I did not "get" phonics when I was learning to read...but I was a great reader anyway. I think that is why I don't see the point of insisting that all students learn through phonics. However, I have taught some students who needed the "rules" to learn to read. Keep in mind that it is a means to an end; it can be easily tested and mastered by most students. And then it is a valuable tool in learning to do "real" reading.
But comprehension is not easily taught or mastered... it is a process... and it is more challenging to teach...and?to measure. Cathy K-5 DE -----Original Message----- From: Bill Roberts <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group <mosaic@literacyworkshop.org> Sent: Sun, 23 Sep 2007 1:15 pm Subject: Re: [MOSAIC] spelling lists > In a message dated 9/20/2007 5:42:24 AM Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > By the way, I hate phonics. Could that be because that is not how I was > taught? Or maybe because I moved ten times in six years and each school > district > did something different? Or maybe because it feels inauthentic? > Phonics is no different than any other skill. The problem is some people don't stop and think about when and where teaching these skills are appropriate or no longer needed. Phonics is great for K-3 for children learning to recognize words and word sounds, but once they've learned it, there's no need to beat a dead horse. Same can be said for just about anything: AR is great for a kid who doesn't read because it makes the kid read....once he or she finds an author or genre they enjoy, they should be left to discover for themselves the fun in reading....not forced to read for points. I'm teaching mostly advanced classes this year, but too many of them think reading is only about points. That's not a fault of the program, but a fault of the teaching. Fluency is important for someone who reads one word at a time because it teaches them to group words in patterns that make sense, once a child "gets it" there's no need to pound in their heads, but many teachers confuse the act with the skill. Too many teachers think fluency is about speed or AR is about points. They are about helping kids. The same thing happens with the reading strategies. Some teach, for example, "visualization" and will spend a few lessons on the concept, but that isn't teaching for visualization. Many teachers think that if they give the idea to the kids, the kids will asorb it somehow. That's that "empty vessel waiting to be filled" philosophy that has permeated education since the dawn of time....that's one of the few pluses of state tests and collecting data....you can gear instruction for individual needs and weaknesses; if you truly teach a strategy, then it will become second nature. The teaching materials / lessons / programs / etc. are only as good as the teacher.... Bill _______________________________________________ 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. ________________________________________________________________________ Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.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.
