[Reading-hall-of-fame] Re: I found this announcement in my monthly NPR/PBS print magazine

[Mckeown, Margaret G]

Dear P David and colleagues,

I agree that decoding + knowledge + eyes on text are not going to cut it for many/most young readers.

But I don’t agree that the only alternative is learning strategies to invoke when knowledge fails. You can also invoke habits, built deliberately through supportive, scaffolded experiences interacting with text. Read together, talk about the text and what it takes to make sense of it. And yes, it needs to be more, and, more systematic than “a little talk about text.”

PDP – your personal ramblings are always welcome!

Moddy

Margaret G. McKeown, Ph. D.
Clinical Professor Emerita, Instruction and Learning
School of Education
Senior Scientist, Learning Research and Development Center
University of Pittsburgh
Pittsburgh, PA 15260
mckeown at pitt.edu<mailto:mckeown at pitt.edu>

For more on reading and vocabulary, follow me on Twitter: @margaretmckeow2

From: <reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf of P Pearson <ppearson at berkeley.edu>
Date: Sunday, September 27, 2020 at 1:34 PM
To: reading hall of fame <reading-hall-of-fame at lists.nottingham.ac.uk>
Subject: [Reading-hall-of-fame] I found this announcement in my monthly NPR/PBS print magazine

Took this photo to share.  I guess they APM/NPR decided not to take us up on our offer to participate in planning or enacting future events on this issue.  I bet NPR has a contract with APM to carry X number of show per month.  Another example of outsourcing resulting from Congressional budget cuts for public broadcasting.

I bet the report will say, stop teaching strategies. Just teach decoding and knowledge, and all will be well.  The logic will be, if they can decode any and all words they encounter and if they know a lot (that they can express in oral language), then they will get the reading comprehension pretty much for free--maybe a little talk about text thrown in for good measure.

I like knowledge; I'd say I am a big fan of it.  And I spent 10 years working on Seeds and Roots on the premise that all the procedural stuff (practices, processes, skills and strategies) work better and are acquired more readily and without such arduous effort when they are picked up and fine-tuned in pursuit of the acquisition of knowledge and insight.

But what do you do when your knowledge fails you, and there is no one or no "thing" there to help you out of your cul du sac?  I view strategies as the deliberate, intentional, often stepwise, procedures you invoke when knowledge is not able to motivate all the connecting and monitoring that goes on in the construction and integration phases of comprehension.

That's why I am an advocate of "the full tool-box" and the "you gotta do it all" approaches to pedagogy.

My personal ramblings aside, I wanted to alert all of you to this sequel.

David

[Emily Hanford is Back.jpeg]
--
+++++++++++++++++++++++++++++
P. David Pearson
Evelyn Lois Corey Emeritus Professor of Instructional Science
Graduate School of Education
University of California, Berkeley

email:  ppearson at berkeley.edu<mailto:ppearson at berkeley.edu>
other e-mail:  pdavidpearsondean at gmail.com<mailto:pdavidpearsondean at gmail.com>
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