How much
meaning is there in DIBELS assessments that require students to bark
out nonsense syllables in record time?
Above is one of the perfect examples of the imbalance...
I guess my point has been misinterpreted. I am agreeing with others, to balance
all components of reading we do need to connect one to another. We should never
get so focused on one, that we leave another behind. I don't think any can of
worms has been opened here, I think the discussion is great. I think balance is
something many struggle with and discussing how we try to keep that balance and
keep meaning as the targeted goal is a perfect discussion for this group.
Enjoying the dialogue,
Terry/FL
-----Original Message-----
From: Renee <[EMAIL PROTECTED]>
To: Mosaic: A Reading Comprehension Strategies Email Group
<mosaic@literacyworkshop.org>
Sent: Tue, 24 Jun 2008 11:00 am
Subject: Re: [MOSAIC] phonemic awareness/segmentation help wanted
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
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