Independent - NOT quite right

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Independent - NOT quite right

Post by quipg. » Thu Jul 28, 2005 11:09 pm

This would have been posted yesterday if there wasn't a black-out, debuggers and all :

On the Editorial & Opinion page in yesterday's Independent:

'The Government is quite right to emphasise the importance of introducing habits of literacy early in a child's development. Ms Kelly also presented further details yesterday of a scheme to give those children who have fallen behind in their reading skills personal tuition to enable them to catch up. Both of these proposals have much to recommend them. In conjunction with the shift back to the synthetic phonic method of teaching, they should ensure that all children leave school able to read and write properly.

But the danger is that these schemes will be implemented while schools lack the resources to capitalise on them….'

And a reminder of THAT 'scheme' - rbg3 posting from Kerry Hempenstall :

'That Reading Recovery has not lived up to its early publicity is not really
so surprising. Despite its laudable attention to detail in terms of
systematic teaching, its views of the reading process, and hence the
instructional content of its reading program, is sadly at odds with what is
known about reading.
Its major weakness, shared with beginning reading programs of the popular
whole language philosophy, resides in its assumptions about skilled
reading. In this discredited view, skilled readers are thought to read
primarily by predicting upcoming words by reference to contextual cues
surrounding the word, rather than from a close examination of the word
itself. This critical assumption is not supported by research - it
emphasises a strategy which is one of last resort, at best. Even skilled
readers usually require about four guesses from context before selecting
the correct alternative. Of course, skilled readers do not waste their time
on such unproductive strategies, even when instructed to do so by their
teachers. They focus on every letter of most words, effortlessly and
automatically decoding even new words because of their understanding of the structure of words. By contrast, struggling readers are less likely to
develop alphabetic insight unaided, and to direct them into the cul-de-sac
of guessing is a cruel distraction, not simply unproductive, but

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