considering all children are unique learners, I’m sure this would benefit many children. My child is autistic and she’s had lots of success with this method. She’s learned to read more in six months with THRASS than she did with two years of popular SSP teaching methods.
@@vanessai405 I'm autistic (though not diagnosed until I was an adult) and this is how I learnt to read about 24 years ago. I picked up on it very quickly (probably due to being a gestalt language processor) and was hyperlexic
I am a mother to a large family some of my children learnt as you explain some needed me to stand on my head try every concept under the sun and any word learnt like "bad" the next day it was all forgotten Drs advising no learning disability or anything
I can't understand why you'd have all sorts of abstract/non-intuitive concepts "Charlotte is in the <ch> box" ... "who is looking after...?" ... none of this is related to reading/writing.
If you look at the chart, Denyse is trying to show the children how the sounds they hear correspond to the particular spelling choice at the beginning of their name
@@chloecongram8624 I understand what it's trying to do. What I'm suggesting is that the abstractions in the i struction and the visual complexity are more than what's necessary to teach those concepts and will be confusing to many normally developing little children. The cognitive load is very high when looking at that chart.
@@Sara-jp8xo This chart is terrible. It is so confusing for children. Whoever developed this or teaches this should lose their job. Why is this needed? I have a 5yo who I taught to read - with none of this nonsense. If a child learns what the letters are, their name, their phonetic sound, and then learns how to read by respecting what each sound means alone and together, they learn fast. None of this rubbish.
@@dYanamatic I agree with you completely. It's not necessary and, IMO (based on my experitise and experience) it can be harmful to try to do too much, all at once.
