Literacy Teaching and Learning, 1 2 , Literacy, Teaching and Learning, 1 1 , International Journal of Learning, 12 10 , Rumbaugh, W.
Reading Psychology, 21 1 , Cohen, S. In McCormick, S. International Journal of Disability, Development and Education, 56 1 , Florida State University. Allington, R.
Journal of Reading Recovery, 4 2 , Response to internet letter distributed to members of Congress in Spring S' 'Reading Recovery: An analysis of a research-based reading intervention'. Herman, R. Shanahan, T.
Cost effectiveness Schwartz, R. The Journal of Reading Recovery, 6 2 , Ashdowne, J. The Journal of Reading Recovery, 2 1 , In Flood, J.
USA: New York. My teacher cuts up my story so I can put it back together. I have to think real hard to get it all back together then I have to check myself to see if I got it right. Most of the time I do. My teacher picks out a word for me to work on for the Fluent Writing Practice for the next day. New Book Introduced I like this part of the lesson the best!
My teacher picks out a new story just for me and tells me what the story is all about. We look at the pictures and think about what the people and animals say and do in this book. My teacher also helps me think about some new important words in the story. We think it is fun to hear about the story and look at the pictures before we read it. I think this helps me read the story, too! When I come to a hard part, my teacher will ask me questions to help me think or might show me what I should try to think about or do.
We love doing our experiments and sitting, poring over our data, but we also quite like to think that we can change aspects of the world for the better, and so this was certainly an effort on our part to do that. Yes, I particularly like the, what you call, boxes, where you give some key information.
I feel like the article could be used as a, a syllabus of sorts in a course like Reading and Writing. I wonder, so… Anne Castles: Kate has to get the credit for those. It was her suggestion. The reviewers were happy with the boxes.
In fact, I think they ended up adding an extra box or two to make the connection. And, um, this is where Anne gets the credit, because she, um, um, uh, uh… Anne Castles: Well he seemed to want… It was okay if there were boxes as long as they were called tables and then we had to turn them into a table.
You have to get it into his box of thinking. You know? What drives the reading wars debate? Um, so scientists, I think, I mean, people could argue, right, that scientists are a pretty logical lot. Um, something a little bit less direct can work okay for them.
So the point is that every teacher has experienced a significant degree of success. And so I can really understand it. We also have to talk about the other bits without throwing out the baby with the bath water. Language is key for comprehension, and you have to have those two critical components. But that, in and of itself, is not gonna allow children to work out how the alphabet works and how written language works.
You can get children on the path to reading, you know, many kids, most kids probably in six months or so, and so really, you kind of get bang for your buck with phonics, you know. You can get kids going. And so, it does seem to be also a critical point that even though some children benefit from multiple methods, why not choose the method that you know will work for most children, especially those who might struggle, to mitigate some of those difficulties later on.
So is it the case that their phonic knowledge is really as secure as it would be had they have been taught by explicit, yes, much explicit methods.
And I guess, when we got talking, we felt as though, perhaps one of the impediments to resolving the reading wars, at least, sort of, um, more in the public domain, was the fact… Was two things, really. On the first day of roaming, I use this sheet to help me get to know my students. And if they have that word in their vocabulary, for example, then they can also understand that word. Educational Studies, 24 2 ,
So is it the case that their phonic knowledge is really as secure as it would be had they have been taught by explicit, yes, much explicit methods. Educational Studies, 24 2 , We love doing our experiments and sitting, poring over our data, but we also quite like to think that we can change aspects of the world for the better, and so this was certainly an effort on our part to do that. Inside the box, I have a writing journal , blank ABC book , and a burner cover to hold magnetic letters that I plan on using during the lesson.
Evidence from Reading Recovery'.
So enjoy, and thank you for listening. You can get children on the path to reading, you know, many kids, most kids probably in six months or so, and so really, you kind of get bang for your buck with phonics, you know. Rumbaugh, W.
Re-reading Familiar Books In every lesson every day I get to read lots of little books. Do you see Yoshi in the front?
Students read as I listen to them and assess their strategies and the cues they are using in their reading.
As the students become more independent, I share the pen less and less.
So enjoy, and thank you for listening.