Glifing method for learning to read: what it is and how it works

There are different methodologies to help children acquire the ability to read, some being more effective than others.

One of the most innovative is the so-called Glifing method. We will dedicate the following paragraphs to analyze this system in order to know its main characteristics and also be able to draw some conclusions regarding its effectiveness.

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What is the Glifing Method?

The Glifing method is a methodology that serves as a support for those children who are experiencing difficulties learning to read fluently. The basis of this method is the use of a digital medium, that is, a computer or a tablet, to carry out a series of activities that help in this learning, always in a playful.

In other words, the Glifing method It is presented to the child like a video game, to create a fun and motivating atmosphere that encourages the participation of the infant and thus achieve the objective, which is to provide her with the tools so that she can overcome the difficulties that she has experienced and thus learn to read correctly.

The importance of a good reading ability is vital, because this educational milestone will depend on whether the child has the necessary skills to overcome the successive ones. Therefore, if a child who is learning to read begins to show signs of difficulties in acquiring said skill, beyond the usual ones, and nothing is done to remedy it, she may have problems in other teaching areas in the future.

Precisely, the aim of the Glifing method is to avoid this possibility. What this methodology aims to do is correctly lay the foundations of a good reading ability, not only because of the importance of that ability by itself, but also because of how necessary it is in order to acquire new ones, which necessarily require a good level of literacy.

Characteristics of this method to learn to read

As we have already mentioned, the Glifing method is based on the use of a digital platform to perform exercises as if it were a video game. But before getting to that, it is necessary to start with a visit to a consultant specialized in this methodology. This professional will attend the case to adapt the system and create a personalized program.

It will be then that remote access to the Glifing method platform is provided so that you can participate. in the activities, which will be adapted exactly to the level of demand that he needs to experience a improvement. This point is important, because a level that is too easy would not be giving you anything, while one that is too difficult could frustrate you and make you lose motivation.

In fact, One of the advantages provided by this type of methodology is the ease of accessing the system from anywhereTherefore, the student will be able to work with the Glifing method from their own home or from wherever they are, without having to go to the academy.

In general, an activity program is established that includes a quarter-hour period of use of the application, for four days a week. The number of weeks necessary to achieve the objectives will depend on what the professional consultant proposes, depending on the characteristics of the student, as well as the use of the course by the same.

Being short sessions, there is no risk of falling into monotony and thus boring the child. On the contrary, the Glifing method is accepted for what it is, a game, which at the same time acts as a teaching method, thus uniting the recreational and didactic objectives, which generates a great effectiveness.

Another feature of this product is that It has a system of scales to be able to frame each child at a certain level and thus be able to check their evolution. This, in addition, is motivating for the student, since he himself is able to observe the progress that has done, which prompts him to keep practicing to further perfect his technique of reading.

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What is known about its effectiveness?

Statistical analyzes have been carried out to verify the effectiveness of the Glifing method. This work, carried out by the University of Barcelona, ​​used a sample group of children suffering from dyslexia. Their reading abilities were studied before and after following a program with this methodology. Likewise, there was a control group to establish a comparison between them.

The experimental group carried out the corresponding sessions using the Glifing method, while the control group used only the guidelines educational programs dictated by the corresponding school or the programs assigned to them by the parents themselves to treat their dyslexia.

Both groups were evaluated before and after, in order to statistically compare the performance of all of them. The measures taken into account for the analysis were the number of words that each child was able to read for a minute, also taking into account the number of mistakes he made during that weather.

To carry out the control, the PROLEC and TALEC tests were used, as well as the Glifing method platform itself. The time between pre application and post application was 5 months.

The conclusions of the study were very satisfactory in order to demonstrate the efficacy of the Glifing method. And it is that, In the group that received this program, that is, the experimental one, the average percentage of improvement in the number of words read in one minute was 26.53%, going from an average of 82 to 104 words over 60 seconds. In addition, the percentage of errors made decreased, from 2.33 to 1, that is, a 57% decrease.

In the case of the control group, the improvement in the number of words read was established at 7%, increasing from the initial 77 words to the final 83. Regarding errors, there was also a decrease, but not so marked. The percentage of decrease was 15.5%, going from 3.47 errors per minute to 2.93.

The conclusion, therefore, is that the Glifing method it is effective and useful to help children with dyslexia or other difficulties improve their reading skills.

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Possible psychological sequelae

When we talk about the consequences of reading difficulties, we must bear in mind that they are not only at the academic level. And is that the child can also suffer certain psychological consequences when being involved in a dynamic that surpasses him and against the one that does not have the appropriate management tools. Hence the importance of the Glifing method, to avoid such problems.

The very frustration of the child is the most obvious sign. But it's not just about frustration. This situation can make him angry and sad, because he wishes he had a higher reading ability and thus be able to face the goals that the school imposes on him. By not having it, you may feel rejection and even aversion to studies, putting your educational success at risk.

This in turn can lead to a drastic drop in his motivation and even trigger a series of rebellious behaviors in the classroom. The philosophy of the Glifing method precisely shows that some children classified as rebellious or bad students, may have these types of problems behind, and if they were acted on, they would be provided with the resources they need to get out of this dynamic negative.

The case of dyslexic students is also especially dramatic. And it is that these children, having frequently some problems to pronounce certain phonemes, refer to being the object of ridicule to peers, which is an absolutely unacceptable situation but which, unfortunately, continues to occur today in many places.

Obviously, the culprit for this behavior is the one who mocks, not the one who receives the teasing. But helping him to overcome dyslexia, whether with the Glifing method or other techniques, can be tremendously rewarding for the child, as he will regain control self-confidence and will also have the ability he needs to overcome the requirements of the school year, which from the beginning are based on the literacy.

The role of parents throughout this process will be fundamental. Not only by giving them access to the Glifing method or other methodologies, but by being a constant support for them and creating a space in which they can express their concerns and frustrations. It is the best way to help them overcome the possible difficulties they may have.

Bibliographic references:

• Díaz-Plaja, A., Cosials, À. (2012). He promoted her from reading to l'escola. Anuari de l'Observatori de Biblioteques, Books and Reading.
• Orna, J.B., Valdivia, I.M.A. (2019). Socio-economic factors and reading competence. Comparative study between two different educational contexts. Athens.
• Ortiz, M.G. (2014). AVESEDARI. Presentation of a project that addresses the Difficulties of Reading Entrepreneurship. Fields of Psychopedagogy and Orientation.