> from Jennifer: > > I totally agree with your recommendation re: Dick Allington's book...his > guiding principles--the struggling kids need expert instruction, high > volume of time in text that they can actually read, attention to > comprehension and higher level thinking etc...have been our bible at my > school where most of the intervention happens directly in the classroom > setting rather that from a pull out, scripted program. > my intellect tells me that it isn't 'programs' that are the problem, it is > how they are implemented. I know of some programs in my own district that > I hear about that are very successful---particularly in building surface > structures. > > What we need to do as teachers of reading, however, is to advocate for > balance. Are our students receiving scripted phonics or fluency programs > ALSO > getting exposure to thoughtful comprehension instruction? > > but . . . I somehow think that it's partly us trying to rationalize > having to do heavy phonics and fluency programs. Reading Rereading > Fluency gave me the concrete information I needed to continue to disagree. > I know it's tempting to say that if we add comprehension instruction to > the phonics and fluency, that will make up for their weaknesses, but I > really don't think it's that simple. If they were neutrals, it would be. > If they were basically fine (and did nothing worse than squander teacher > and student time) and we could add something to them to balance our > program, and we added comprehension instruction, that would be one matter. > However, I don't believe that to be true. I don't think that those > programs are neutral. > > Having said all that (and hoping I'm not offending anyone, especially > Jennifer), I know that's it's perfectly easy for me as one who doesn't > have to currently use those programs (never say never) to condemn them as > negatives, rather than simply something which is incomplete, but it isn't > easy to even consider that possibility if you're "stuck" with them.
PETER: I could very well be wrong, but I think Jennifer is saying it's a balance between meaning and phonics and fluency (and you can add phonemic awareness and vocabulary for all those Reading First fans out there). I also would like to say that, while I am not a tremendous fan of "programs", a skilled teacher will implement any planned program with a great deal of finesse...so that, students CAN get quality instruction. I have seen tremendous growth in non-readers in first grade by the use of the Wilson Fundations program coupled with our anthology program because we have two skilled co-teachers in the classroom that are using both simultaneously. Student achievement is soaring, and, on top of it, they are enjoying reading and understanding. Please understand that I too, am not a strong proponent for programs, rather, using quality instructional practice. A high quality teacher is the absolute first line of intervention anywhere. My problem with programs is that it is sapping the thinking out of teaching. Too many new folks are utilizing programs as their first shot of instruction when they are in their first year of teaching and not having to 'savor the struggle" of teaching reading. It is so frustrating. But, even when we are, as you say Bev, "stuck with something", it's entirely possible (and highly probable for good teachers) to infuse quality practices. Perhaps we need to see those things with which we are stuck, such as a, 'program' as not confining, rather, a possiblity, or an opportunity and enhance where necessary. This is where reading specialists, mentors and other school support staff can be helpful. Good is the enemy of great. Great is the enemy of possible. Possible is what we would always be shooting for. ~Peter > > > > _________________________________________________________________ > Windows Live Hotmail is giving away Zunes. > http://www.windowslive-hotmail.com/ZuneADay/?locale=en-US&ocid=TXT_TAGLM_Mobile_Zune_V3 > _______________________________________________ > Understand mailing list > [email protected] > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
