OK, so.... it sounds as though Marie Carbo was a Piagetan. This is what
Piaget said, essentially.... that up to about age 9, kids construct
their own learning through action with objects, and that somewhere
around that time is when they can consider two things simultaneously
and begin to do more abstract thinking.
Renee
On May 21, 2012, at 8:32 PM, Beverlee paul wrote:
One of the things Marie Carbo said about 12-14 years ago was that
until some point at about third grade for most students, every student
learned in an interactive-cognitive fashion, a constructive learning
style, active. I always admired that she came out with that statement
because it may have made more sense for her financially to posit that
learning styles were part of a student's makeup from the beginning. I
think it took an open-minded look at the research to frame the
discussion for primary students as actually all beginning with the
same learning style. Of course, it just so happens that I agree with
what she sees the research as saying because it's consistent with what
my informal teacher-research has shown me. I'll bet Carbo is sickened
by how people in decision-making positions are totally disregarding
anything other than a stimulus-response aural approach for each and
every student. Her entire life's work has been marginalized and
ignored. I'm glad that some are still studying her research and
conclusions.
Sent from my iPad
On May 21, 2012, at 6:06 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?
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