Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j3EIMQG22590; Thu, 14 Apr 2005 14:22:26 -0400 (EDT) Date: Thu, 14 Apr 2005 14:22:26 -0400 (EDT) Message-Id: <000c01c5411e$bcd001a0$67f32641@PCdeborah> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: "Deborah J.C. MS CCC/SLP" <deb_bil_slp@yahoo.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4709] Re: Synthetic phonics a silver bullet? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 5847 Lines: 132 I hope to be able to receive some feedback on jolly phonics. ****************************************************************** DEBORAH JILL CHITESTER M.S.,CCC/SLP Bilingual Speech-Language Pathologist Second Language, Literacy & Learning Connection, LLC -Attaining Success for Second Language Learners- Web Site: www.SLLLC.org E-mail: djcslp@slllc.org 732-398-1796(Tel/Fax), 732-642-5118 (cell) Confidentiality Notice: This transmission may contain information that is privileged, confidential and/or exempt from disclosure under applicable law. If you are not the intended recipient, you are hereby notified that any disclosure, copying, distribution, or use of the information contained herein including any reliance thereon is STRICTLY PROHIBITED. If you received this transmission in error, please immediately contact the sender and destroy the material in its entirety, whether in electronic or hard copy format. Thank you. ----- Original Message ----- From: "Maureen Carro" <mcarro@lmi.net> To: "Multiple recipients of list" <nifl-ld@literacy.nifl.gov> Sent: Thursday, April 14, 2005 2:09 PM Subject: [NIFL-LD:4708] Re: Synthetic phonics a silver bullet? > John, > I agree that the synthetic piece is essential. In OG methods we DO start > with phonemic awareness and the synthetic piece (blending), before the > analytic ( decoding). We do it always together.....synthesize/ analyze. > Your description of "synthetic phonics" sounds exactly like what we > do.....to start! I also agree that too many early reading curricula > leave this out or do not emphasize it, or, start with the analytic piece, > thus the failure of many readers. > > I also agree that we do not START with syllable types and morphology. > That comes later in the continuum. Blending sounds sequentially to form > spoken words, and letters to form written words IS the fundamental > "structure of language" , but there are many levels of "structure of > language". EG. sounds form syllables, syllables combine to make words, > words combine into phrases, phrases into sentences, sentences into > paragraphs, paragraphs into discourse! And everything goes together in > an "orderly" manner! > > The audience of this list is comprised of professionals working at all of > these levels. Most work with adults who need "repair" at one or more of > these levels to become literate. I don't think any of us are in > disagreement as much as we might not be "on the same page". Sometimes we > get tunnel vision! I don't doubt that your program is successful....from > the example I saw on the list it looks quite sound! Congratulations! > Maureen > > On Apr 14, 2005, at 2:52 AM, John Nissen wrote: > >> >> Hello Maureen, >> >> I think your analysis of failure is correct. That would explain the >> success >> shown in the Clackmannenshire study as compared to "conventional phonics" >> taught in other schools, where both the "whole word recognition" route >> and >> the "phonic decoding" route are tackled from the start. Research >> suggests >> that both routes are employed by experienced readers in parallel. >> However, >> in learning to read, starting with some whole words to recognise only >> confuses the learner. For example, the National Curriculum in UK >> contains >> lists of words to be recognised at various stages of reading, and many of >> the words for the first stage have irregular spellings (was, would, have, >> etc.). Essential to the Clackmannanshire approach was a quick start on >> phonics, starting with regular spellings, and learning to read within two >> terms as compared to two years expected in the National Literacy >> Strategy. >> Quick success must be a great motivator. And, as the learner's decoding >> speeds up, whole word recognition kicks in quite naturally. >> >> However, Maureen, I am not sure of the importance of bringing in the >> structure of the language at an early stage. When you learn an >> instrument, >> or learn to read music, you don't start with symphonies! >> >> Cheers, >> >> John >> >> P.S. concerning the "two routes": the research suggests that, after you >> look >> at a word, the brain has recognition processes working in parallel, and >> accepts the output from the path that first produces sufficient semantic >> connection to move onto the next word. One of the tests of this theory >> is >> to measure the disruption to reading when the text contains words that >> sound >> rite but are spelt wrong and mean something else. Another test is to >> measure the disruption from including words that are the right shape but >> mronq spelling. Fascinating stuff. I'm sorry I don't have any >> references. >> I read about this research a few years ago now, under neurolinguistics I >> think. >> >> >> ----- Original Message ----- >> From: "Maureen Carro" <mcarro@lmi.net> >> To: "Multiple recipients of list" <nifl-ld@literacy.nifl.gov> >> Sent: Wednesday, April 13, 2005 5:47 PM >> Subject: [NIFL-LD:4697] Re: Synthetic phonics a silver bullet? >> >> [snip] >> >>> What we cannot forget is that if a student cannot rapidly decode words, >>> they cannot comprehend what they are reading! If they cannot fluently >>> encode words, they cannot write in a way that they will be understood. >>> This is what leads to failure. Students with reading/writing problems >>> need explicit instruction in the structure of language. If they have >>> some >>> information about six syllable types, prefixes, suffixes, and roots, >>> they will have a good start to fishing on their own! >>> Let's not "dis" synthetic phonics! It is a necessary piece which IS >>> typically left out of many early reading curricula. It may be a good >>> place to start with young children, but to truly "read" we need it all. >>> It >>> IS a symphony! >> >> >
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