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

[Ken Goodman]

I wrote a book some years ago that I titled Phonics Phacts (Heineman) . In
that I explored in some detail the nature of alphabetic language and the
mistaken view that learning to read  requires being taught letter sound
relationships. This assumes that (1) There is a simple one-to one
relationship between letters and sounds (or more correctly graphemes and
phonemes)
(2) These realtionships can be learned by young children through "skill and
drill" prior to reading meaningful texts (3) Once learned the young reader
can use this simplistic phonics to read words and make sense of texts.
In fact the relationships are far more abstract and complex. Whether an
approach to instruction is Synthetic <c> <a> <t> or Analytic (cat/ rat /
mat) they are undependable abstractions .  and abstractions are difficult
for young children to learn. Furthermore the relationships are not
one-to-one but pattern to pattern. Site, situate, situation for example
shows three related words in which the <t> represents three different
sounds. All unaccented vowels in English are reduced to schwa, a further
complication.
And all relationships vary from dialect to dialect in all languages.
Printers standardized spellings to avoid the need for having to provide
different editions for different dialect
 communities.
 But all this complexity is not a problem if young readers are reading
authentic predicable texts. In fact research has dependably shown that
readers invent spellings in their  writing that show their developing
awareness of the relationships between how words are spelled in sound in
context.  Grammar and meaning disambiguate phonics complexities.

In  short phonics is developed in the context of reading and writing. In
fact even the most behavioristic of researchers (Furman for example) have
found that the only factor in instruction that predicts success in reading
is- tada: "Time spent reading".

It is sad that ILA has turned back to old phonics mythology and ignorance
of what the profession has learned.
Ken Goodman



Galileo Lane
Tucson, Az 85747
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On Sun, Jul 21, 2019 at 3:35 PM P Pearson <ppearson at berkeley.edu> wrote:

> 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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>>
>>
>> --
>> +++++++++++++++++++++++++++++
>> 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
>> 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
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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
> ****************************************
>
> 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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