If we stand on the shoulders of the Goodman's and Marie Clay, we cannot discount three cuing systems. We need to teach our readers how each works, and allow them to operate on them. This pendulum swing is, IMO, largely engineered by folks who have little understanding of reading process.
Lori On 9/23/07 9:09 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > > If you look at the research by Marie Carbo, there are reading styles. > Analytic learners tend to get phonics and learn to read easily using it. It > makes > sense to them. Global learners who need the big picture first have more > difficulty with phonics. I think we have to be careful taking an 'all or > nothing' > position. Every child's brain is different and will learn differently. I > think > we owe it to our students to find out how they learn and have methods in our > toolbox that will meet their needs. Every time the phonics pendulum swings, > we lose kids. It isn't all or nothing...we need to look at the students we > teach and find the balance. > Jennifer > Maryland > In a message dated 9/23/2007 10:37:31 A.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > I cannot discount the role of phonics in the process of learning to read, > but I can certainly discount much of the methodology adopted to teach it. I > think that teachers who encourage much writing in the early grades and are > able to effectively support emergent writers in moving from stretching words > and hold those sounds to using spelling patterns and analogy do much to > build phonetic understanding in their students. When this is combined with > word work that draw children from letter-by-letter analysis to using chunks > and analogies to figure out those tricky words, I don't know that much more > is needed. I am not sure I see a reason to use some of the of the > terminology (long vs. short vowels, for example), but if children are aware > of patterns such as /ead/, with the knowing that sometimes it sounds like > /eed/ and sometimes like /ed/, they can quickly combine this knowledge with > meaning and semantics to quickly make informed judgment calls as they read > and increasingly refined approximations when spelling unknown words. This is > very different from those plaid phonics books, IMO, and I am thinking most > upper grade teachers should be quite glad of teachers that establish this > knowledge base. > > Lori > > > > > > > ************************************** See what's new at http://www.aol.com > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
