On Jun 23, 2008, at 8:21 PM, [EMAIL PROTECTED] wrote: > I have been thinking about this post since it came up. When we are > teaching phonological awareness and phonics, aren't we still teaching > meaning? My interpretation of what we are doing with this instruction, > is always based on meaning.
No, I don't think so... not particularly. I just finished a year in a Kindergarten in which the head teacher definitely did not include meaning in practically any of her phonics/phonemic awareness activities. It was nearly all isolated, without context. How much meaning is there in DIBELS assessments that require students to bark out nonsense syllables in record time? If the argument here is that isolated phonics instruction LEADS to meaning, that it is a step in the process of reading for meaning, then I would say it would be just as easy to address phonics and phonemic awareness in a meaningful way, in context, as PART OF the whole reason for reading in the first place. My two cents. Renee "We are here to infiltrate space with ideas." ~ Ramtha _______________________________________________ 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.
