[Reading-hall-of-fame] Has brain science changed how you teach about reading?

Gay Pinnell gaysu at pinnelleducation.com
Sun Dec 6 00:43:04 GMT 2009


The point is not whether this research supports or does not support  
whole language (which is conceptualized in different ways and is an  
underlying theory rather than AN approach).  Does it support a complex  
view of the reading process? Or not?  Is it truly a linear acquisition  
of skills?  Or is it processing related to language?

Sent from my iPhone

On Dec 5, 2009, at 5:46 PM, "tsticht at znet.com" <tsticht at znet.com> wrote:

> Colleagues: In 2003, Sally Shawitz published Overcoming Dyslexia: A  
> New
> and Complet Science-Based Program for Reading Problems at Any Level.  
> Four
> years later, in 2007, Maryanne Wolf published Proust and the Squid:  
> The
> Story and Science of the Reading Brain. Now, two years later, in 2009,
> Stanislas Dehaene has published Reading in the Brain: The Science and
> Evolution of a Human Invention.
>
> In all these books much is discussed about what areas of the brain are
> involved in various reading tasks as indicated by imaging  
> techniques. This
> gives us a lot of information about how the brain functions during
> different reading tasks. All these books seem to point away from whole
> language and toward a phonemcs/phoncs approach to reading instruction,
> Shaywitz and Dehaene most directly.
>
> Dahaene says at the end of his book, "We now know that the whole  
> language
> approach is inefficient: all children regardless of their  
> socioeconomic
> background benefit from explicit and early taching of the  
> corresondence
> between letters and speech sounds.This is a well-established fact,
> corroborated by a great many classroom experiments."
>
> How adout this? Is this a "well established fact" in your opinion?
>
> I'm wondering if any of you have drawn upon this new brain science
> information to change the way you teach about reading instruction to  
> future
> or present teachers?
>
> Tom Sticht
>
>
>
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