Modern Times, Striking a Balance
"The English writing system is uniquely difficult because it has spelling and reading problems.
Other difficult alphabetic systems have only spelling problems.
To become even just moderately competent spellers of English, learners have to memorise at least 3700 words with some unpredictable spellings." (Bell, Problems in Learning to Read and Write)
Bell describes the unfortunate complication of English language spelling to be due to French influenes during the Norman occupation, foreign people printing English books, adoption of Latin and Greek words, and the publication of Samuel Johnson's dictionary which cemented the corruptions.
Many English speaking people take pride in its variance of vocabulary and its spelling irregularities. It very well is a pride worthy accomplishment to have mastered it. However, to those beginning the challenge, it can be deeply frustrating.
Olsowy-Schanger reveales evidence that, during the middle ages, Jewish children (ages 6 -7) learned to read phonetic Hebrew very quickly. "According to the already quoted thirteenth centuryRules of the Torah, the basic reading and writing skills were acquired in three months." (55) And they didn't even speak the language!!
English speaking children may be taught basic phonics of their own language in a few months as well, but it often takes years for them to learn to read English with basic competence. Much more than phonics is involved. Children need teachers to awaken all forms of their intelligence as they grapple with the intricacies of reading this ever evolving language.
It is true that many children seem to master reading with very little effort. They may automatically remember whole words and seek meaning even if the teacher is just teaching phonic. They may notice and manipulate the various letter sounds even if the teacher is focusing on phrases and comprehension. There are always those students who will achieve with minimal instruction. They fill in the blanks for themselves. Unfortunately, these cases may give a teacher a false sense of accomplishment or make it look like other children are failing or inadequate.
On the contrary, the other children have just failed to be taught.
Cost/schedule cutting administrations have longed for a simpler way to teach reading. However, if the goal is literacy for all, flexible instruction which applies to all must be provided. A literacy program which has 'bottom up' phonetic awareness and explicit instruction balanced with 'top down' holistic literacy experience is necessary. The time and effort are worth it. Children can be taught to read and understand, even in English.
Leading literacy researchers, Pinnell and Fountas maintain the belief that students' processing systems can be strengthened by strategically calculated instruction. (60-88) They identify the following systems of strategic action to support all readers. (on flyleaf chart)
Thinking Within the Text - solve words
- monitor and self-correct
- search for and use information
- Summarize
- maintain fluency
- adjust
Thinking Beyond the Text - predict
- make connections
-synthesize
- infer
Thinking About the Text - analyze
- critique
Such support includes familiarity with the code and ample scaffolding of mental processes. The only piece of the puzzle left to put in place is experience and the background knowledge it provides. Teachers are encouraged to take advantage of enriching activities which will stimulate students' imaginations and give them reference points for future reading. Much has been said about the importance of parents reading with their children, but perhaps they are not reminded that providing rich and varied experienced and interests for their children is at least equally important in helping them to become strong readers and learners. (seeThe Reading Teacher > Vol. 44, No. 3, Nov., 1990) Play, Print, and Purpose: Enriching Play Environments for Literacy Development, Susan B. Neuman and Kathy Roskos
Bell, Masha., English Spelling, Problems in Learning to Read and Write, Web.
http://www.englishspellingproblems.co.uk/
Minskoff, Esther., Teaching Reading to Struggling Learners, 2007, Paul H. Brooks Publishing Co., Boltimore, Mayland. Print.
Olsowy-Schanger, Judith. Learning To Read and Write in Medieval Egypt: Children's Exercise Books from the Cairo Geniza, Journal of Semitic Studies XLVIII1. Spring 2003, University of Manchester . web.
http://his.library.nenu.edu.cn/upload/soft/haopdf/65/LEARNINGTOREAD.pdf
Pinnell, Gay Su and Fountas, Irene C., When Readers Struggle, Teaching That Works, 2009, Heinemann, Portsmouth, NH. Print
Other difficult alphabetic systems have only spelling problems.
To become even just moderately competent spellers of English, learners have to memorise at least 3700 words with some unpredictable spellings." (Bell, Problems in Learning to Read and Write)
Bell describes the unfortunate complication of English language spelling to be due to French influenes during the Norman occupation, foreign people printing English books, adoption of Latin and Greek words, and the publication of Samuel Johnson's dictionary which cemented the corruptions.
Many English speaking people take pride in its variance of vocabulary and its spelling irregularities. It very well is a pride worthy accomplishment to have mastered it. However, to those beginning the challenge, it can be deeply frustrating.
Olsowy-Schanger reveales evidence that, during the middle ages, Jewish children (ages 6 -7) learned to read phonetic Hebrew very quickly. "According to the already quoted thirteenth centuryRules of the Torah, the basic reading and writing skills were acquired in three months." (55) And they didn't even speak the language!!
English speaking children may be taught basic phonics of their own language in a few months as well, but it often takes years for them to learn to read English with basic competence. Much more than phonics is involved. Children need teachers to awaken all forms of their intelligence as they grapple with the intricacies of reading this ever evolving language.
It is true that many children seem to master reading with very little effort. They may automatically remember whole words and seek meaning even if the teacher is just teaching phonic. They may notice and manipulate the various letter sounds even if the teacher is focusing on phrases and comprehension. There are always those students who will achieve with minimal instruction. They fill in the blanks for themselves. Unfortunately, these cases may give a teacher a false sense of accomplishment or make it look like other children are failing or inadequate.
On the contrary, the other children have just failed to be taught.
Cost/schedule cutting administrations have longed for a simpler way to teach reading. However, if the goal is literacy for all, flexible instruction which applies to all must be provided. A literacy program which has 'bottom up' phonetic awareness and explicit instruction balanced with 'top down' holistic literacy experience is necessary. The time and effort are worth it. Children can be taught to read and understand, even in English.
Leading literacy researchers, Pinnell and Fountas maintain the belief that students' processing systems can be strengthened by strategically calculated instruction. (60-88) They identify the following systems of strategic action to support all readers. (on flyleaf chart)
Thinking Within the Text - solve words
- monitor and self-correct
- search for and use information
- Summarize
- maintain fluency
- adjust
Thinking Beyond the Text - predict
- make connections
-synthesize
- infer
Thinking About the Text - analyze
- critique
Such support includes familiarity with the code and ample scaffolding of mental processes. The only piece of the puzzle left to put in place is experience and the background knowledge it provides. Teachers are encouraged to take advantage of enriching activities which will stimulate students' imaginations and give them reference points for future reading. Much has been said about the importance of parents reading with their children, but perhaps they are not reminded that providing rich and varied experienced and interests for their children is at least equally important in helping them to become strong readers and learners. (see
Bell, Masha., English Spelling, Problems in Learning to Read and Write, Web.
http://www.englishspellingproblems.co.uk/
Minskoff, Esther., Teaching Reading to Struggling Learners, 2007, Paul H. Brooks Publishing Co., Boltimore, Mayland. Print.
Olsowy-Schanger, Judith. Learning To Read and Write in Medieval Egypt: Children's Exercise Books from the Cairo Geniza, Journal of Semitic Studies XLVIII1. Spring 2003, University of Manchester . web.
http://his.library.nenu.edu.cn/upload/soft/haopdf/65/LEARNINGTOREAD.pdf
Pinnell, Gay Su and Fountas, Irene C., When Readers Struggle, Teaching That Works, 2009, Heinemann, Portsmouth, NH. Print