Whole Language Goes Up, Reading Standards Go Down. Fact Or Fiction?
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[Thing One!] Oh the Places He Went! Yes, There Really Was a Dr
There’s Fun to Be Done! [Thing One!] Oh The Places He Went! Yes, there really was a Dr. Seuss. He was not an official doctor, but his Did You Know? prescription for fun has delighted readers for more than 60 years. The proper pronunciation of “Seuss” is Theodor Seuss Geisel (“Ted”) was actually “Zoice” (rhymes with “voice”), being born on March 2, 1904, in a Bavarian name. However, due to the fact Springfield, Massachusetts. His that most Americans pronounced it father, Theodor Robert, and incorrectly as “Soose”, Geisel later gave in grandfather were brewmasters and stopped correcting people, even quipping (joking) the mispronunciation was a (made beer) and enjoyed great financial success for many good thing because it is “advantageous for years. Coupling the continual threats of Prohibition an author of children’s books to be (making and drinking alcohol became illegal) and World associated with—Mother Goose.” War I (where the US and other nations went to war with Germany and other nations), the German-immigrant The character of the Cat in “Cat in the Hat” Geisels were targets for many slurs, particularly with and the Grinch in “How the Grinch Stole regard to their heritage and livelihoods. In response, they Christmas” were inspired by himself. For instance, with the Grinch: “I was brushing my were active participants in the pro-America campaign of teeth on the morning of the 26th of last World War I. Thus, Ted and his sister Marnie overcame December when I noted a very Grinch-ish such ridicule and became popular teenagers involved in countenance in the mirror. -
Beginning Reading: Influences on Policy in the United
BEGINNING READING: INFLUENCES ON POLICY IN THE UNITED STATES AND ENGLAND 1998-2010 A Dissertation Submitted to the College of Education of Aurora University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education by Elizabeth Robins April 2010 Beginning Reading: Influences on Policy in the United States and England 1998-2010 by Elizabeth Robins [email protected] Committee members: Ronald Banaszak, Chair Carla Brown, Member Deborah Brotcke, Member Abstract The study investigated the divergence in beginning reading methods between the United States (US) and England from 1998 to 2010. Researchers, policy makers, and publishers were interviewed to explore their knowledge and perceptions concerning how literacy policy was determined. The first three of twelve findings showed that despite the challenges inherent in the political sphere, both governments were driven by low literacy rates to seek greater involvement in literacy education. The intervention was determined by its structure: a central parliamentary system in England, and a federal system of state rights in the US. Three further research-related findings revealed the uneasy relationship existing between policy makers and researchers. Political expediency, the speed of decision making and ideology i also helped shape literacy policy. Secondly, research is viewed differently in each nation. Peer- reviewed, scientifically-based research supporting systematic phonics prevailed in the US, whereas in England additional and more eclectic sources were also included. Thirdly, research showed that educator training in beginning reading was more pervasive and effective in England than the US. English stakeholders proved more knowledgeable about research in the US, whereas little is known about the synthetic phonics approach currently used in England. -
Janet and John: Here We Go Free Download
JANET AND JOHN: HERE WE GO FREE DOWNLOAD Mabel O'Donnell,Rona Munro | 40 pages | 03 Sep 2007 | Summersdale Publishers | 9781840246131 | English | Chichester, United Kingdom Janet and John Series Toral Taank rated it it was amazing Nov 29, All of our paper waste is recycled and turned into corrugated cardboard. Doesn't post to Germany See details. Visit my eBay shop. Help Learn to edit Community portal Recent changes Upload file. Shelves: beginner-readersfemale-author-or- illustrator. Hardcover40 pages. Reminiscing Read these as a child, Janet and John: Here We Go use with my Grandbabies X Previous image. Books by Mabel O'Donnell. No doubt, Janet and John: Here We Go critics will carp at the daringly minimalist plot and character de In a recent threadsome people stated their objections to literature which fails in its duty to be gender-balanced. Please enter a number less than or equal to Goodreads helps you keep track of books you want to read. Watch this item Unwatch. Novels portal Children's literature portal. Janet and John: Here We Go O'Donnell and Rona Munro. Ronne Randall. Learning to read. Inas part of a trend in publishing nostalgic facsimiles of old favourites, Summersdale Publishers reissued two of the original Janet and John books, Here We Go and Off to Play. Analytical phonics Basal reader Guided reading Independent reading Literature circle Phonics Reciprocal teaching Structured word inquiry Synthetic phonics Whole language. We offer great value books on a wide range of subjects and we have grown steadily to become one of the UK's leading retailers of second-hand books. -
