[NIFL-AALPD:1018] My two cents

From: Joshua Hayes (joshchayes@hotmail.com)
Date: Fri Feb 13 2004 - 19:17:42 EST


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From: "Joshua Hayes" <joshchayes@hotmail.com>
To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov>
Subject: [NIFL-AALPD:1018] My two cents
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Tom,
The need for phonemic awareness in children and adults is well established.  
Do you think the literacy crisis in our country can be solved by providing

(1) an initial learning alphabet for kids to obtain reading/writing 
capability,
(2) which transitions as kids learn traditional spelling to a dictionary 
pronunciation and word-lookup guide,
(3) that also serves as a standard pronunciation guide for other languages 
rewritten in truespel.
as you said in a letter to the editor of Literacy Innovations in July/August 
2001.
http://www.literacy.org/li/li200108/comments.html

  Language, writing, and literacy are not multiplication tables to be 
memorized, but the way we communicate, socialize and participate as 
citizens.  Exactly what aspects of a phonics only instruction would cover 
the critical thinking skills needed to master the objectives of, say, a 
Civics class under the English Language/Civics programs preparing students 
for citizenship.  Would you consider these courses simply literacy and test 
prep?  I feel that they are an integral part of illustrating to immigrants 
the benfits of our country and society.  And in much the same way, native 
english speaking adults in literacy and GED programs, espically those of us 
who work with the homeless, new immigrants, and the incarcerated, are 
fundamentally alienated from mainstream society.
  If you feel that these classes have some responsibility for preparing 
students to be full and active members of our democratic society, exactly 
how will phonics only help them develop the critical reading and writing 
skills neccessary to express their beliefs and identities within their 
communties and to show their children the neccesity for education, 
self-reliance, and all the other "American Dream" rhetoric surrounding the 
No Child Left Behind goals?
  Does anyone know where phonics only advocates draw the line, or do we 
integrate an arithmetic approach to all aspects of adults' and children's 
literacy?
Josh

Josh
Joshua Craig Hayes
Adult Literacy Instructor
SEARCH Project
2505 Fannin
Houston, Texas 77002
713-739-7752 ext 135
http://www.searchproject.org




----Original Message Follows----
From: tom zurinskas <tzurinskas@yahoo.com>
Reply-To: nifl-aalpd@nifl.gov
To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov>
Subject: [NIFL-AALPD:1015] Re: Don't cede the realm of research to the 
positivists
Date: Fri, 13 Feb 2004 17:55:05 -0500 (EST)


--- AndresMuro@aol.com wrote:
 > Trouble is, that thay ain't even positivists.
 > Yesterday we got a phonics message that had not even
 > a hint of scientific research. It was all based on
 > opinions of one guy, that wrote a long an
 > sensationalist and unscientific article.
 >
 > Andres

The message on phonics sited this research with regard
to prison literacy  "Even more troubling are the
findings of The Orton Dyslexia Society that illiterate
adults account for 75 percent of the unemployed, one
third of the mothers receiving AFDC, 85 percent of the
juveniles who appear in court, 60 percent of prison
inmates, and nearly 40 percent of minority youth.”
Perhaps you missed the citation.

Tom Z

=====
Read all about truespel at truespel.com.
Read “Truespel Book One: Analysis of the Sounds (Phonemes) of USA English
http://www.1stbooks.com/cgi-bin/1st?partner~1st|type~6|Data1~16593
Convert text to truespel USA accent by copy/pasting it at: 
http://www.foreignword.com/dictionary/truespel/transpel.htm


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