tag:blogger.com,1999:blog-6735989786293906972024-03-29T20:47:59.310+11:00The Snow ReportA blog on child and adolescent language, language competence and social disadvantage, the application of evidence in education in general, and early reading instruction in particular....and a few other bits and pieces. Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.comBlogger112125tag:blogger.com,1999:blog-673598978629390697.post-65590783880498561342024-03-29T18:10:00.004+11:002024-03-29T20:47:26.841+11:00Help! My Literacy Lead has said we have to send lists of sight-words home for parents to teach to their children. <p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6pOx-2mRzayHdJcDcy7htgmchGfYhimahagZvyQnvbQMjNBkPkwD5V-qABJjU9iLd8zQvwcQa02t0N1ItqB3BS_GtOC_qnabbXe7VnXqignSvsrXRcyhxySPRTUhpEkwsJYRVGyUJ03-ApGcTjV599whZhr9yjmTg6ohX4r3ZS1zNUGQJzK1-fnBMV6I/s768/Tangled%20ball%20of%20wool.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="512" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6pOx-2mRzayHdJcDcy7htgmchGfYhimahagZvyQnvbQMjNBkPkwD5V-qABJjU9iLd8zQvwcQa02t0N1ItqB3BS_GtOC_qnabbXe7VnXqignSvsrXRcyhxySPRTUhpEkwsJYRVGyUJ03-ApGcTjV599whZhr9yjmTg6ohX4r3ZS1zNUGQJzK1-fnBMV6I/s320/Tangled%20ball%20of%20wool.jpg" width="213" /></a></div><p></p><p style="text-align: center;"><span style="font-size: xx-small;"><a href="https://perchance.org">Image source</a></span><br /></p><p><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">I am but one
of many academics whose work brings them in contact with schools to support a
transformation away from <a href="http://www.onlinedigeditions.com/publication/?i=655062&article_id=3634779&view=articleBrowser&ver=html5">balanced
literacy (BL) to structured, explicit literacy</a> teaching (SELT) that is
informed by the evolving body of knowledge known as the <a href="https://www.thereadingleague.org/what-is-the-science-of-reading/">science
of reading</a>. It’s pleasing to see so many teachers, schools, and in many
cases, entire systems, getting on board with the need to provide reading
instruction that is delivered by teachers with a deep knowledge of their
language and writing system and in ways that promote success for the largest
number of students as a result of Tier 1 teaching. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><i>All good
so far. </i></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">In this role,
though, I am often contacted by teachers with implementation questions, as per
the title of this blog-post, which was the subject-line of a recent email. <span style="mso-spacerun: yes;"> </span>These questions are a valuable lens on the
change processes teachers are undertaking and the sense that they are seeing a ghost
emerging out of the fog, as they gain a clearer understanding of the enormity
of the differences between BL and SELT. Their questions also shine a light on
what needs to be made clearer for teachers with respect to (a) the coherence of
their new instructional approaches and (b) what they need to <i>stop doing</i>,
in order to be teaching in ways that entail high levels of internal consistency
and don’t confuse our youngest school learners. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Nowhere is
this more evident I think, than on the question of teaching so-called “sight
words”. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">When I recently
received the email mentioned above, I hurriedly put together a number of links
and resources for the teacher who had made contact with me. This teacher also
attached a letter from their principal, addressed to parents informing them of
the importance of them (<i>the parents</i>) teaching sight words to their
beginning readers, at home, through “<i>lots and lots of repetition</i>”.</p>
<p class="MsoNormal">There’s a number of fundamental flaws in this position.
Let’s look at them one-by-one.</p>
<p class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 35.7pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><b>It is not the job of parents to teach
children how to read.</b> I have <a href="https://pamelasnow.blogspot.com/2023/04/calling-time-on-parent-blame-and.html">blogged
about this previously</a>. If we accept that this is the job of parents, we
have to also accept that parents are responsible for teaching measurement
concepts in maths. Why stop there? We could add in hand-writing, fractions,
spelling, algebra, the life-cycle of insects, the nature of tides, and while
we’re at it, Newton’s theory of gravity. Come to think of it…… <i>what’s the
job of school again?<br />
</i><br />
When we kid ourselves that we can out-source to parents something as essential
to the early school years as teaching reading, we are simultaneously (a)
displaying a fundamental lack of understanding about the complex nature of
reading, and (b) de-professionalising teachers, who have gained four-year
university degrees that purport to equip them with specialised knowledge about
the reading process and how to teach it. Perhaps the decision to send banks of
sight words home for parents to teach is an admission (albeit not spoken) that
in most cases, teachers are not well prepared for classroom reading
instruction, so have to rely on hope-for-the-best approaches like devolving
this responsibility to parents. <br />
<br />
<b>Once again - it is not the job of parents to teach their children how to read.</b> Now
that we have that out of the way, let’s see if we can untangle some further
knots with respect to so-called “sight-word” teaching.</p>
<p class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 35.7pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><b><span style="mso-fareast-font-family: "Times New Roman";">There
is a lot of confused and confusing terminology on this topic</span></b><span style="mso-fareast-font-family: "Times New Roman";">. Confused terminology almost
always means confused understanding. Hence, we see terms such as “tricky”,
“irregular”, “high-frequency” and “heart” used as synonyms for “sight” words. The
bottom line, as I will attempt to clarify here, is that sight words are best thought
of as i<i>nstructional outputs or endpoints</i> (things children learn) – they
are not (with some minor exceptions*) <i>instructional inputs</i> (things
teachers teach). I can’t recall who first quipped that “Every word wants to be
a sight word when it grows up” but I first heard this said by </span><a href="https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.ecu.edu.au/schools/education/staff/profiles/associate-professors/associate-professor-lorraine-hammond&ved=2ahUKEwjTzuWHy4KFAxWRh68BHTwSCpgQFnoECA8QAQ&usg=AOvVaw1be0G8AjiQmZCjSVflLyj1"><span style="mso-fareast-font-family: "Times New Roman";">Associate Professor Lorraine
Hammond AM, of Edith Cowan University</span></a><span style="mso-fareast-font-family: "Times New Roman";">. It’s a helpful mantra to keep in mind. <br />
<br />
</span><span style="font-size: 10pt; mso-fareast-font-family: "Times New Roman";">*When
teaching using decodable texts in the early stages, it’s wise to give a boost
to fluency by ensuring that students are familiar with a small number of words
that form the mortar in such texts, but are sometimes not at the most
phonically regular end of the continuum, e.g., <i>my, the, I. </i>You can read
more about this on the </span><span style="font-size: 10pt;"><a href="https://fivefromfive.com.au/phonics-teaching/essential-principles-of-systematic-and-explicit-phonics-instruction/a-word-about-sight-words/"><span style="mso-fareast-font-family: "Times New Roman";">Five From Five website</span></a></span><span style="font-size: 10pt; mso-fareast-font-family: "Times New Roman";">. </span><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 35.7pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><b><span style="mso-fareast-font-family: "Times New Roman";">Can
words in English be classified as regular Vs irregular?</span></b><span style="mso-fareast-font-family: "Times New Roman";"> It seems that many teachers
have been told in their pre-service education, some version of “Lots of words
in English have irregular/random spellings, so children just have to learn them
by rote as wholes”. Let’s put this assertion to bed:</span></p>
<p class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 72.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 72pt; mso-list: l0 level2 lfo1; text-indent: -18pt;"><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">a.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><span style="mso-fareast-font-family: "Times New Roman";">The
notion of regularity is most helpfully considered as a <i>continuum</i>, not a
dichotomy. Some words are highly regular, even for our novice learners, e.g.,
the words “mat” and “pit”. Some words are highly irregular, e.g., “eye” and “yacht”,
and other words sit somewhere in between, e.g., “said” and “young”. The villain
of the piece, in the case of relative irregularity is often a vowel or vowel
team, especially in the case of words that children encounter as beginning
readers (consider for example break Vs bread). </span></p>
<p class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 72.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 72pt; mso-list: l0 level2 lfo1; text-indent: -18pt;"><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><span style="mso-fareast-font-family: "Times New Roman";">When
knowledge of etymology and morphology are taken into account, the notion of “irregularity
and randomness” gives way to consideration of known spelling <i>patterns and
conventions</i>. <a href="https://www.aft.org/sites/default/files/Moats.pdf">Louisa
Moats has written about this here</a>. </span></p>
<p class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 72.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 72pt; mso-list: l0 level2 lfo1; text-indent: -18pt;"><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><span style="mso-fareast-font-family: "Times New Roman";">When
children are learning how to read via systematic synthetic phonics instruction,
it can be helpful to apply the word “yet” to the question of whether a pattern
is regular or not. The “ph” spelling for the sound /f/ is perfectly regular <i>if
you have been taught it</i> and have had experience applying it in your reading of
phonically-controlled texts, have perhaps noticed it in environmental print,
and had opportunities to practise writing it. It is not something you will
regard as “regular” however, if you have not yet been taught it.</span></p>
<p class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 35.7pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><b><span style="mso-fareast-font-family: "Times New Roman";">Learning
to read is not a visual memory process</span></b><span style="mso-fareast-font-family: "Times New Roman";">. Children need to understand the code with which their
writing system represents language meaning. For historical reasons, English has
a complex (relatively <a href="https://www.frontiersin.org/articles/10.3389/fnhum.2014.00347/full">orthographically
dense) code</a>, which takes longer for children to learn than in countries
that have more transparent orthographies. Teaching children sight words (or
more precisely, expecting that they somehow learn them by osmosis on their
parents’ watch) is treating reading as a right-hemisphere, visual memory task.
