[Reading-hall-of-fame] Re: ILA on phonics

[P Pearson]

Different issue...

Just so I know... the last page of this brief lists the members of the
LRP.  Am I to conclude that the content of the brief has been reviewed and
endorsed by the LRP?

David


On Sat, Jul 20, 2019 at 6:42 PM Shanahan, Timothy E <shanahan at uic.edu>
wrote:

> Judith—
>
>
>
> I only skimmed your letter, but I noticed that you failed to mention
> morphology, epistemology, motivation, evolutionary language studies,
> neurology, phrenology, text structure, epidemiology, morality, or any of
> the dozens of other topics that could have been mentioned.
>
>
>
> Given this highly revealing failure, I don’t see how anyone could take
> this criticism seriously given its lack of proper contextualization.
> Obviously, there is no way that anyone can ever abstract a single idea and
> focus on it for a few pages profitably, so writing anything on literacy
> (including this kind of criticism) is reductionist and misleading.
>
>
>
> I don’t think your letter gave enough weight to the empirical research
> that has been done with beginning readers—and can’t imagine how teaching
> them to decode text will prevent them in any way from a lifetime of event
> learning within or across disciplines. Can’t wait to read your next
> ethnography on that.
>
>
>
> tim
>
>
>
> Timothy Shanahan.
>
> Distinguished Professor Emeritus
>
> University of Illinois at Chicago
>
> shanahan at uic.edu
>
>
>
> 208 W Washington St  #711
>
> Chicago, IL 60606
>
> (312) 933-2835
>
> www.shanahanonliteracy.com
>
>
>
>
>
>
>
>
>
> *From: *<reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf
> of Judith Green <judithlgreen at me.com>
> *Date: *Saturday, July 20, 2019 at 4:51 PM
> *To: *Thomas Sticht <tgsticht at gmail.com>
> *Cc: *"Reading-hall-of-fame at lists.nottingham.ac.uk" <
> Reading-hall-of-fame at lists.nottingham.ac.uk>
> *Subject: *[Reading-hall-of-fame] Re: ILA on phonics
>
>
>
> Hi Tom,
>
>
>
> Thank you for sharing this.  I skimmed it and it is scary and re-inforces
> my 6 decades of understanding that ILA (then IRA) did not understand how
> children learning language, how to analyze reading processes and practices,
> or how to trace developing literacy processes across time and opportunities
> for learning.  This does not situate phonics in the more complex
> understandings of meaning construction, prediction of meanings from text or
> how literary text shape us to be particular kids of readers.  This could
> lead those who seek phonics as the center to dismiss once again the complex
> nature of engaging authors in the text and learning to engage with texts.
>
>
>
> Really does not reflect what we know about what constitutes a reading
> process or language processes or event learning with and through texts
> within and across disciplines, educational contexts or social worlds.
> Scares me as it seems to ligitimize one approach as READING.
>
>
>
> Just sharing,
>
>
>
> Judith
>
>
>
> On Jul 20, 2019, at 2:33 PM, Thomas Sticht <tgsticht at gmail.com> wrote:
>
>
>
> Folks: Regarding discussions on phonics, the ILA has put out a report
> calling for explicit and systematic phonics instruction:
>
>
>
>
> https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-meeting-challenges-early-literacy-phonics-instruction.pdf
>
>
>
>
> Tom Sticht
>
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