Integrating Literature Across the First Grade Curriculum Through Thematic Units
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 1992 Integrating literature across the first grade curriculum through thematic units Diana Gomez-Schardein Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Education Commons, and the Reading and Language Commons Recommended Citation Gomez-Schardein, Diana, "Integrating literature across the first grade curriculum through thematic units" (1992). Theses Digitization Project. 710. https://scholarworks.lib.csusb.edu/etd-project/710 This Project is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. California State University San Bernardino INTEGRATING LITERATURE ACROSS THE FIRST GRADE CURRICULUM THROUGH THEMATIC UNITS A Project Submitted to The Faculty of the School ofEducation In Partial Fulfillment of the Requirements of the Degree of Master of Arts in Education: Reading Option By Diana Gomez-Schardein,M.A. San Bernardino, California 1992 APPROVED BY: Advisor : Dr. Adrla Klein eco/id#{eader : Mr. Jcfe Gray I I SUMMARY Illiteracy is one of the nation's eminent problems. Ongoing controversy exists among educators as to how to best combat this problem of growing proportion. The past practice has been to teach language and reading in a piecemeal,fragmented manner. Research indicates, however,curriculum presented as a meaningful whole is more apt to facilitate learning. The explosion of marvelous literature for children and adolescents provides teachers with the materials necessary for authentic reading programs. -
Representation of Race in Children's Picture Books and How Students Respond to Them
St. John Fisher College Fisher Digital Publications Education Masters Ralph C. Wilson, Jr. School of Education 8-2011 Representation of Race in Children's Picture Books And How Students Respond to Them Emily Conley St. John Fisher College Follow this and additional works at: https://fisherpub.sjfc.edu/education_ETD_masters Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Conley, Emily, "Representation of Race in Children's Picture Books And How Students Respond to Them" (2011). Education Masters. Paper 47. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_ETD_masters/47 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. Representation of Race in Children's Picture Books And How Students Respond to Them Abstract This study examined how race is represented in children's picture bokos and how students reacted to those representations. Research was conducted in a child care center. Data was collected through field observations, interviews, questionnaires, and audio recordings. The findings showed that the students are familiar with multicultural texts and are able to point out differences among characters and cultures. However, the students did not analyze the text from a critical standpoint. In order for students to use critical literacy, educators must understand it and incorporate it into their classrooms. -
Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials
Reading Horizons: A Journal of Literacy and Language Arts Volume 49 Issue 1 October/November 2008 Article 4 10-2008 Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials Arlene Barry Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons Part of the Education Commons Recommended Citation Barry, A. (2008). Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials. Reading Horizons: A Journal of Literacy and Language Arts, 49 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol49/iss1/4 This Article is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons: A Journal of Literacy and Language Arts by an authorized editor of ScholarWorks at WMU. For more information, please contact wmu- [email protected]. Reading the Past • 31 Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials Arlene L. Barry, Ph.D. University of Kansas, Lawrence, Kansas Abstract This article addresses the International Reading Association’s foun- dational knowledge requirement that educators recognize histori- cal antecedents to contemporary reading methods and materials. The historical overview presented here highlights the ineffective methods and restrictive materials that have been discarded and the progress that has been made in the development of more effective and inclusive reading materials. In addition, tributes are paid to seldom-recognized innovators whose early efforts to improve read- ing instruction for their own students resulted in important change still evident in materials used today. Why should an educator be interested in the history of literacy? It has been frequently suggested that knowing history allows us to learn from the past. -
The End of Illiteracy?
