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

[P Pearson]

Thanks for sharing this great information, Greg!!
pdp

On Sun, Jul 21, 2019 at 7:41 AM Greg Brooks <g.brooks at sheffield.ac.uk>
wrote:

> 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
>>>
>>> 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
>>> attachment.
>>>
>>> Any views or opinions expressed by the author of this email do not
>>> necessarily reflect the views of the University of Nottingham. Email
>>> communications with the University of Nottingham may be monitored
>>> where permitted by law.
>>>
>>>
>>>
>>>
>>> _______________________________________________
>>> Reading-hall-of-fame mailing list
>>> Reading-hall-of-fame at lists.nottingham.ac.uk
>>> http://lists.nottingham.ac.uk/mailman/listinfo/reading-hall-of-fame
>>>
>>
>>
>> --
>>
>> *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
>> attachment.
>>
>> Any views or opinions expressed by the author of this email do not
>> necessarily reflect the views of the University of Nottingham. Email
>> communications with the University of Nottingham may be monitored
>> where permitted by law.
>>
>>
>>
>>
>> _______________________________________________
>> Reading-hall-of-fame mailing list
>> Reading-hall-of-fame at lists.nottingham.ac.uk
>> http://lists.nottingham.ac.uk/mailman/listinfo/reading-hall-of-fame
>>
> 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
> attachment.
>
> Any views or opinions expressed by the author of this email do not
> necessarily reflect the views of the University of Nottingham. Email
> communications with the University of Nottingham may be monitored
> where permitted by law.
>
>
>
>
> _______________________________________________
> Reading-hall-of-fame mailing list
> Reading-hall-of-fame at lists.nottingham.ac.uk
> http://lists.nottingham.ac.uk/mailman/listinfo/reading-hall-of-fame
>


-- 
+++++++++++++++++++++++++++++
P. David Pearson
Evelyn Lois Corey *Emeritus* Professor of Instructional Science
and Professor of the Graduate School
Graduate School of Education
4220 Berkeley Way West #1670
University of California, Berkeley
Berkeley CA 94720-1670
GSE Office: 510 543 6508
email:  ppearson at berkeley.edu
other e-mail:  pdavidpearsondean at gmail.com
website for presentations:  www.scienceandliteracy.org
website for publications:  www.pdavidpearson.org
*******************
Home:  851 Euclid Ave
Berkeley, CA  94708 -1305
iPhone:  510 543 6508
****************************************
-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://lists.nottingham.ac.uk/mailman/private/reading-hall-of-fame/attachments/20190721/334b4d95/attachment-0001.html>