It is not allowing the language areas of the left hemisphere to do the
necessary but not automatically generated heavy-lifting, to map speech and
print to each other. The work of </span><a href="https://www.goodreads.com/book/show/6719017-reading-in-the-brain"><span style="mso-fareast-font-family: "Times New Roman";">French neuroscientist Professor
Stanislas Dehaene</span></a><span style="mso-fareast-font-family: "Times New Roman";">
is useful for understanding this process and its importance. <span style="mso-spacerun: yes;"> </span></span></p>
<p class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 35.7pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">5.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><b><span style="mso-fareast-font-family: "Times New Roman";">Teaching
sight words does not equip children with a transferable set of decoding skills
that they can take to any unfamiliar word</span></b><span style="mso-fareast-font-family: "Times New Roman";">. Instead, it sends the unhelpful message that the writing
system is opaque and random, and words need to be learned one-by-one, as
hieroglyphic “wholes”. This is an extremely inefficient way to become a
proficient reader in a language that is (a) </span><a href="https://support.logicofenglish.com/hc/en-us/articles/4708756892443-Morphemes"><span style="mso-fareast-font-family: "Times New Roman";">morpho-phonemic</span></a><span style="mso-fareast-font-family: "Times New Roman";"> in structure and (b)
contains a larger number of words than most other languages, because </span><a href="https://www.goodreads.com/en/book/show/73888"><span style="mso-fareast-font-family: "Times New Roman";">of rich borrowings over a two-thousand year period</span></a><span style="mso-fareast-font-family: "Times New Roman";">. The rich borrowings have
obviously also entailed a range of spelling patterns, and rather than teaching
these effectively as “<a href="https://en.wikipedia.org/wiki/Wingdings">wingdings</a>”,
instruction can be informed by teachers’ knowledge of word families (and their
spellings) from different languages. This brings order into what would otherwise be chaos.<br /></span></p>
<p class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 35.7pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">6.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><b><span style="mso-fareast-font-family: "Times New Roman";">Many
words on so-called “sight word” lists are easily decoded by children who have
been given some basic code knowledge</span></b><span style="mso-fareast-font-family: "Times New Roman";">. So – why aren’t we just teaching the skill of decoding?
Teaching banks of sight words is pretending that we have a language made up of logo-graphs (like Chinese), which we do not. As noted above, English is morpho-phonemic
in structure. We encode sound through phonemes, and meaning through words (free morphemes) and affixes (bound morphemes). Author of <a href="https://www.silvereye.com.au/beneath-the-surface-of-words/prod9634">Beneath the Surface of Words</a>, Sue Scibetta Hegland uses the term "linguistic Lego" to describe the way English adds and removes word elements to change meaning.<br /></span></p><p class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 35.7pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-fareast-font-family: "Times New Roman";"> </span><b><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">7.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span></b><span style="mso-fareast-font-family: "Times New Roman";">Ironically,
learning words by sight <b>flies in the face of the BL argument that “context
and meaning reign supreme in early reading instruction”. </b>Nothing could be
more de-contextualised in fact, than an isolated word on a flash-card. That
irony seems to have been lost in BL classrooms and lecture theatres. If we want
to promote students’ early fluency and reading comprehension, we need to
provide them with a transferable toolkit for decoding unfamiliar words,
alongside teaching them the small bank of words mentioned above, that are both
more irregular and more frequently occurring, so we are removing (or at least
lowering) the hurdles facing novice readers on their journey to fluency and
comprehension. </span></p>
<p class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 35.7pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">8.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><b><span style="mso-fareast-font-family: "Times New Roman";">What
we want is for initial reading instruction to result in <i>orthographic mapping</i>
– </span></b><span style="mso-fareast-font-family: "Times New Roman";">the
formation in longterm memory of permanent links between phonemes and graphemes
in a word (for reading and spelling), and for these to be tied to the word’s
meaning. The term orthographic mapping was introduced to the reading science
field by <a href="https://www.gc.cuny.edu/people/linnea-ehri">Dr Linnea Ehri</a>
and is regarded as a theoretically robust and empirically borne-out construct with
major implications for early reading instruction. You can read a detailed and
thorough essay outlining her work and reasoning, and its significance for
classroom teachers, in <a href="https://www.parkerphonics.com/post/the-essential-linnea-ehri">this 2022
blog-post by Stephen Parker</a>. <br />
<br />
Anna Geiger (The Measured Mom on social media) </span><a href="https://www.youtube.com/watch?v=vA05Oasiy4k"><span style="mso-fareast-font-family: "Times New Roman";">explains orthographic mapping in this brief video</span></a><span style="mso-fareast-font-family: "Times New Roman";">. The more words we have
orthographically mapped, the less mental effort we need to put into getting
words off the page, and the bulk of our cognitive and linguistic resources can instead
be channelled into comprehending text. <br />
<br />
The bottom line with orthographic mapping, as noted earlier in this post, is
that words <i>become sight-words for individuals</i>. “<i>Sightwordedness</i>” (my
neologism for our purposes here) <u>is not a feature of a word</u>. It is a
feature of what <a href="https://eric.ed.gov/?id=EJ780930">Charles Perfetti described
as the “lexical quality”</a> of a word – <i>for an individual learner</i>. High
quality mental representations of a word in a child’s longterm memory (its
spelling, pronunciation and meaning) promote reading comprehension, and the
inverse is also true – weak representations slow down and compromise reading
comprehension. </span></p>
<p class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 35.7pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Aptos; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">9.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><b><span style="mso-fareast-font-family: "Times New Roman";">Set
for variability and mispronunciation correction</span></b><span style="mso-fareast-font-family: "Times New Roman";"> are encouraging lines of
research and practice with respect to promoting orthographic mapping (i.e.
