I happened to read an article by Stephen Parker on Reading Acquisition which you can read here.
Here are some extracts and my comments.
‘Decoding is the critical test of reading ability-To render aloud a pseudoword or to recognise a word never seen before in print as a specific word in one’s vocabulary cannot be accomplished by rote memory. These feats require knowledge of the alphabetic principle. Perfetti 20102:45 AM · Jul 17, 2020·Twitter for iPhone
Dear Luqman, I have been following your blogs and you seem to understand these children and able to help them. I have a 11 year old who is showing the signs of shut down in her writing. I would appreciate if you can help through Zoom. Kind Regards.
"There are regional differences in the pronunciation throughout the English diaspora of the phonemes and it does not impact the illiteracy rate."
Katherine, do you really think I don't know this? You have been hoodwinked into believing that it does not impact literacy. I ask you a direct question. Did you take time to listen to my 5 videos that takes only 15 minutes? Answer me yes/No?
This blunderbuss approach no doubt explains why university lecturers grapple with the frustration of trying to teach first-year students who do not know the basics of how to construct a sentence, in spite of the fact that they have studied English for 13 years and have passed Year 12.
What WL (Whole Language) advocates do not appear to understand, however, is the important neurobiological difference between oral language and written language. Where humans have an evolutionary advantage for acquiring oral language, such that it is sometimes described as biologically “natural” or “primary” (see the work of David Geary), written language is recent in evolutionary terms, being only about 6000 years old, and is biologically “unnatural” or “secondary”.
If written language is natural, how do WL/BL advocates account for the high rates of low literacy in first-world, English-speaking nations?
If by democracy the NCTE (National Council for Teacher Educations) means every child reads as poorly as the next one, they may be right, but that does not address the social justice imperative. The only way for reading instruction to exert force on social justice levers is for it to be fail-safe for the overwhelming majority of students.