[Reading-hall-of-fame] Re: Austin ILA

Tue Apr 17 07:04:34 BST 2018

Yes...  it is a vicious cycle : we don't have enough rich reading materials
in African languages, so self selection can't happen often,  and because
the obvious connection which should exist between learning to read and
access to  authentic mother tongue  texts  is not acted upon, this
situation is slow to change,  and then there are the widespread skills
focused teaching methods, now  intensified through EGRA - AND  test might
be taken in home language - but after at least a year of having 'switched'
to English ( ie additional language for most) as a medium, so
incomprehension reigns...

Hilary how do I get your paper?

Thanks!

On 16 April 2018 at 08:10, Stephen Krashen <skrashen at yahoo.com> wrote:

> Yes, "rich interaction with rich reading material" - the result of
> self-selected reading.
> For evidence:
> http://www.sdkrashen.com/content/articles/2017_does_
> phonics_deserve_the_credit_for_improvement_in_pirls.pdf
>
> On Sunday, April 15, 2018, 10:48:48 PM PDT, Hilary Janks <
> hilary.janks at gmail.com> wrote:
>
>
> My analysis of the PIRLS sample questions (published if anyone wants) is
> that the questions take decoding for granted. They require comprehension,
> application to children’s experience, some inference etc.  But the solution
>  in policy and practice seems to be more decoding work instead of rich
> interaction with rich reading material.
>
> To say nothing of this home language test being taken by some children in
> a different language in the very years that they are switching to literacy
> in English !!!
>
> Hilary Janks
> Sent from my iPhone
>
> On 15 Apr 2018, at 16:25, carole bloch <csbloch at gmail.com> wrote:
>
> Ah mannnnn, Jim! Sounds so horribly familiar to me. I don't understand how
> they have become the experts either - reading this article attached for
> those of you who feel like looking, one just can't believe it.
>
> I am going to do everything I can now to explode this - from what I prefer
> to call a transformation and some call an Africanisation perspective, what
> Abadzi says is totally unconscionable and racist even:The implication of
> what she says is that the brains of poor (African language speaking?)
> children are different than those of anyone else and unable to deal with
> rich complexity from the start - it's further entrenching systemic maiming
> of imaginative learning.
>
> I invite any of you to send ideas of ways to counter this - truly Jim is
> right that it is being shoved down the throats of millions.
>
> I'm trying to raise funds now for research here on what appropriate early
> literacy can be like for all young children  and not only children of the
> elite... thats part of our challenge -  the few qualitative studies here
> are completely brushed aside by these people who insist on RCT type
> 'evidence'.
>
> Carole
>
>
>
> On 15 April 2018 at 14:55, Hoffman, James V <jhoffman at austin.utexas.edu>
> wrote:
>
> I just attended the CIES (Comparative & International Education Society)
> conference in Mexico. The theme was something like ReMapping Global
> Education; South to North dialogue.  There were two layers to the
> conference.  The North was on top and visible.  USAiD, World Bank etc
>  continue to make the push for EGRA led by the Crouch and Abadzi (How on
> earth do such people become the leading literacy experts in the world???) .
> The usual suspects of RTI (and the other beltway bandits) keep playing
> along.   Then there was the “South” on the bottom and nearly invisible
> except by color.  Here the conversations were energetic, thoughtful, and
> important.  As for the dialogue — none. The north continues to tell the
> South what they need. The scholarship around literacy is absent from any of
> the discussions (oh, i did hear in one presentation that “Reading is not
> Rocket Science’ — that was the leading sentence to a presentation about
> work in Africa with a15 million dollar project affecting over 600 schools.
>  and then there was the presentation around the Rumelhart interactive
> pedagogy method — I’m sure we all know that one.)
>
> it was the most depressing conference experience I have ever had and I
> only had to listen to it.  Millions are getting this shoved down their
> throats.   jim
>
> On Apr 15, 2018, at 3:31 AM, carole bloch <csbloch at gmail.com> wrote:
>
> I so wish I could be there too! Would be great to read/see the debates.
>
> Sunday greetings from the beautiful but very dry and troubled outer
> reaches... where a few of us are now struggling to contextualise and
> counter  the Helen Abadzi (using neuroscience from people like Dehaene and
> Shaywitz) 'truths' on how 'the poor'  African language speaking  children
> can only learn to read by decoding automaticity... this has been taken by
> some influential researchers and policy makers as the next route out of the
> comprehension disaster evidence (PIRLS 2016).
>
> Brian, I wonder if you know that one of the articles which helped me to
> frame the reading for enjoyment campaign I started in 2012 was your 1996
> one - I still circulate it  to many young activists in SA trying to ensure
> a more meaningful future trajectory for children.
>
>
> Carole
> <unnamed.jpg>
>
>
>
> On 14 April 2018 at 23:27, Brian Cambourne <bcambrn at uow.edu.au> wrote:
>
> Looks like a great session. Wish I could be there.
>  Brian Cambourne
>
> On 15 Apr 2018, at 2:05 AM, Hoffman, James V <jhoffman at austin.utexas.edu>
> wrote:
>
> Greetings,
>
> I am pasting the program description for the Reading Hall of Fame
> seminar/presentation at ILA in Austin and attaching a more complete
> description To my knowledge, there is no formal meeting for the RHOF at the
> conference. However, anyone wanting to go out after the session to just
> catch up we can plan for that..  We look forward to you joining us in this
> session and Welcome to Austin!
>
> jim
>
> Reading Hall of Fame: A Critical Examination of Four Policy Briefs From
> the ILA Literacy Research Panel
> Sun, Jul 22, 2018: 1:00 PM  - 2:00 PM
> 0918
> Cosponsored Session
> Austin Convention Center
> Room: 18A - Theater
> The International Literacy Association formed the "Literacy Research
> Panel" in 2012 to respond to critical literacy issues facing policy makers.
> The LRP has been active in responding quickly to such challenges as the
> National Council of Teacher Quality (NCTQ) report on teacher preparation.
> This Reading Hall of Fame's session will focus on a subset of these Policy
> Briefs and the work of the Panel. This examination of the policy briefs is
> intended to deepen our understanding of these areas. The RHOF is focusing
> on just four of the briefs. Four members of the RHOF will take the lead in
> formulating a response. Diane Lapp, the current chair for the Literacy
> Research Panel, will chair the session and offer background on the work on
> the development of these Briefs. Lesley Morrow, a past president of ILA and
> a member of the Reading Hall of Fame will serve as discussant.
>
> Presenter
> *Dr. James Hoffman*, The University of Texas at Austin
>
> Copresenter(s)
> *Dr. Diane Lapp*, San Diego State University
> *James Cunningham*, Uniiversity of North Carolina
> *MaryEllen Vogt*, California State University
> *Donna Alvermann*, University of Georgia
> *Lesley Mandel Morrow*, Rutgers the State University of NJ
>
> Age Levels
> General (age 4-18)
>
> Keywords
> Differentiated Instruction
> Literacy Leadership
>
> Research
>
>
>
>
>
>
>
>
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> <Abadzi Turning_a_molehill_into_a_mountain_How_r.pdf>
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