strong lexical representations of words). The term <span style="mso-spacerun: yes;"> </span>“set for variability” seems to have been
introduced by <a href="https://www.guilford.com/books/The-American-Way-of-Spelling/Richard-Venezky/9781572304697">Richard
Venezky in 1999</a>, but I am happy to be corrected on that. It is related, to
my mind, to <a href="https://fivefromfive.com.au/phonics-teaching/the-self-teaching-hypothesis/">David
Share’s self-teaching hypothesis</a>. The argument behind this construct is the
idea that most children do not need to be taught every single grapheme-phoneme
correspondence in English. Nothing succeeds like success, and once the decoding
train pulls out of the station, it gathers speed, as children use (implicit)
statistical reasoning to form and test hypotheses about what an unfamiliar written
word might sound like when spoken aloud. The emergent reader who encounters the
word “lodge” in a text and pronounces it as “lod – ge” can be praised for their
effort, asked if they know such a word, and then either arrive at, or be
assisted to find, alternative ways of decoding the word that lead to its
correct pronunciation and meaning. <br />
<br />
Importantly, as <a href="https://www.acu.edu.au/about-acu/faculties-directorates-and-staff/faculty-of-education-and-arts/australian-centre-for-the-advancement-of-literacy/our-people/dr-danielle-colenbrander">Dr
Danielle Colenbrander</a> emphasises in this recent <a href="https://podcasts.apple.com/au/podcast/ep-188-how-to-teach-students-to-read-irregular-words/id1463219123?i=1000650096880">Melissa
and Lori Love Literacy podcast</a> interview (in which she is in conversation
with <a href="https://www.katiepacemilesphd.com/">Dr Katie Pace-Miles</a>), <i>mispronunciation
correction is completely different from the three-cuing approach</i> that is
popular in BL classrooms. Mispronunciation starts with the child’s focus on
sound-letter correspondences and lifting these off the page, using the
information contained in the text. It encourages narrow experimentation with different
pronunciation options, not superficial attention to the word, followed by a focus
on pictures and/or other so-called meaning “cues”.<br />
<br />
Mispronunciation correction can also be harnessed alongside what Australian linguist
<a href="https://lifelongliteracy.com/">Lyn Stone</a> refers to as our “spelling
voice” – the strategy we apply when we are spelling words that might for us, as
an individual, be “tricky”. The word Wednesday is often used as an example
here. If we pronounce it in our heads as “Wed – nes – day” we have more than a fighting
chance of writing it correctly. Having it orthographically mapped also means
that we will not persist in pronouncing it that way when we read it aloud, as we
know that this is one of many words in English whose spelling and pronunciation
have wandered off in different directions. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="mso-fareast-font-family: "Times New Roman";">Turning words into sight
words is a process of untangling one of the knottier aspects of contemporary
reading science and is a major source of confusion for teachers and literacy
leaders. Doing this with maximal efficiency (</span><span style="mso-fareast-font-family: "Times New Roman";">by systematically teaching code knowledge)</span><span style="mso-fareast-font-family: "Times New Roman";"> is the most reliable path to reading proficiency
and enjoyment, and ultimately to academic success, for our novice readers. </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="mso-fareast-font-family: "Times New Roman";">An understanding of orthographic mapping means that the phonological, orthographic, and semantic features of words can be knitted together into longterm memory to support reading and writing, as well as strengthening spoken language. </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="mso-fareast-font-family: "Times New Roman";">The role of parents in this equation is to listen to and delight in, their child's blossoming reading skills, rather than providing an after-hours rote-learning service that is poor use of everyone's time. <br /></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="mso-fareast-font-family: "Times New Roman";">(C) Pamela Snow (2024) <br /></span></p>
Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com0tag:blogger.com,1999:blog-673598978629390697.post-6594172682792504272024-01-04T22:39:00.006+11:002024-01-05T10:34:45.567+11:00Pouring old wine into new bottles? Constrained Vs unconstrained skills in reading success<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYOIn3XZFXfW-p0zT61olq8_3JCfoVEzXUgbvgL4KqC1hM_xWJvBZKEcrPPHaW7TdkbS0Kg64gyaDOC4pgk35A8cvJK25hCt9RmrvRPuBrDVnNcMm7csY9DvD45zwXpa5v1KhHaX1YFxmiN-YuC5iC6io2XAPiRAb8EsrMgF79j3v_ZJ5ic1jWCp5iPDM/s3500/Unlabelled%20wine%20bottle_markus-spiske-Zi4NmoGSnNs-unsplash.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3500" data-original-width="2333" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYOIn3XZFXfW-p0zT61olq8_3JCfoVEzXUgbvgL4KqC1hM_xWJvBZKEcrPPHaW7TdkbS0Kg64gyaDOC4pgk35A8cvJK25hCt9RmrvRPuBrDVnNcMm7csY9DvD45zwXpa5v1KhHaX1YFxmiN-YuC5iC6io2XAPiRAb8EsrMgF79j3v_ZJ5ic1jWCp5iPDM/w133-h200/Unlabelled%20wine%20bottle_markus-spiske-Zi4NmoGSnNs-unsplash.jpg" width="133" /></a></div><p></p><div style="text-align: center;"><span style="font-family: arial;"><span style="font-size: xx-small;"> </span></span><span style="font-family: arial;"><span style="font-size: xx-small;"><a href="https://unsplash.com/@markusspiske?utm_content=creditCopyText&utm_medium=referral&utm_source=unsplash">Image source</a></span></span><br /></div><div>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">About three years ago, during the
COVID-19 pandemic, I was asked to review an academic paper that was concerned
with children’s acquisition of so-called <b>unconstrained skills</b>
with respect to reading success in early years classrooms. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">The idea of <b>constrained Vs
unconstrained skills</b> in early reading instruction was not one I had encountered
before, so I found myself tracking down citations in the reference list, which is
a sure way to make the process of reviewing someone else’s work a much longer,
though ultimately more satisfying, task. Because this was during the
unpredictable days of COVID-19 and its associated lock-downs, and I was distracted with other
matters, I did not come back to this construct straight away but have been
giving it more thought in the last 12 months.</span></p>
<p class="Default" style="line-height: 150%; margin-bottom: 6pt;"><span color="windowtext" face=""Calibri",sans-serif">The manuscript I was
reviewing made reference to </span><a href="https://www.jstor.org/stable/43940581"><span face=""Calibri",sans-serif">this
2016 paper by Catherine Snow (no relation) and Timothy Matthews</span></a><span color="windowtext" face=""Calibri",sans-serif">. Subsequently,
during an exchange on “X” (formerly Twitter), I was introduced by </span><span class="css-1qaijid r-bcqeeo r-qvutc0 r-poiln3" style="text-overflow: unset;"><span class="css-1qaijid r-bcqeeo r-qvutc0 r-poiln3" style="text-overflow: unset;">Matthew Writer</span></span><span color="windowtext" face=""Calibri",sans-serif"> to </span><a href="https://ila.onlinelibrary.wiley.com/doi/abs/10.1598/RRQ.40.2.3"><span face=""Calibri",sans-serif">this earlier (2004) paper by Scott
Paris</span></a><span color="windowtext" face=""Calibri",sans-serif">
that was not referenced by Snow and Matthews. Some further digging also revealed, among others, <a href="https://ila.onlinelibrary.wiley.com/doi/full/10.1598/RT.65.1.7">this 2011
paper by Katherine A. Dougherty Stahl</a>. </span><span face=""Calibri",sans-serif">There are other papers on this construct as well, but I
will draw on these three publications to pull together some thoughts here on
the notion of constrained Vs unconstrained skills and why this idea could be
useful for teachers and teacher educators. I also want to draw attention to
what I see as some potential pitfalls with this construct. </span></p>
<p class="Default" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">Snow and Matthews (2016) conceptualised
the relationship between constrained and unconstrained skills as being <u>categorical</u>:</span></p><p class="Default" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif"><img alt="" height="266" src="data:image/png;base64,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" width="640" /> <span style="font-size: x-small;">Snow, C. E., & Matthews, T. J. (2018).
