Learning to read: Difference between revisions

Revision as of 10:36, 24 December 2020

Revision as of 15:03, 25 December 2020

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According to phonics advocate and cognitive neuroscientist [[Mark Seidenberg]], balanced literacy allows educators to diffuse the [[Phonics#The Reading Wars - Phonics vs. Whole language|reading wars]] while not making specific recommendations for change. He goes on to say that, in his opinion, the high number of struggling readers in the USA is the result of the manner in which teachers are taught to teach reading.<ref name="Seidenberg, Mark 2017">{{cite book |author=Seidenberg, Mark |title=Language at the speed of sight|publisher=Basic Books|___location=New York, NY|year=2017|isbn=978-1-5416-1715-5}}</ref><ref>{{cite web|url=http://timssandpirls.bc.edu/pirls2016/international-results/pirls/student-achievement/pirls-achievement-results/|title=2016 PIRLS grade 4 international reading results}}</ref><ref>{{cite web|url=https://www.nationsreportcard.gov|title=NAEP Nations report card, USA}}</ref><ref>{{cite web|url=https://www.oecd.org/pisa/PISA%202018%20Insights%20and%20Interpretations%20FINAL%20PDF.pdf|title=PISA 2018 Age 15 International scores in reading, math and science}}</ref> He also says that struggling readers should not be encouraged to skip a challenging word, nor rely on pictures or semantic and syntactic cues to "guess at" a challenging word. Instead, they should use [[Evidence-based education|evidence-based]] decoding methods such as [[Phonics#Systematic phonics|systematic phonics]]. <ref>{{cite book |author=Seidenberg, Mark |title=Language at the speed of sight, pages 267 & 300-304|publisher=Basic Books|___location=New York, NY|year=2017|isbn=978-1-5416-1715-5}}</ref><ref>{{cite web|url=https://www.readingrockets.org/blogs/shanahan-literacy/it-good-idea-teach-three-cueing-systems-reading|title=Is it a Good Idea to Teach the Three Cueing Systems in Reading?, Timothy Shanahan, Reading Rockets, 2019-04-01}}</ref><ref> {{cite web|url=https://www.nifdi.org/news-latest-2/blog-hempenstall/402-the-three-cueing-system-in-reading-will-it-ever-go-away|title=The three-cueing system in reading: Will it ever go away, National Institute for Direct Instruction }}</ref>

====Phonemic awareness====

[[Phonemic awareness]] is the process by which the [[phonemes]] (sounds of oral language) are heard, interpreted, understood and manipulated; unrelated to their [[grapheme]] (written language). [[Phonological awareness]], which includes the manipulation of [[rhymes]], [[syllable]]s, and [[syllable onset|onsets]] and [[syllable rime|rimes]], is most prevalent in alphabetic systems.<ref>{{cite journal|last=Ehri|first=Linnea|author2=Simone Nunes |author3=Dale Willows |author4=Barbara Valeska Schuster |author5=Zohreh Yaghoub-Zadeh |author6-link=Timothy Shanahan (educator)|author6= Timothy Shanahan (educator |title=Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis|journal=Reading Research Quarterly|date=July–September 2001|volume=36|issue=3|pages=250–287 |jstor=748111|doi=10.1598/RRQ.36.3.2}}</ref> The specific part of speech depends on the [[writing system]] employed. The NRP concluded that phonemic awareness improves a learner's ability to learn to read. When teaching phonemic awareness, the NRP found that better results were obtained with focused and explicit instruction of one or two elements, over five or more hours, in small groups, and using the corresponding [[graphemes]] (letters).<ref>{{cite web|url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel, 2000, NICHD, p. 2-4}}</ref> See also '''[[speech perception]]'''.

====Sight words and sight vocabulary====

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The [[Independent review of the teaching of early reading (Rose Report 2006)|Rose Report]], from the [[Department for Education]] in England makes it clear that, in their view, [[phonics#Systematic phonics|systematic phonics]], specifically [[synthetic phonics]], is the best way to ensure that children learn to read; such that it is now the law.<ref>{{cite web|url=http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|archive-url=https://webarchive.nationalarchives.gov.uk/20100512233640/http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|url-status=dead|archive-date=2010-05-12|title=Independent review of the teaching of early reading, 2006}}</ref><ref>{{cite web|url=https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study|title= National curriculum in England: English programmes of study}}</ref><ref>{{cite web|url=https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/379489/Getting_20them_20reading_20early.doc|title=Getting them Reading Early, OFSTED, 2014}}</ref><ref>{{cite web|url=https://www.youtube.com/watch?v=5wGfNiweEkI|title=Synthetic Phonics, Mr. T's phonics, 2010}}</ref> In 2005 the government of [[Australia]] published a report stating "The evidence is clear ... that direct systematic instruction in phonics during the early years of schooling is an essential foundation for teaching children to read."<ref>{{cite web |url=http://www.dest.gov.au/nitl/documents/executive_summary.pdf |title=Executive Summary |work=Australian Government Department of Education, Science and Training |url-status=dead |archive-url=https://web.archive.org/web/20110422080804/http://www.dest.gov.au/nitl/documents/executive_summary.pdf |archive-date=2011-04-22 }}</ref> Phonics has been gaining acceptance in many other countries as can be seen from this page [[Phonics#Practices by country or region|Practices by country or region]].

===Phonemic awareness===

[[Phonemic awareness]] is the process by which the [[phonemes]] (sounds of oral language) are heard, interpreted, understood and manipulated; unrelated to their [[grapheme]] (written language). [[Phonological awareness]], which includes the manipulation of [[rhymes]], [[syllable]]s, and [[syllable onset|onsets]] and [[syllable rime|rimes]], is most prevalent in alphabetic systems.<ref>{{cite journal|last=Ehri|first=Linnea|author2=Simone Nunes |author3=Dale Willows |author4=Barbara Valeska Schuster |author5=Zohreh Yaghoub-Zadeh |author6-link=Timothy Shanahan (educator)|author6= Timothy Shanahan (educator |title=Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis|journal=Reading Research Quarterly|date=July–September 2001|volume=36|issue=3|pages=250–287 |jstor=748111|doi=10.1598/RRQ.36.3.2}}</ref> The specific part of speech depends on the [[writing system]] employed. The NRP concluded that phonemic awareness improves a learner's ability to learn to read. When teaching phonemic awareness, the NRP found that better results were obtained with focused and explicit instruction of one or two elements, over five or more hours, in small groups, and using the corresponding [[graphemes]] (letters).<ref>{{cite web|url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel, 2000, NICHD, p. 2-4}}</ref> See also '''[[speech perception]]'''.

===Phonics===

{{MAIN|Phonics}}