[NIFL-AALPD:1220] Egyptian is phonetic too

From: tom zurinskas (tzurinskas@yahoo.com)
Date: Sat Mar 27 2004 - 18:05:01 EST


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From: tom zurinskas <tzurinskas@yahoo.com>
To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov>
Subject: [NIFL-AALPD:1220] Egyptian is phonetic too
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Thanks Eileen,


Thanks for your apology.  I don't know what "phonics
alone" teaching is.  Do you know of any program where
that alone exists?

I don't know why you're going back to another post
completely out of the context of our discussion, but I
do believe that leaving phonics intentionally out of
reading instruction is akin to malpractice.  It needs
to be pointed out to students that letters stand for
sounds.  That's a reality that needs to be explained. 
Lately I've heard this also applies to ancient
Egyptian cuneiform writing.  And to decipher
hieroglyphics means you have to know that certain
symbols stand for sounds.  It would be improper to
teach hieroglyphics otherwise knowing that some
symbols stand for sounds.  

About the phonemic awareness gap for kids and adults,
on approach is truespel (keyboard accessible phonetic
spelling).  Kids taught how to use the alphabet (26
letters) to spell their foenubet (40 sounds of USA
English) will be able to read and write short stories
in first grade.  The truespel dictionary will be
available so that words can be looked up phonetically.
 Translation guides in truespel will allow the easiest
possible approach to speaking other languages.  This
is a new integration approach I am unique in pursuing.

tz






Date: Sat, 27 Mar 2004 11: 44: 29 -0500 (EST)  From:
"Eileen Eckert" <eileeneckert@hotmail.com Add to
Address Book  To: "Multiple recipients of list"
<nifl-aalpd@literacy.nifl.gov  Subject: [NIFL-AALPD:
1218] Re: here we go again 

Tom,  I apologize for my tone; I was kicking myself
after I sent it. Here's  the  thing, and I want to say
it clearly and without any sarcasm: I don't  hear 
anyone disagreeing with you that phonemic awareness is
important, or  that  for most children phonics is a
foundational part of good reading, or  that  for many
adults reading remediation has to go back to phonics. 

I have two problems with what you're saying: first,
that accusations of  educational malpractice (I know
you said those were Bob Sweet's words,  but  you
posted them) against teachers who are not in the
"phonics only"  camp are  unnecessarily polarizing.
It's not an us vs. them situation--at least not
anymore--with phonics advocates the victims of the big
bad whole language wolves. I incorporate phonemic
awareness into helping my daughter,  especially with
spelling, and she uses phonics and phonemic awareness 
in two  languages to read well above grade level in
both Spanish and English,  but  when I hear that
educational malpractice stuff I want to jump on the 
bandwagon on the opposite side. 

Second, good reading may start with phonics, but it
goes well beyond phonics, phonemic awareness, and
decoding. Many many people can read for literal
meaning but cannot accurately make inferences or draw
conclusions or do lots of "critical reading" tasks.
These are important too. 

I think we'd get further ahead if we talked about how
to recognize and correct gaps in phonemic awareness in
adults, and how to support both decoding and critical
reading skills. 

Eileen


=====
Read “Truespel Book One: Analysis of the Sounds (Phonemes) of USA English http://www.1stBooks.com/bookview/16593
Convert text to truespel USA accent by copy/pasting text at: http://www.foreignword.com/dictionary/truespel/transpel.htm
Read all about truespel at truespel.com. 



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