The role of background knowledge in reading comprehension: A critical review. <i>The
Future of Children, 42</i>(3), 214–240. (p. 59)<br /></span></span></p>
<p class="Default" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif" style="background: yellow; mso-highlight: yellow;"></span><span face=""Calibri",sans-serif"> </span></p>
<p class="Default" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">Dougherty Stahl (2011) presented the relationship between the skill-sets as a
<u>continuum</u>: </span></p><p class="Default" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif"><img height="101" 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" width="640" /> </span><span face=""Calibri",sans-serif"><span style="font-size: x-small;">Dougherty Stahl, K. A. (2011).
Applying new visions of reading development in today's classrooms. <i>The Reading
Teacher, 65</i>(1), 52-56. (p. 53).</span></span><span style="font-family: inherit;"></span><b><span face=""Calibri",sans-serif"></span></b></p><p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><b><span face=""Calibri",sans-serif"><span style="font-size: medium;">What does it mean to say a
reading-related skill is “constrained”?</span></span></b></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">Let’s back up a little first. Many readers
of this blog will be familiar with frameworks such as the <a href="https://www.readingrockets.org/topics/about-reading/articles/simple-view-reading">Simple
View of Reading</a> (SVR) and also <a href="https://www.spelfabet.com.au/2013/04/the-reading-rope/">Scarborough’s
Reading Rope</a>. Both of these frameworks provide ways of organising our
thinking about the skills that children, as reading novices, need to both
further develop, and in some cases, acquire from scratch, in order to become skilled readers. Both
frameworks have strong empirical support and are useful conversation starters
with teachers, school leaders, and policy-makers interested in transforming
reading instruction. While there does not seem to be major disagreement on the merit
and relevance of these frameworks, debate continues to rage as to the <i>how</i>
of supporting skill development on both sides of their ledgers. These sides can
be broadly thought of as word identification and its subskills and language
comprehension and its subskills. Many workers have noted that <b>weaknesses on
one side of these models cannot be “propped up” by strengths on the other side.</b>
Strong oral language skills do not compensate for poor word identification
skills and strong word identification skills do not do the work for weak oral
language skills. Students need high levels of proficiency on both sides. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">When workers such as Paris (2004), Dougherty
Stahl (2011), and Snow and Matthews (2016) talk about <i>constrained skills</i>,
they are referring to skills related to word-identification that are finite
with respect to their scope. In the case of teaching reading in
English-speaking countries, these include:<br /></span></p>
<ul><li class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">Basic print concepts (directionality
of text; book orientation; spaces between written words as word boundaries).</span></li><li class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">Knowing the names of the 26 letters in
the English alphabet.</span></li><li><span face=""Calibri",sans-serif">Knowing that speech sounds (phonemes)
map to written letters and letter combinations (graphemes) in rule-governed
ways, albeit with varying levels of orthographic transparency.</span></li><li><span face=""Calibri",sans-serif">Being able to blend sounds to decode unfamiliar
words.</span></li></ul><p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">All of the authors referred to above
describe these constrained skills as <b>“easy to teach” and “easy to assess”</b>. There is also a
hint, in all of them, however, that because of these characteristics, constrained
skills have been over-emphasised in policy and practice. I agree with the
assertions regarding the relative ease with which they<i> can</i> be taught and assessed,
but would caution that this does not necessarily mean they are taught and
assessed <i>well</i>, to the level of mastery and automaticity that supports
the all-important process of <a href="https://www.readingrockets.org/resources/resource-library/orthographic-mapping-acquisition-sight-word-reading-spelling-memory-and">orthographic
mapping, as described by Linnea Ehri</a>. Their emphasis
by science of reading researchers and reading policy reformers reflects the
fact that balanced literacy prevails in many English-speaking jurisdictions and so by definition, constrained skills have not received rigorous and systematic focus in enough classrooms (<a href="http://www.onlinedigeditions.com/publication/?i=655062&article_id=3634779&view=articleBrowser&ver=html5">see
here for further on problems with balanced literacy</a>). </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">Everyone seems to agree, to at least
some extent, that mastery of the so-called “basics” (constrained skills) in
early reading is critical, though many don’t even draw breath before then diminishing
their importance with a “but” statement. This <i>but</i> statement normally contains
one or more of the following elements:<br /></span></p><ul style="text-align: left;"><li class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">There’s
more to reading than phonics;</span></li><li class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">An
over-emphasis on phonics will be harmful;</span></li><li class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">Decoding
skills are only important in the early stages of reading;</span></li><li class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">Phonics should be taught in context. <br /></span></li><li class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">Decoding is not reading. <br /></span></li></ul>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">It's easy to see how easily these can morph into another
version of “everything is in the eclectic mix in a balanced literacy classroom”. To take the final point in particular, no, decoding is not reading, but it is not possible to understand text that cannot be decoded. Efficient decoding is a necessary but not sufficient pre-condition for reading comprehension to occur.<br /></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><b><span face=""Calibri",sans-serif"><span style="font-size: medium;">What are the skills that are
“unconstrained”?</span></span></b></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">Here we move our focus to the language
comprehension side of the SVR and the upper stands of the Reading Rope. This means we are
now thinking about “<b>skills without borders</b>", such as:<br /></span></p>
<ul style="text-align: left;"><li class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">vocabulary knowledge – understanding of both denotative and connotative meanings of words
and the ability to deal with the polysemous* nature of many Tier 1 words in
English. Acquisition of “higher-order” literate language (Tier 2 words) is also
important. See <a href="https://www.readingrockets.org/topics/vocabulary/articles/choosing-words-teach">this
link</a> for more on tiers of vocabulary. </span></li><li>
<span face=""Calibri",sans-serif">the ability to draw inferences from
idiomatic, non-literal language, such as metaphor, irony, and sarcasm and to understand
the use of language for humorous purposes, e.g., in puns and other jokes. </span></li><li>
<span face=""Calibri",sans-serif">the ability to deal with a range of
syntactic structures and the meaning they support (e.g., active Vs passive
voice; subordinate clauses; fronted adverbial clauses; apposition). Knowing how
<a href="https://www.edresearch.edu.au/guides-resources/practice-guides/punctuation-whats-point">punctuation
supports meaning in written text</a> is also important. </span></li><li>
<span face=""Calibri",sans-serif">background knowledge – <a href="https://fivefromfive.com.au/comprehension/background-knowledge/">the ability
to bring prior knowledge to both fiction and non-fiction genres, and to apply
and modify this</a>, based on the reading of new texts. Reading comprehension both
supports and is supported by, ongoing acquisition of background knowledge,
across a wide range of subject areas. <br /><span style="font-size: x-small;">*Polysemous words have multiple meanings, while their spelling and pronunciation do not change. Consider for example, the multiple meanings attached to the Tier 1 word "bank". <br /></span></span></li></ul>
<p class="MsoListParagraph" style="line-height: 150%; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt; mso-add-space: auto;"><span face=""Calibri",sans-serif">The authors mentioned above have all
noted that these skills are <b>harder to teach and also harder to assess than constrained skills</b>. If you
are not familiar with Nancy Lewis Hennessy’s 2021 text <a href="https://products.brookespublishing.com/The-Reading-Comprehension-Blueprint-P1197.aspx">The
Reading Comprehension Blueprint</a>, I recommend it as a great source on the
complex integrated processes involved in reading comprehension and the need for
high-quality curriculum materials and monitoring processes to support the work
of teachers. Importantly, though, <b><i>Hennessy includes constrained skills that
support word identification, as being key to the comprehension process</i></b>. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><b><span face=""Calibri",sans-serif"><span style="font-size: medium;">Why might a distinction between constrained and unconstrained skills be
important?</span></span></b></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">I think the idea of constrained Vs
unconstrained skills is a valuable one in conceptualising the reading process
and understanding the challenges faced both by students and teachers in the journey
from novice to proficient. It reminds us that there is a finite nature to the
skills involved in “getting words off the page” aspect of reading and ensuring
that literally thousands of words are efficiently orthographically mapped – stored in long-term memory with a
meaning, a pronunciation, and correct spelling glued together for ease of
access. Ease of access promotes reading fluency (accuracy, appropriate rate,
and expression), and as noted by <a href="https://www.ldaustralia.org/wp-content/uploads/2022/09/Hasbrouck-Understanding-reading-fluency.pdf">Jan