The End of Illiteracy? The Holy Grail of Clackmannanshire TOM BURKARD CENTRE FOR POLICY STUDIES 57 Tufton Street London SW1P 3QL 1999 THE AUTHOR Tom Burkard is the Secretary of the Promethean Trust and has published several articles on how children learn to read. He contributed to the 1997 Daily Telegraph Schools Guide, and is a member of the NASUWT. His main academic interest is the interface between reading theory and classroom practice. His own remedial programme, recently featured in the Dyslexia Review, achieved outstanding results at Costessey High School in Norwich. His last Centre for Policy Study pamphlet, Reading Fever: Why phonics must come first (written with Martin Turner in 1996) proved instrumental in determining important issues in the National Curriculum for teacher training colleges. Acknowledgements Support towards research for this Study was given by the Institute for Policy Research. The Centre for Policy Studies never expresses a corporate view in any of its publications. Contributions are chosen for their independence of thought and cogency of argument. ISBN No. 1 897969 87 2 Centre for Policy Studies, March 1999 Printed by The Chameleon Press, 5 - 25 Burr Road, London SW18 CONTENTS Summary 1. Introduction 1 2. A brief history of the ‘reading wars’ 4 3. A comparison of analytic and synthetic phonics 9 4. Problems with the National Literacy Strategy 12 5. The success of synthetic phonics 17 6. Introducing synthetic phonics into the classroom 20 7. Recommendations 22 Appendix A: Problems with SATs 25 Appendix B: A summary of recent research on analytic phonics 27 Appendix C: Research on the effectiveness of synthetic phonics 32 SUMMARY The Government’s recognition of the gravity of the problem of illiteracy in Britain is welcome. -
Reading in the Twentieth Century. INSTITUTION Center for the Improvement of Early Reading Achievement, Ann Arbor, MI
DOCUMENT RESUME ED 479 530 CS 512 338 AUTHOR Pearson, P. David TITLE Reading in the Twentieth Century. INSTITUTION Center for the Improvement of Early Reading Achievement, Ann Arbor, MI. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 2000-08-00 NOTE 46p.; CIERA Archive #01-08. CONTRACT R305R70004 AVAILABLE FROM CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734- 763 -1229. For full text: http://www.ciera.org/library/archive/ 2001-08/0108pdp.pdf. PUB TYPE Information Analyses (070). Reports Research (143) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Educational History; *Educational Practices; Futures (of Society); Instructional Materials; *Reading Instruction; *Reading Processes; *Reading Research; Reading Skills; Teaching Methods IDENTIFIERS *Reading Theories ABSTRACT This paper discusses reading instruction in the 20th century. The paper begins with a tour of the historical pathways that have led people, at the century's end, to the "rocky and highly contested terrain educators currently occupy in reading pedagogy." After the author/educator unfolds his version of a map of that terrain in the paper, he speculates about pedagogical journeys that lie ahead in a new century and a new millennium. Although the focus is reading pedagogy, the paper seeks to connect the pedagogy to the broader scholarly ideas of each period. According to the paper, developments in reading pedagogy over the last century suggest that it is most useful to divide the century into thirds, roughly 1900-1935, 1935- 1970, and 1970-2000. The paper states that, as a guide in constructing a map of past and present, a legend is needed, a common set of criteria for examining ideas and practices in each period--several candidates suggest themselves, such as the dominant materials used by teachers in each period and the dominant pedagogical practices. -
Whole Language Instruction Vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students
Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students Krissy Maddox Jay Feng Presentation at Georgia Educational Research Association Annual Conference, October 18, 2013. Savannah, Georgia 1 Abstract The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher’s general education classroom of a non-Title I school. Stratified sampling was used to randomly divide twenty-two participants into two instructional groups. One group was instructed using whole language principles, where the children only read words in the context of a story, without any phonics instruction. The other group was instructed using explicit phonics instruction, without a story or any contextual influence. After four weeks of treatment, results indicate that there were no statistical differences between the two literacy approaches in the effect on students’ reading fluency or spelling accuracy; however, there were notable changes in the post test results that are worth further investigation. In reading fluency, both groups improved, but the phonics group made greater gains. In spelling accuracy, the phonics group showed slight growth, while the whole language scores decreased. Overall, the phonics group demonstrated greater growth in both reading fluency and spelling accuracy. It is recommended that a literacy approach should combine phonics and whole language into one curriculum, but place greater emphasis on phonics development. 2 Introduction Literacy is the fundamental cornerstone of a student’s academic success. Without the skill of reading, children will almost certainly have limited academic, economic, social, and even emotional success in school and in later life (Pikulski, 2002). -
