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

[Camille Blachowicz]

We all agree that dealing with the decoding aspect of reading is important even though there are different perspectives on how to get there.  I think any efforts should be focused on, as Moddy noted, on the ways teachers can do this intentionally, engagingly and efficiently and helping teacher education programs pick up the baton if it has been dropped.

As for the issue of ILA issuing a committee report without the committee having input, Im sure the HOF members on the committee can pick up that baton as well as any of the rest of us who are still engaged with ILA.
Cheers,
C



Camille Blachowicz, Ph.D.
Co-Director,
The Reading Leadership Institute
Distinguished Research Professor Emerita
The National College of Education
National Louis University
806  Colfax St.
Evanston, IL 60201
cblachowicz at nl.edu
ph-847-708-6280    fax-224-233-2558
http://nl.academia.edu/CamilleBlachowicz


From: <reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf of "Mckeown, Margaret G" <mckeown at pitt.edu>
Date: Sunday, July 21, 2019 at 1:48 PM
To: Thomas Sticht <tgsticht at gmail.com>, "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

Having read the ILA report as well as the comments from the HoF-ers here, it seems that most comments focus on complaints about what the report did not cover. 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.

A more productive use of our efforts might be to talk about how doing phonics right – explicitly, engagingly, efficiently – opens up time for all the wonderful language and literacy experiences students need, and also leads students to be able to take advantage of those experiences.

Moddy McKeown

From: <reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf of Thomas Sticht <tgsticht at gmail.com>
Date: Saturday, July 20, 2019 at 5:33 PM
To: "Reading-hall-of-fame at lists.nottingham.ac.uk" <Reading-hall-of-fame at lists.nottingham.ac.uk>
Subject: [Reading-hall-of-fame] ILA on phonics

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<https://nam05.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.literacyworldwide.org%2Fdocs%2Fdefault-source%2Fwhere-we-stand%2Fila-meeting-challenges-early-literacy-phonics-instruction.pdf&data=02%7C01%7Cmckeown%40pitt.edu%7Ca143b2205e2e4e600b9908d70d59f2af%7C9ef9f489e0a04eeb87cc3a526112fd0d%7C1%7C1%7C636992552320664455&sdata=NGj1g%2FKMOzjW1ig1Hj023i80yYpd30k95eQ2LkvaYAk%3D&reserved=0>

Tom Sticht



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