Hasbrouck, fluency is a strong contributor to reading comprehension</a>. It has
been described by <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjtifDcu8KDAxW9b2wGHa-NDOoQFnoECCEQAQ&url=https%3A%2F%2Fwww.timrasinski.com%2Fpresentations%2Farticle_why_fluency_shd_be_hot__rt_may_2012.pdf&usg=AOvVaw2gUS9eWdWzlXeqDz02gcdl&opi=89978449">Tim
Rasinksi as the <i>bridge </i>between decoding and comprehension</a>. This suggests that the relationship between constrained and unconstrained skills is more a <b>continuum than a dichotomy</b>. Importantly, it is <b>not a hierarchy</b>, in which some
skills, by virtue of their greater range and complexity, assume higher
importance over other “lower order” skills. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">Consider, for example, the plight of
the <b>Year 10 science student</b> who needs to read text like the example below, concerning balancing oxidation-reduction
equations, but brings only partially developed constrained skills to the table
in the sense that she is unable to decode through unfamiliar polysyllabic/multi-morphemic
words – the types of Greco-Latin (Tier 3) words that turn up with great frequency
in subject-specific texts in the secondary years:</span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><i><b style="color: #444444;"><span style="font-family: "Times New Roman",serif; font-size: 13.5pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-font-kerning: 0pt; mso-ligatures: none;">Neutral
Conditions</span></b></i></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><i><span style="color: #444444; font-family: "Times New Roman", serif;">The first step to balance any redox reaction
is to separate the reaction into half-reactions. The substance being reduced
will have electrons as reactants, and the oxidized substance will have
electrons as products. (Usually all reactions are written as reduction
reactions in half-reaction tables. To switch to oxidation, the whole equation
is reversed and the voltage is multiplied by -1.) Sometimes it is necessary to
determine which half-reaction will be oxidized and which will be reduced. In
this case, whichever half-reaction has a higher reduction potential will by
reduced and the other oxidized</span></i><span face=""Calibri",sans-serif">
(<a href="https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/Supplemental_Modules_(Analytical_Chemistry)/Electrochemistry/Redox_Chemistry/Balancing_Redox_reactions">source</a>).
</span><span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-font-kerning: 0pt; mso-ligatures: none;"></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">It is obvious that skilled reading for
comprehension here will require the student to draw on well developed
constrained <u>and</u> unconstrained skills, and has been noted previously, <b>lack of
skills on one side of the ledger cannot be compensated for by the presence of
skills on the other.</b> </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">We need to check our assumptions when
we buy into the argument that things that are "easy" to teach are <i>ipso facto</i>
taught well. As I have <a href="http://pamelasnow.blogspot.com/2023/07/when-loretta-met-misty-my-response-to.html">noted
previously on this blog</a> in relation to South Australia:</span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">“……following the <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiJv6L9zKSAAxXeZvUHHTE2A_oQFnoECB4QAQ&url=https%3A%2F%2Fwww.education.sa.gov.au%2Fdocs%2Fcurriculum%2Fevaluation-uk-phonics-screening-check-sa.pdf%3Facsf_files_redirect&usg=AOvVaw33hs7PwAjaHVRBnf30WWQt&opi=89978449">2016
trial of the Phonics Screening Check in SA</a>, it was reported that "For many teachers and
leaders, the PSC was an eye-opener with some expressing surprise and
disappointment about the results - particularly for students they identified as
strong readers" (p.18)”.</span></p><p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">I also think most teachers would contest the claim that teaching constrained skills efficiently, systematically, and well is "easy". Many were not adequately prepared to do so by their pre-service teacher education programs (see <a href="http://pamelasnow.blogspot.com/2016/04/reading-is-verb-literacy-is-not.html">references on this page</a>) and have had to invest considerable time and financial resources into upskilling in this domain. <br /></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">So – it is important to remember that
while the constrained Vs unconstrained framework can certainly be useful in
early reading instruction, <b>it can also potentially be weaponised to diminish
the importance of constrained skills and to overlook the interconnectedness
between the two sets of skills</b>. This was a key take-away for me from the paper by Paris (2005, </span><span face=""Calibri",sans-serif">p.192</span><span face=""Calibri",sans-serif">) who observed that:</span></p><p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">"Researchers have analyzed reading
skills as if they are independent when many are required as precursors or
enabling skills for others"</span><span face=""Calibri",sans-serif">. Paris observed that different skills are closely connected at some stages and not at others, describing what he saw as "...developmentally co-dependent constraints on the skills". </span></p><p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">Paris also argued that where constrained skills are taught to mastery, low variability will exist between readers, but even competent readers will vary widely with respect to the extent of their unconstrained skill development.<br /></span></p><p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif"><b>We should not assume</b> that just because constrained
skills <i>can</i> be taught with a scope and sequence and assessed using
rigorous curriculum-based materials, that all children are being exposed to instruction
that ensures that this occurs. Where it does, there is a better chance that constrained
skills form a strong foundation for students’ lifelong acquisition and
refinement of unconstrained skills. <b>We should also not assume that older
struggling readers need attention only to unconstrained skills. </b></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">If, </span><span face=""Calibri",sans-serif">after three years of schooling</span><span face=""Calibri",sans-serif">, students cannot efficiently
and automatically lift words off the page, they will not be in a position to </span><span face=""Calibri",sans-serif">maximise working memory and other executive function systems,</span><span face=""Calibri",sans-serif"> activate background knowledge, or employ comprehension monitoring processes
and inferencing skills to understand what they are reading. That then <b>imposes
serious constraints of another kind</b>, on academic success and psychological
wellbeing. </span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">Perhaps rather than a constrained Vs
unconstrained dichotomy or even a continuum, what we are actually looking at here is
a kind of <b>conceptual double-helix</b>, with the <b>strength of the connecting bonds</b> being an
under-recognised point of difference between stronger and weaker readers. Students do not <i>stop</i> using constrained skills over time; these skills simply become an invisible force for good in ensuring that most of a reader's cognitive and linguistic effort can be channelled to demands placed on unconstrained skills when they are reading increasingly challenging texts. <br /></span></p><p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif"><br /></span></p><p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFtWT2NWSH11QHeLuY7A1VDtkVDIRE7QLWF18wg3PK5dpMzal9mzcduVTg9Z4jsXrHWATWxAS76S4lOYSuWFPMqBcgODqdYxo1QDrzl741t3mIRuPtmqB1AH8pNw0Y5_lL7ITaDTViwUgs-8kL0C1toSQ1xpG0HIfIGcRC82pTv3uxTtMYZczbrmHliew/s7781/Double%20helix.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3036" data-original-width="7781" height="125" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFtWT2NWSH11QHeLuY7A1VDtkVDIRE7QLWF18wg3PK5dpMzal9mzcduVTg9Z4jsXrHWATWxAS76S4lOYSuWFPMqBcgODqdYxo1QDrzl741t3mIRuPtmqB1AH8pNw0Y5_lL7ITaDTViwUgs-8kL0C1toSQ1xpG0HIfIGcRC82pTv3uxTtMYZczbrmHliew/s320/Double%20helix.jpg" width="320" /></a></div><p></p><p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt; text-align: center;"><span face=""Calibri",sans-serif"><span style="font-size: xx-small;"><a href="https://www.freepik.com/author/brgfx"> Image source</a></span></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif" style="background: yellow; mso-highlight: yellow;"></span><span face=""Calibri",sans-serif"></span></p>
<p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif"><br /></span></p><p class="MsoNormal" style="line-height: 150%; margin-bottom: 6pt;"><span face=""Calibri",sans-serif">(C) Pamela Snow (2024) <br /></span></p>
</div>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com2tag:blogger.com,1999:blog-673598978629390697.post-8539401121730706522023-10-28T12:59:00.004+11:002023-10-29T18:50:36.652+11:00School leaders and reading instruction: Time to demand LESS rather than more autonomy <p> </p><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyA8muh-Bk2jZtZORlK6FOOZJoUFIXSsveZx-QbVGSOk__KzuI4GXXgs5YAylMsu9_syPfEid51NvXvVp4jp5DwOgHwEk8gAm9itG4LgOaOLCUapY2KEshEsGdVtqWq92vrBQSgMIl5COqd1P9RACpsSNQIkj8uyslrUNdxyNUAbGDYGhx20cR70sid80/s300/Knowledge%20and%20data.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="225" data-original-width="300" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhyA8muh-Bk2jZtZORlK6FOOZJoUFIXSsveZx-QbVGSOk__KzuI4GXXgs5YAylMsu9_syPfEid51NvXvVp4jp5DwOgHwEk8gAm9itG4LgOaOLCUapY2KEshEsGdVtqWq92vrBQSgMIl5COqd1P9RACpsSNQIkj8uyslrUNdxyNUAbGDYGhx20cR70sid80/w200-h150/Knowledge%20and%20data.jpg" width="200" /></a></div><p></p><p style="text-align: center;"><span style="font-size: xx-small;"><a href="https://www.coursesidekick.com/business/study-guides/introbusinesswmopen/reading-data-versus-information">Image source</a></span><br /><!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 6"/>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>It is difficult to think of an outcome from seven years
in primary school that is more fundamental and more life-changing than emerging
as a proficient reader, writer, and speller. This was broadcast in plain
language earlier this week, with the publication of <a href="https://nsra-open-letter.squarespace.com/home">an open letter to all Australian
ministers of Education</a>, signed by 45 reading scientists and practitioners.
