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

[Yetta Goodman]

---------- Forwarded message ---------
From: Yetta Goodman <ygoodman at u.arizona.edu>
Date: Sat, Jul 20, 2019 at 4:41 PM
Subject: Re: [Reading-hall-of-fame] ILA on phonics
To: Thomas Sticht <tgsticht at gmail.com>


Thanks to Tom Sticht for bringing this ILA statement to the RHF mailing
list.  I keep rereading the statement and wonder what happened to meaning
making, comprehension and the use of authentic literature. The
instructional materials mentioned do not include the rich children's
literature that are not
leveled but invite young children to learn as they are involved in reading.
Where is what we know about language development, the ability of humans to
learn as they engage authentically with the literacy world in which they
live.  How invented spelling makes clear the knowledge young readers
develop about the relationship between the orthographic system and the
phonological system of language as they are involved in the authentic uses
of literacy.
Careful analysis of non words in reading reveal readers' knowledge of
graphophonics and their concern that sounding out is more important than
making sense. Where in this document is the research on how children come
to know language and its systems by being immersed in families and a
literacy community?    And now I see the following article:

 Influential Reading Group Makes It Clear: Students Need Systematic,
Explicit Phonics
<https://mobile.edweek.org/c.jsp?cid=25920011&item=http%3a%2f%2fapi.edweek.org%2fv1%2fblogs%2f83%2f%3fuuid%3d79409&blog=true>
The International Literacy Association wades back into the reading wars
with a new brief endorsing systematic, explicit phonics and decodable texts
as key elements of early reading instruction.
By Stephen Sawchuk Jul 18, 2019

On Sat, 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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-- 

*Yetta Goodman, Regents Professor Emerita*
*University of Arizona, College of Education*
*home address:  7914 S Galilleo Lane, **Tucson AZ.85747-9609*

*http://www.retrospectivemiscue.com <http://www.retrospectivemiscue.com/>*

*No child needs to be motivated to learn. To learn is their trade.*
*They can't stop learning because they can't stop growing.*
*             Emilia Ferreiro, 2003 *

*Every time we teach a child something, we keep him/her from *
*inventing it. On the other hand, that which we allow **him/her **to*
*discover will remain visible for **the rest of his/her life. *
*               Jean Piaget*









-- 

*Yetta Goodman, Regents Professor Emerita*
*University of Arizona, College of Education*
*home address:  7914 S Galilleo Lane, **Tucson AZ.85747-9609*

*http://www.retrospectivemiscue.com <http://www.retrospectivemiscue.com/>*

*No child needs to be motivated to learn. To learn is their trade.*
*They can't stop learning because they can't stop growing.*
*             Emilia Ferreiro, 2003 *

*Every time we teach a child something, we keep him/her from *
*inventing it. On the other hand, that which we allow **him/her **to*
*discover will remain visible for **the rest of his/her life. *
*               Jean Piaget*
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