Research and the Reading Wars James S
CHAPTER 4 Research and the Reading Wars James S. Kim Controversy over the role of phonics in reading instruction has persisted for over 100 years, making the reading wars seem like an inevitable fact of American history. In the mid-nineteenth century, Horace Mann, the secre- tary of the Massachusetts Board of Education, railed against the teaching of the alphabetic code—the idea that letters represented sounds—as an imped- iment to reading for meaning. Mann excoriated the letters of the alphabet as “bloodless, ghostly apparitions,” and argued that children should first learn to read whole words) The 1886 publication of James Cattell’s pioneer- ing eye movement study showed that adults perceived words more rapidly 2 than letters, providing an ostensibly scientific basis for Mann’s assertions. In the twentieth century, state education officials like Mann have contin- ued to voice strong opinions about reading policy and practice, aiding the rapid implementation of whole language—inspired curriculum frameworks and texts during the late 1980s. And scientists like Cattell have shed light on theprocesses underlying skillful reading, contributing to a growing scientific 3 consensus that culminated in the 2000 National Reading Panel report. This chapter traces the history of the reading wars in both the political arena and the scientific community. The narrative is organized into three sections. The first offers the history of reading research in the 1950s, when the “conventional wisdom” in reading was established by acclaimed lead- ers in the field like William Gray, who encouraged teachers to instruct chil- dren how to read whole words while avoiding isolated phonics drills. -
Teachers╎ Muted Voices
Journal of Pedagogy, Pluralism, and Practice Volume 2 | Issue 1 Article 6 Fall 2000 Teachers’ Muted Voices Carol V. Lloyd Follow this and additional works at: https://digitalcommons.lesley.edu/jppp Recommended Citation Lloyd, Carol V. (2000) "Teachers’ Muted Voices," Journal of Pedagogy, Pluralism, and Practice: Vol. 2 : Iss. 1 , Article 6. Available at: https://digitalcommons.lesley.edu/jppp/vol2/iss1/6 This Article is brought to you for free and open access by DigitalCommons@Lesley. It has been accepted for inclusion in Journal of Pedagogy, Pluralism, and Practice by an authorized editor of DigitalCommons@Lesley. For more information, please contact [email protected]. Lloyd: Teachers’ Muted Voices 41 Teachers' Muted Voices Carol V. Lloyd, University of Nebraska at Omaha [email protected] Introduction Graduate students in education are typically classroom teachers. As such, they relate the content of their graduate education to their daily lives in schools. While recently teaching a graduate class that focussed on literacy instruction from a holistic perspective, the students/teachers continually talked about how their beliefs about teaching did not match what they were allowed and expected to teach. Optimal reading instruction in this country has been perceived as implementing a basal reading program (what many of us knew as the "Dick and Jane" series). One consequence of this belief has been the "deskilling" of teachers (Shannon, 1989), treating teachers as technicians who implement curricula rather than as decision-making professionals (Apple, 1995; Spring, 1998). But this attitude of teachers as non-professionals goes beyond reading instruction and pervades most of the school day (McLaren, 1989). -
Vocabulary Studies: Summarized, Reviewed, Critiqued, and Offered in an Historical Perspective
DOCUMENT RESUME 1. .ED 219 717 CS 006 716 AUTI&R Barnes, Nancy Marie Van- Stavern; Barnes, James Albert, Jr. TITLE Vocabulary Studies: Summarized, Reviewed, Critiqued, and Offered in an Historical Perspective. PUB DATE [75] NOTE 101p. \_ EDRS PRICE' ' MF01/PC05 Plus Postage. DESCRIPTORS Child Language; Literatureyeviews; Oral Language; Primary Education; *Reading Research; *Structural Analysis (Linguistics); Textbook Content; *Vocabulary; *Vocabulary Development; *Word Frequency; *Word Lists ABSTRACT To offer a historical perspective on vocabulary studies, this paper presents summaries, reviews, and critiques of vocabulary studies in chronological order of publication. The only variance from this format bre published rebuttals and/or critiques, which are presented immediately following the original studies. The paper is divided into two parts. Part one presents the "Early Studies: Pre-1950" and contains the studies thatwere published before 1950. Part two presents "More Recent Studies: Post-1950" and contains the studies published since 1950. No attempt is made to classify the studies except in historical sequence. Basically the studies are concerned with the reading, writing, and spoken vocabulary of yourTh children, in grades one, two, and three. Also, "original"'and primary sources are used, not secondary. Thepaper concludes With a summation of the studies, noting that while.the earlier studies were mainly concerned with an analysis of vocabulary through frequency word counts and comparison of previously published lists, the last three decades from the 1950s to the present give evidence of a shift in emphasis to a linguistic analysis of the language. An extensive bibliogtaphy is included. (HOD) ***********************************************************************t * keproductions supplied by EDRS are the best thatcan be made A * * from the original document.