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

[Judith Green]

Hi Timothy,

True. What we need a conceptual volume that shows what each of these dimensions makes visible.  I keep wondering where literacy is in ILA, given the anthropological studies of literacy processes and practices over the last six plus decades internationally.  There is a new international volume on (re)theorizing literacy (not just reading in school) practices in honor of Brian Street.  Check it out.

We have empirical research that shows from the preschool years on how teaching of literacy frames issues.  You might want to revisit https://www.amazon.com/Inquiry-into-Meaning-Investigation-Learning/dp/0807740853 <https://www.amazon.com/Inquiry-into-Meaning-Investigation-Learning/dp/0807740853>
https://www.abebooks.com/book-search/author/bussis-anne-m-chittenden-edward-a-amarel-marianne-klausner-edith/ <https://www.abebooks.com/book-search/author/bussis-anne-m-chittenden-edward-a-amarel-marianne-klausner-edith/>

This is a multi-year set of studies that traces students learning to read from earliest entry into schooling context through grades 3.  There are also longitudinal studies.  We have an extensive data set of dissertations in elementary grades but the focus is on literacy processes and practices within and across times, configurations of actors, in classes from preschool through higher education.  Might be of interest to explore with others studies that also focus on these dimensions of the social and discursive processes, not just performance indicators. Happy to share.  Perhaps if we brought different traditions together and (re)analyzed the work, we would be able to build the meta-discourse or what Smith & Ennis called for— Language and Concepts in Education with a focus on reading in the context of the whole day, not just micro events.

Just some thoughts.

Judith


> On Jul 20, 2019, at 3:42 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 <mailto:shanahan at uic.edu>
>  
> 208 W Washington St  #711
> Chicago, IL 60606
> (312) 933-2835
> www.shanahanonliteracy.com <http://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 <mailto: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 <https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-meeting-challenges-early-literacy-phonics-instruction.pdf>  
>>  
>> Tom Sticht
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