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

[Greg Brooks]

Friends
I agree with much of the ILA statement, especially the absence of the words
'synthetic' and 'analytic' from it, but do find it depressing that no
non-US research is cited, and that, within the evidence that is cited, none
of the available systematic reviews are mentioned.
So I am attaching the most recent meta-analysis (in fact, a tertiary
review) of the evidence on phonics, of which I am a co-author. Inter alia,
it shows that there is still not (yet) convincing evidence that any one
variety of phonics is more effective than another (even though theory
supports synthetic, in my opinion).
Similarly, the ILA (of which I am a long-term member) could have saved
themselves a lot of work if they had bothered to find out about the ELINET
(European Literacy Policy Network) glossary (of which, again, I am a
co-author): this is the link:

http://www.eli-net.eu/fileadmin/ELINET/Redaktion/user_upload/Elinet_analytic_glossary.pdf

With my British colleagues Roger Beard and Jaz Ampaw-Farr I am mid-way
through a series of three articles on phonics and its discontents. The
first is attached. The second, a much more detailed analysis of the errors
and confusions in about 50 commercially-published phonics programmes
available in the UK, is in press with Research Papers in Education. The
third is in progress; it will focus on the practical application of the
analyses in the first two, including and especially the need for phonics
teaching to be accurate in its phonetic base and in its treatment of
phoneme-grapheme and grapheme-phoneme correspondences.

Enough for now

Greg Brooks


On Sun, 21 Jul 2019 at 01:07, Yetta Goodman <ygoodman at u.arizona.edu> wrote:

>
>
> ---------- 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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>>
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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*
>
>
>
>
>
>
>
> This message and any attachment are intended solely for the addressee
> and may contain confidential information. If you have received this
> message in error, please contact the sender and delete the email and
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>
> Any views or opinions expressed by the author of this email do not
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> communications with the University of Nottingham may be monitored
> where permitted by law.
>
>
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