The letter could well have had school leaders as the addressees, as responsibility
for how reading is taught is (bizarrely) devolved to individual schools in many
Australian jurisdictions, and elsewhere as well. </span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><b><span>This post is for leaders in primary / elementary
schools, whether principals, deputy principals (school administrators in North
America) or literacy leads.</span></b><span> It will
not have escaped your notice that there is a growing discussion and debate
about how reading should be taught in the early years of school and how ongoing
literacy (reading, writing, and spelling) skills are developed across the
school years to simultaneously ensure academic achievement and promote student
wellbeing. <span> </span></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><b><span>Every corner of academic achievement hinges on at
least proficiency, if not strength in reading, writing, and spelling.</span></b><span> In secondary school, learning across subjects as
diverse as English, sciences, history, geography, and yes, even mathematics, assumes
the ability to effortlessly derive meaning from increasingly complex texts,
whether fiction or non-fiction. The ability to write in a range of genres
across the curriculum is equally important, and equally challenging. These are
skills that need to be taught by classroom teachers; they should not be by “caught”,
hook or by crook by some lucky students and missed by more unfortunate others.
This is not a trivial fairground game. <span> </span></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span><b>If you buy the line that “there is no such thing as
the science of reading” then you also have to sign up for related flat-earth ideas:</b> that
there’s no such thing as science of perception; or a science of memory; or a
science of cognition. I am sure no school leaders would fall for those. Scientific
evidence in any field is imperfect and evolving. It might be tempting, in the
face of what looks like so much debate about reading instruction, for leaders to
conclude that “<i>Well, the experts don’t agree on which approaches are best,
so we school leaders can continue to make our own call on this</i>”.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><b><span>Nothing could be further from the truth. </span></b></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>As school leaders, you are responsible for ensuring
that approaches to preventing and managing <b>anaphylaxis</b> are based on the
best available evidence, even if physiologists and pharmacologists are engaged
in ongoing academic debates in the background about ways of further improving such
care. You do this by applying well-developed, evidence-based procedures
provided by sector leaders. As the evidence changes, the policies and
guidelines you are provided with will change. You are responsible for ensuring
that children in your school are kept <b>safe from predatory adults</b>, which means
ensuring that appropriate police checks are carried out on staff – even though
better approaches to doing so may be available in the future. You are
responsible for applying the law as it applies to all aspects of workplace
safety and ensuring that children and staff<b> do not experience bullying</b>
in your school. You do this by applying the best available policies and
frameworks provided by sector leaders. As the evidence changes, the policies and
guidelines you are provided with will change. <b>I'm sure you can see the pattern here. <br /></b></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>In all cases, the evidence will evolve over time, but
you are expected to apply the <b>highest standards as they apply today</b> –
not to do you own thing until every possible research question has been
resolved. </span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>In the case of anaphylaxis, child safety and bullying,
the guidelines are tight because the consequences of failure are immediate,
visible, and potentially catastrophic.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><b><span>The same logic and rigour need to apply to reading
instruction.</span></b></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>Many education jurisdictions devolve responsibility to
individual schools to decide how reading is taught, but when we hold this up to
the light, <b>several fatal cracks become immediately visible. </b></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>When students exit primary school with reading, writing,
and spelling skills around a mid-primary level, as is <a href="https://grattan.edu.au/news/australias-reading-challenge/">unfortunately
not uncommon</a>, we are setting them up for a slippery slope of academic
failure, behavioural dysregulation, poor school attendance, early school
disengagement, possible youth justice involvement, and other emotional disorders
such as anxiety and depression. Their attitudes to school and learning are
jaded at best, actively resentful at worst, and the adults in their world (teachers,
school leaders, parents, and grandparents, allied health professionals, and
tutors) <b>despair of knowing how to find and afford the increasingly complex supports
they end up needing.</b> </span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>Secondary schools then become <i>de facto</i> mental
health-come-adolescent-life-skill services for many students, albeit
inadequately resourced ones, and secondary teachers despair of being able to
provide all students with opportunities to learn across the widest possible curriculum.
