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

Sun Jul 21 22:55:02 BST 2019

It's disheartening that we have to be having this discussion about an
article that suggests teachers need to know linguistics and phonics and
includes
examples such as can/candle -----   The first "can" in my dialect is often
a schwa.... I say "can" differently depending on its position in the
sentence. Another example in the article is the letter "s" making an "ess"
sound like in boys and girls..... right? Of course not.

I keep thinking about the new immigrants coming into cities around the U.S.
speaking languages other than English and Spanish.  Are the children and
the teachers knowledgeable enough to be aware of the language variations
that will be visible in classrooms.  Are we providing teachers with
materials that say nothing about the variations of languages (including
sounds) that will influence teaching about sounds and their relationship to
the written system of English if we follow the rules in this article.  I
also don't see anything about the relationships between teaching and
learning.  Children have been learning to read written language in many
forms from an early age. They are fascinated by computers and pushing
buttons.  I have read nothing about what children know about literacy
before they ever come to school and how this needs to be accounted for in
their literacy instruction.  A major aspect of what I've learned from my 60
years of miscue analysis study is that it provides evidence about the
knowledge children have about written language (yes about the sounds and
its relationship to written language, and the grammar of the language they
are reading and using in oral contexts and about meaning making as well and
their knowledge is considerable and continues to evolve/develop.   When we
ignore what children know, we put them in the position of trying to do what
they want to do to please their teachers which often interferes in what
they are learning about how written language in the real world relates to
their oral language in the read world.     Yetta Goodman

On Sun, Jul 21, 2019 at 2:28 PM P Pearson <ppearson at berkeley.edu> wrote:

> This is a REAL problem.  Intended or not, the transparent inference to be
> drawn from the document as published is that this work was either completed
> by/with the LRP or endorsed by it or both.
>
> No matter the quality or validity of the message, this is not a healthy
> process. The staff needs to be called on the carpet for engaging in these
> sorts of activities.
>
> David
>
> On Sun, Jul 21, 2019 at 4:15 PM Hoffman, James V <
> jhoffman at austin.utexas.edu> wrote:
>
>>
>> I am a member of the Panel and I never saw this nor was I asked to review
>> or endorse.  My understanding is that the authors of these reports are
>> supposed be Panel Members (at least the lead author).  I don’t know who
>> Wiley Blevens is but he is listed as the author with no one else.
>>
>>
>> jim
>>
>>
>>
>> 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*
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