LinkedIn discussion - naïve or irresponsible (Part 3)

 

Here is a comment on my post and my response.

Phillip Chipping 

The Science of Reading body of science dates back 50 years with thousands of studies/researchers and millions of participants. The National Reading Panel's 2000 report showed that instruction that taught phonics made greater progress than instruction that did not focus on phonics. I'm not saying there are no other ways to teach and other ways to improve, but I know dozens of dyslexic tutors and every one of them has seen immediate and drastic improvement in children's reading ability when the method of instruction was changed to an explicit, structured-literacy, phonics-based approach. In other words, this method has been duplicated by thousands of teachers across the world and had immediate and powerful results in children's lives who otherwise could not read. The same results as what you're telling us you have with your method. Perhaps one of the reasons it's not "working" here is because most of the children who need it aren't getting one-on-one instruction. Maybe that's what makes the biggest difference.

Anna Stokke's podcast with Matthew Burns - Part 1

                                                            

Here is a transcript of the podcast by Anna Stokke.

She asks many relevant questions and since she is not an ‘expert’ in reading and not selling a reading programme I believe she will read my comments with an open mind.

This podcast is with Dr. Matthew Burns whom she claims is a renowned researcher in the science of reading world.

Here are some extracts and my comments/ questions:

Tweets by David Kearns on phonemic awareness

 

Yesterday, 15.12.2021 I read the following tweet by Devin Kearns @devin kearns

#phonemic awareness has been a hot topic b/c of debates about whether students need "advanced" PA and whether PA teaching should use letters. @DrNathanClemens led a group of us @emilyjsolari

 @burnsmk1 @FumikoHoeft @NancyNelsonFien @KimStMartin  to address these important topics.

as with all things, there are not totally clear answers, but ... data and theory do not appear to support the idea that advanced PA is necessary for the development of strong word-recognition skills nor that PA instruction should be entirely done without reference to print.

Authors on the paper are Hank Fien, @NCILiteracy director, and @UConnNeag doctoral fellow Melissa Stalega.

I then tweeted as follows:

Extracts of interview – Timothy Shanahan in COTC (Part 2)

David Boulton: Tell me about the state of reading in America as you assess it from your position with the National Reading Panel and as a member of the International Reading Association – share with us your national perspective of this.