Yes , Renee. Yatvin points out the limits of the research used for the reading panel report.... An essential piece in understanding the implications of the entire report.
Sent from my iPhone On May 21, 2012, at 9:32 PM, "Renee" <phoenix...@sbcglobal.net> wrote: > I am not familiar with Marie Carbo. I *am* familiar with the National Reading > Panel report, and suggest that everyone read the "alternate" one written > by.... I think.... Joanne Yatvin? Do I have this correct? > > Renee > > > On May 21, 2012, at 7:56 AM, Palmer, Jennifer wrote: > >> Renee >> Have you ever read the Reading Styles research by Marie Carbo? Worth looking >> into. It supports the idea that kids learn differently (some don't benefit >> from phonics)...and at different rates. I think you'd like the way she >> thinks about kids and teaching reading. >> >> When we read things like the National Reading Panel report, which provides >> evidence that phonics is just about useless after grade 1, we must >> understand the conditions underwhich the study...in this case, the >> meta-analysis, were conducted. How is reading defined for the purpose of >> this study? How are we defining phonics instruction? How are we assessing >> phonics knowledge? What other variables have an impact? What were the >> criteria for including, or NOT including studies? Research can be quite >> helpful, but we must understand as practitioners what it IS and IS NOT >> saying. The National Reading Panel report has useful information, but when >> you come to understand that many forms of social science research (such as >> qualitative analyses) were not included because the philosophy of the panel >> was that experimental research was the only research worth including, then >> we lost a lot of good information that came from other types of research >> designs that would validate why some kids do benefit from phonics >> instruction a little later. >> Personally, I find strict phonics programs do little past a certain age. >> Analytic programs which build on what kids already understand about how >> words work that help students build their own generalizations about how >> words work, are much better than a structured phonics intervention for kids >> beyond first. >> >> Jennifer L. Palmer, Ed. D. >> >> Instructional Facilitator >> >> National Board Certified Teacher >> >> >> >> Magnolia Elementary (home school) >> >> 901 Trimble Road >> >> Joppa, MD 21085 >> >> 410-612-1553 >> >> Fax 410-612-1576 >> >> "In every child a touch of greatness!!' >> >> Proud of our Title One School >> >> >> >> Norrisville Elementary >> >> 5302 Norrisville Road >> >> White Hall, MD 21161 >> >> 410-692-7810 >> >> Fax 410-692-7812 >> >> Where Bright Futures Begin!! >> >> ________________________________________ >> From: mosaic-bounces+jennifer.palmer=hcps....@literacyworkshop.org >> [mosaic-bounces+jennifer.palmer=hcps....@literacyworkshop.org] on behalf of >> Renee [phoenix...@sbcglobal.net] >> Sent: Monday, May 21, 2012 10:05 AM >> To: Mosaic: A Reading Comprehension Strategies Email Group >> Subject: Re: [MOSAIC] phonics and going to 3rd grade >> >> I have never been convinced that this is true. For every "study" that >> supports this, there is an anecdote of someone for whom reading did not >> "kick in" until later than third grade. And... phonics is only one >> small part of reading anyway, AND I am fully convinced that more >> reading develops better decoding skills. >> >> Developing as a reader can be such a vicious circle. If you can't read >> well, you don't like to read, and if you don't like to read, you don't >> get better at reading. Conversely, if you like to read, then you read, >> and your skills improve. >> >> Solution? Make sure kids are reading something interesting to them. >> >> My two cents. >> Renee >> >> >> On May 21, 2012, at 2:55 AM, Felicia Barra wrote: >> >>> I know there's information about phonics and how it's harder to obtain >>> skills if you do not have them by the third grade but I can't find the >>> info. >>> I need to share this with a parent. Can you steer me in the right >>> direction? >>> >>> _______________________________________________ >>> 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 >>> >>> >> >> "Learning isn't a means to an end; it is an end in itself." >> ~ Robert A. Heinlein >> >> >> >> _______________________________________________ >> 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 >> _______________________________________________ >> 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 >> > > "It's better to be a pirate than to join the Navy." ~Steve Jobs > > > > > _______________________________________________ > 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 > _______________________________________________ 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
