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

[P Pearson]

The Ed Week article that Yetta linked us to is even more disconcerting to
me than is the report (which is OK on many points but uneven in the degree
to which claims are supported with evidence--the claim about needing some
scope and sequence being among the shakiest).  Regarding the Ed Week piece,
apparently we have now reached the point in ILA when the two spokespersons
for the organization when the press come calling are the Executive Director
(with a background in management of professional organizations not literacy
instruction) and a hired consultant?

It's so hard to stay the course when this is the way we conduct our policy
work as an organization.

pdavid



On Sat, Jul 20, 2019 at 8:07 PM 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
> necessarily reflect the views of the University of Nottingham. Email
> communications with the University of Nottingham may be monitored
> where permitted by law.
>
>
>
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+++++++++++++++++++++++++++++
P. David Pearson
Evelyn Lois Corey *Emeritus* Professor of Instructional Science
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