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

Sun Jul 21 23:35:23 BST 2019

To be clear about where I think I stand:
I am not objecting to the content.  In fact I agree with a lot of it (85%)
in terms of the evidence base as I know it from NRP, BNR, the Adams BtoR
book (which I liked at the time and continue to like) and the earlier
European reports that Greg Brooks shared with us.  I just don't understand
2 things:
1.  How this becomes a policy document of the LRP/IRA without some official
act of endorsement, and
2.  Who speaks on behalf of ILA and LRP (since it appears to be endorsed by
them) on matters of polic--and especially who speaks to the press.
In short, I worry about the process by which a position becomes policy and
how it gets represented in the press.

I will stop sharing this with RHF and move my complaint to ILA, which is
the organization about which I hold these concerns.
pdp

On Sun, Jul 21, 2019 at 6:17 PM Diane Lapp <lapp at sdsu.edu> wrote:

> Hello,
> Let me clear up the process for being invited to write a Brief. As the
> chair of the LRP I survey the Board and the Panel asking for topics for
> Briefs and authors to write them. I also survey *What’s Hot* topics. I
> then compile a list of topics and possible authors and again submit the
> list to the Board and the Panel. They revise or change the topics and
> possible authors. Once finalized I send invitations.
>  Authors do not have to be members of the Panel. This is not a new
> process. I believe this process must have been established from the onset
> of the LRP because this is how it was suggested to me by the previous Panel
> chair.
>
> Wiley Blevins, who I believe studied with Linnea Ehri, has written and
> spoken quite a bit about phonics instruction and he was highly recommended
> by both groups to write this Brief.
>
> Please let me restate what Moody McKeown said regarding the Brief.
>
> “ Please consider:
>
>    - The report is not intended as a broad overview on developing reading
>    ability. It is a Brief (as per the title) and its purpose was to
>    communicate on phonics because the questions of whether and which phonics
>    instruction should occur have come to the fore (again).
>    - Second, the report does not ignore other aspects of reading,
>    including for example:
>       - “Of course, equal amounts of time need to be spent on teaching
>       the meanings of these words,”
>       - Citing the need for “application to authentic reading and writing
>       experiences.”
>       - “The goal of phonics instruction is to develop students’ ability
>       to read connected text independently.”
>
>
> I understand the frustration of not seeing a full representation of
> literacy portrayed, but that is not the purpose of this ILA communication."
>
> I hope this adds light to the process, intent,and author's qualification.
>
> Please send to me any topics and possible author names  for future ILA
> Briefs that you believe need to be written.  I will be happy to add them to
> a new list to share with the Board and the Panel.
>
> Best regards,
> Diane Lapp
>
>
>
> On Jul 20, 2019, at 3:46 PM, P Pearson <ppearson at berkeley.edu> wrote:
>
> Different issue...
>
> Just so I know... the last page of this brief lists the members of the
> LRP.  Am I to conclude that the content of the brief has been reviewed and
> endorsed by the LRP?
>
> David
>
>
> On Sat, Jul 20, 2019 at 6:42 PM Shanahan, Timothy E <shanahan at uic.edu>
> wrote:
>
>> Judith—
>>
>>
>>
>> I only skimmed your letter, but I noticed that you failed to mention
>> morphology, epistemology, motivation, evolutionary language studies,
>> neurology, phrenology, text structure, epidemiology, morality, or any of
>> the dozens of other topics that could have been mentioned.
>>
>>
>>
>> Given this highly revealing failure, I don’t see how anyone could take
>> this criticism seriously given its lack of proper contextualization.
>> Obviously, there is no way that anyone can ever abstract a single idea and
>> focus on it for a few pages profitably, so writing anything on literacy
>> (including this kind of criticism) is reductionist and misleading.
>>
>>
>>
>> I don’t think your letter gave enough weight to the empirical research
>> that has been done with beginning readers—and can’t imagine how teaching
>> them to decode text will prevent them in any way from a lifetime of event
>> learning within or across disciplines. Can’t wait to read your next
>> ethnography on that.
>>
>>
>>
>> tim
>>
>>
>>
>> Timothy Shanahan.
>>
>> Distinguished Professor Emeritus
>>
>> University of Illinois at Chicago
>>
>> shanahan at uic.edu
>>
>>
>>
>> 208 W Washington St  #711
>>
>> Chicago, IL 60606
>>
>> (312) 933-2835
>>
>> www.shanahanonliteracy.com
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> *From: *<reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf
>> of Judith Green <judithlgreen at me.com>
>> *Date: *Saturday, July 20, 2019 at 4:51 PM
>> *To: *Thomas Sticht <tgsticht at gmail.com>
>> *Cc: *"Reading-hall-of-fame at lists.nottingham.ac.uk" <
>> Reading-hall-of-fame at lists.nottingham.ac.uk>
>> *Subject: *[Reading-hall-of-fame] Re: ILA on phonics
>>
>>
>>
>> Hi Tom,
>>
>>
>>
>> Thank you for sharing this.  I skimmed it and it is scary and re-inforces
>> my 6 decades of understanding that ILA (then IRA) did not understand how
>> children learning language, how to analyze reading processes and practices,
>> or how to trace developing literacy processes across time and opportunities
>> for learning.  This does not situate phonics in the more complex
>> understandings of meaning construction, prediction of meanings from text or
>> how literary text shape us to be particular kids of readers.  This could
>> lead those who seek phonics as the center to dismiss once again the complex
>> nature of engaging authors in the text and learning to engage with texts.
>>
>>
>>
>> Really does not reflect what we know about what constitutes a reading
>> process or language processes or event learning with and through texts
>> within and across disciplines, educational contexts or social worlds.
>> Scares me as it seems to ligitimize one approach as READING.
>>
>>
>>
>> Just sharing,
>>
>>
>>
>> Judith
>>
>>
>>
>> On 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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>
>
> --
> +++++++++++++++++++++++++++++
> 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
> ****************************************
>
> This message and any attachment are intended solely for the addressee
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>
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>
> Diane Lapp,EdD
> Distinguished Professor of Education
> College of Education
> San Diego State University
> 619-405-8705
> http://go.sdsu.edu/education/ste/dr_lapp_bio.aspx
> @lappsdsu (twitter)
>
>
>
>
>
>
>

-- 
+++++++++++++++++++++++++++++
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
****************************************
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