<b>Narrowed curriculum choices mean narrowed post-secondary training and
education options</b>, in the context of employment <a href="https://r.search.yahoo.com/_ylt=AwrgMu7CYTxlnkYSEQ036At.;_ylu=Y29sbwNncTEEcG9zAzEEdnRpZAMEc2VjA3Nj/RV=2/RE=1698484803/RO=10/RU=https%3a%2f%2fwww.oecd.org%2fels%2femp%2fpolicy%2520brief%2520-%2520automation%2520and%2520independent%2520work%2520in%2520a%2520digital%2520economy.pdf%23%3a~%3atext%3dAutomation%2520has%2520led%2520to%2520the%2520substitution%2520of%2520machines%2cjobs%2520has%2520increased%2520considerably%2520in%2520most%2520advanced%2520economies./RK=2/RS=MUOoxU6eRloR38nx9_BYoynvdLA-">opportunities
for unskilled workers diminishing</a>, thanks to the march of artificial
intelligence into roles that lend themselves to replacement by automation. </span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>As primary / elementary school leaders, <b>you do not necessarily
see at first hand, the longterm consequences of ineffective reading instruction
practices</b>. You are protected from this by the slow burn of the widening academic
gaps between students who have well-developed literacy skills and those who do
not. <b>Ask your secondary colleagues though, and you will hear about the
cancerous impacts of poor reading and writing skills for a highly visible cohort
of their incoming Year 7 students</b>. Students do not go to secondary school
to learn to read, write and spell, and nor are secondary settings equipped to
teach these foundational skills. They are called <i>primary</i> or <i>elementary</i>
skills as a clue to where they should be taught. Growing numbers of Australian primary
school leaders are signing the <a href="https://fivefromfive.com.au/primary-reading-pledge/">Primary Reading Pledge</a>
as a signal to their communities that their students will exit Year 6 as proficient
readers, writers, and spellers. It may strike some as odd that this even needs
to be given a second thought, yet it does. </span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>It is easy, but incorrect to believe that when students
exit primary school without proficient reading, writing, and spelling skills
that the reasons for this are located entirely within the child, or their family
and should not give cause for reflection on the part of schools. <b>Nothing could
be further from the truth.</b> Some students are unfortunately <a href="http://www.childrenofthecode.org/interviews/lyon.htm">casualties of well-intended,
but low-impact reading instruction approaches</a>. It is the <a href="https://pamelasnow.blogspot.com/2023/04/calling-time-on-parent-blame-and.html">job
of schools, not parents, to teach children how to read</a>, and schools can do
this successfully, <a href="https://www.theage.com.au/national/victoria/results-came-really-quickly-how-one-tiny-victorian-school-turned-literacy-around-20220215-p59wi0.html">even
in disadvantaged communities</a>, if they apply rigorous evidence in their
approach to reading instruction. </span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>By the same token, some primary schools “cruise” on
the coat-tails of their post/zip codes, and do not extend their students’
abilities beyond what would be expected on the basis of family socio-economic
status. Because there is a <a href="https://dyslexiaida.org/ladder-of-reading-infographic-structured-literacy-helps-all-students/">proportion
of students who will succeed regardless of the instruction they receive</a>,
staff in such schools may mistakenly give themselves credit where it is not
really due and be blinkered to the possibility that their students could be <i>excelling</i>,
rather than just succeeding. <b>This is a loss to our future human, social, and
economic capital as a community. </b></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>Teachers and school leaders have been <a href="https://features.apmreports.org/sold-a-story/">sold many stories</a>
about reading, including the idea that something called “<a href="http://www.onlinedigeditions.com/publication/?i=655062&article_id=3634779&view=articleBrowser&ver=html5">Balanced
Literacy</a>” is the sensible mid-point between two polar extremes and provides
an equilibrium of equally valid teaching approaches. Unfortunately, however,
<b>there is no research to support Balanced Literacy as a preferred initial
reading instruction approach to ensure success for 95% plus of students</b>. In
fact, its corollary, <a href="https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/research-reports/reading-recovery-sector-wide-analysis#:~:text=This%20Learning%20Curve%20briefly%20describes%20the%20results%20of,on%20reading%20skills%20among%20the%20lowest%20performing%20students.">Reading
Recovery, has been discredited</a> and New York’s Columbia University has recently
<a href="https://www.edweek.org/teaching-learning/teachers-college-to-dissolve-lucy-calkins-reading-and-writing-project/2023/09">dissolved
its Teachers College Reading and Writing Project</a>, a longstanding pillar of
Whole Language / Balanced Literacy-based instruction. </span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><b><span>Let’s be honest. Balanced Literacy is an approach to
reading instruction that works best for the adults.</span></b><span> It does not place demands on teacher knowledge about
the nature of the English writing system. This makes life so much easier for
universities. It allows reading instruction to be out-sourced to large
publishing houses, via sets of levelled readers and tick-box monitoring tools.
This makes life so much easier for literacy leads and classroom teachers (and
is not bad for the bottom line of those global publishing houses either). It is
associated with a narrow majority of students succeeding (at least at essential
levels), while a significant proportion will struggle. Hmm, now things are
starting to become awkward, but let’s just say that “<i>some kids take longer</i>”,
or “<i>we have to find books this child is passionate about</i>”, or “<i>boys
take longer</i>”, or “<i>writing and spelling are not really 21<sup>st</sup>
century skills anyway</i>” any other number of uncomfortable mistruths that
teachers and leaders have to fall back on when their approaches inevitably
create a trail of casualties. <a href="https://pamelasnow.blogspot.com/2021/07/reading-instruction-in-early-years.html">A
Victorian school principal wrote about this painful squirming in a guest post
on this site in 2021</a>. </span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>Teaching reading explicitly and systematically <a href="https://pamelasnow.blogspot.com/2022/02/leaving-balanced-literacy-habit-behind.html">requires
significant shifts in teacher knowledge and classroom practice</a>, over a three-to-five-year
period. <b>This requires staff to overcome some entrenched misconceptions and,
in some cases, anxieties about gaps in their own knowledge and skills</b>. <a href="http://pamelasnow.blogspot.com/2016/04/reading-is-verb-literacy-is-not.html">These
gaps were created by their initial teacher education</a> and impose significant
burdens and ultimately unease for teachers. Such anxieties are not easy to talk
about, so it is understandable that teachers (and indeed leaders) will
sometimes fall back on memes and catch-phrases like “<i>phonics is already in
the mix</i>”; “<i>phonics teaches children to bark at print</i>” and “<i>reading
is all about meaning, so we can’t start with phonics</i>”. All of these
assertions topple when exposed to the slightest puff of research and practice evidence,
and when they do, space is made for new conversations to take place. <b>But don’t
believe <i>me</i>.</b> Talk to fellow leaders who have overseen such transformations
in their schools and ask them what they have seen with respect to student data
(academically and behaviourally), teacher feedback, and parent satisfaction. Look
at the <a href="https://catalyst.cg.catholic.edu.au/">Canberra-Goulburn
Catalyst Project</a>, to see what happens when coordinated, sector wide change
is led from the top. Further, <b>I challenge you to find leadership colleagues
who are strategically transforming practice in the other direction</b>, <i>away
from</i> structured explicit literacy teaching and towards Balanced Literacy. That’s
just not a thing in 2023. </span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>If your school is teaching reading in a way that is diametrically
different from how a neighbouring school is doing so, then logic dictates that they
cannot both be using “best practice” approaches. On what basis should we ask
the community to tolerate high and often random variability in reading instruction and the inevitable unevenness
in quality that ensues from this? <b>The community is not asked to accept such
high rates of variability on any other aspect of children’s wellbeing</b>, such
as their response to vaccinations or their safety in motor vehicles, but in reading
instruction, high variability is somehow the accepted norm.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>It would be one thing for us to lack good evidence
about effective reading instruction. If that was the case, allowing schools to
muddle through, as best they can, might be reasonable. Ironically though, <a href="https://journals.sagepub.com/doi/full/10.1177/1529100618772271">we do
know a great deal about the reading process and how best to teach it</a>. <b>A knowledge
translation blockage has prevented best evidence from reaching the hands of school
leaders and classroom teachers.</b> This needs to be halted as a matter of
priority.</span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><b><span>For you as school leaders, it would be so much easier
if the teaching of reading was “set and forget” but it is not.</span></b><span> It is as complex and as high-stakes as prevention and
management of anaphylaxis or ensuring child safety and should command the same levels
of scientific rigour in schools. You are not asked to develop your own approaches
to these aspects of your portfolio and nor should you be asked to “choose your
own adventure” on reading instruction. I predict that <b>in ten years time, it
will be viewed as laughable that schools could once do their own thing with respect
to reading instruction</b>. </span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><b><span>Part of being a leader is managing up as well as down</span></b><span>. In the interests of your students’ academic success
and wellbeing, your teachers’ professional self-esteem, and your parents’ satisfaction<b>,
one of the most powerful levers you can pull as a school leader is the one that
demands policy makers to apply and provide the best current evidence on reading
instruction</b> in a bottom-down fashion, in the same way they do on other key elements
of running a school. Schools should then be resourced accordingly, in terms of
professional learning and materials, rather than islands of good practice
popping up here and there. These islands join together over time to some extent
but <b>imagine how effective schools could be without the curse of high
variability knocking high quality off its pedestal at every turn. </b></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>It may seem counter-intuitive to be advocating for <i>less</i>
rather than more school autonomy on something core like reading instruction. But
it is the very core nature of reading instruction that means it <b>should be
taught consistently, regardless of sector, location, or the composition, knowledge,
and personal likes and dislikes of the school leadership team</b>. </span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>Leadership and professionalism are concerned <b>with balancing
autonomy and accountability.</b> <span> </span>School
leaders will see stronger student outcomes for all when they advocate with one
voice, for their leaders to lead by elevating reading instruction to the same
standing as anaphylaxis and child safety: <b>an everyday, high-stakes part of
school life that should be guided by rigorous evidence, not by feel-good ideology,
a mish-mash of approaches, personal beliefs and/or adult comfort-zones. </b></span></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span style="font-size: small;"><span>(C) Pamela Snow (2023) <b><br /></b></span></span></p>
Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com4tag:blogger.com,1999:blog-673598978629390697.post-49692929213350452142023-09-01T23:58:00.009+10:002023-09-05T20:22:50.908+10:00Balanced literacy and New Zealand’s opportunity to re-write reading instruction history.<p> <br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhz4-g6w52SsdaOw7UEFA2Ax4ZdtN6gyAS8RPUoRof5nNaAAHKz3owNYDLJSU7GOxQJ-akFdZM523HAQFtapKMddO1aYYSqSAX-fe3vGyYe9--ZhNXA6oUABmfgmC44qja6aLFlttcNK0EiPmcuSD8ZF8Zx98emY3grhDybNN1sb8JXO3iOurUOeUsVluI/s1040/Kiwis%20crossing.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1040" data-original-width="520" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhz4-g6w52SsdaOw7UEFA2Ax4ZdtN6gyAS8RPUoRof5nNaAAHKz3owNYDLJSU7GOxQJ-akFdZM523HAQFtapKMddO1aYYSqSAX-fe3vGyYe9--ZhNXA6oUABmfgmC44qja6aLFlttcNK0EiPmcuSD8ZF8Zx98emY3grhDybNN1sb8JXO3iOurUOeUsVluI/s320/Kiwis%20crossing.jpg" width="160" /></a></div><div style="text-align: center;"><span style="font-size: x-small;"><a href="https://parrs.co.nz/product-details.aspx?no=233K&name=Keyring%20Kiwis%20Crossing" target="_blank">Image source</a></span><br /></div><div><p></p><p>This week, I was privileged to speak alongside <a href="https://www.apmreports.org/profile/emily-hanford">Emily Hanford</a>
(American Public Media; Sold a Story) and <a href="https://www.ecu.edu.au/schools/education/staff/profiles/associate-professors/associate-professor-lorraine-hammond">Associate
Professor Lorraine Hammond, AM</a> (Edith Cowan University)<span style="mso-spacerun: yes;"> </span>at the inaugural <a href="https://www.learningmatters.co.nz/2023-literacy-symposium/">Cultivating
the Literacy Landscape</a> symposia in New Zealand (NZ); one in Christchurch,
the other in Auckland. These events were auspiced by the NZ NGO, <a href="https://www.learningmatters.co.nz/2023-literacy-symposium/">Learning
Matters</a>, under the outstanding leadership of <span class="pictureblockholder">Founder and Managing Director, </span><a href="https://www.learningmatters.co.nz/meet-the-team/">Carla McNeil</a><span class="pictureblockholder">. Carla is a former teacher and school principal, as
well as being the parent of a young adult who experienced significant learning
challenges. She is well-qualified therefore, to comment on the literacy
landscape in her homeland.</span></p>
<p class="MsoNormal">Readers of this blog and subscribers to the <a href="https://features.apmreports.org/sold-a-story/">Sold a Story podcast</a> will
be well aware that New Zealand has played a key role since the 1970s in
ensuring the stronghold of whole language (more latterly, balanced literacy)
instruction and support, both in initial teacher education and in school policy
and practice, through the influential work, nationally and internationally, of
the late <a href="https://en.wikipedia.org/wiki/Marie_Clay">Dame Marie Clay</a>.
</p>
<p class="MsoNormal">In an unfortunate but not uncommon case of national
cognitive dissonance, <a href="https://www.newshub.co.nz/home/new-zealand/2023/05/paddy-gower-has-issues-new-zealand-schools-falling-behind-international-literacy-rates.html#:~:text=In%20a%20global%20study%20of%20400%2C000%20children%20in,of%20year%2010%20students%20passed%20the%20reading%20assessment.">NZ’s
literacy rates in recent decades</a> do not provide a basis for celebrating
Clay’s legacy. To be clear, <a href="https://grattan.edu.au/report/widening-gaps/">Australia’s performance
with respect to literacy achievement</a> is also nothing to crow about (<a href="https://grattan.edu.au/news/australias-reading-challenge/">see also here</a>),
with students from disadvantaged backgrounds carrying an unfair burden
associated with high-variance teaching. This high-variance, in turn, derives
from a <b>stubborn reluctance by higher education providers to end their
romantic devotion to balanced literacy</b> and commit to changing the knowledge
and skills that undergraduate teaching students receive in exchange for a
higher education debt. I have <a href="https://pamelasnow.blogspot.com/2022/05/whats-faster-changing-reading.html">blogged
previously</a> about the <b>resistance of higher education providers to
engaging with evidence,</b> and the <b>glacial rate of change</b> in that
sector as a consequence. </p>
<p class="MsoNormal">After more than two decades, there’s an inconvenient truth,
however, for education faculties and policy makers to face: </p>
<p class="MsoNormal"><b>Balanced literacy has been an ill-conceived, poorly
designed, inadequately monitored, and hence unethical, social experiment. </b></p>
<p class="MsoNormal">We would all baulk at revelations of hospitals going rogue
in their treatment of child patients, and each taking their own approach to
diagnostic assessments and interventions. In rare cases where substandard care
does occur, <a href="https://www.theguardian.com/australia-news/2023/feb/24/perth-hospital-missed-signs-7-year-old-was-dying-from-sepsis-due-to-inadequate-staffing-coroner-finds">there
is community outrage and public naming and shaming</a> of hospitals, if not
individual staff. This level of accountability does not apply in education. <b>If
education academics want to truly endow education with the status of an esteemed
profession</b>, then preparing graduates to be evidence-based and accountable practitioners
would be an excellent place to start. </p>
<p class="MsoNormal">Sadly, in many western, industrialised nations, <b>low
respect for the rights and needs of children</b> has enabled vital education protections
and checks to be eroded, in favour of the rights of adults to indulge their own
ideas and preferences with respect to classroom practice. </p>
<p class="MsoNormal"><b>Balanced literacy has been the perfect Petrie dish for
cultivating eclecticism in reading instruction</b>. It asks next to nothing of
education academics in terms of understanding decades of cognitive psychology
research on the nature of the reading process and sharing this with the next
generation of classroom teachers. <b>Education academics in turn, have
exploited this freedom</b> by busying themselves with their own preferred
patches of garden, in authentic children’s literature, digital literacy,
critical literacy, multi-literacies, and so on.<span style="mso-spacerun: yes;">
</span><b>Teaching reading, however, must be about the time-sensitive needs of
children, not the aesthetic preferences and ideologies of adults. </b></p>
<p class="MsoNormal">In my keynote presentation at the NZ symposia, I suggested
that it’s time for us to have a conversation (some <a href="https://www.apmreports.org/episode/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read">“hard
words”</a> perhaps) with balanced literacy and in so doing, engage in some
awkward fact-checking. </p>
<p class="MsoNormal"><b>Here’s a potted summary of what I argued that education
academics and policy makers need to come to grips with, as a matter of urgency: <br /></b></p>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: medium; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>Awkward reality</b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>Implications,
fall-out, and discussion points</b></p>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Putting
adjectives in front of the word “literacy” is not an acceptable substitute
for teaching children how to <b>read</b>.</p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><a href="http://pamelasnow.blogspot.com/2016/04/reading-is-verb-literacy-is-not.html">Reading
is a verb, and literacy is a noun</a>. That means it is something that
children need to be able to <b>do</b>. It is not a vague and abstract concept
that can have countless adjectives casually placed in front of it (digital,
critical, legal, health, maths, etc) to appease the interests of adults. If students can read, write, and spell,
there is every chance that they can develop and display multiple forms of
literacy. It does not work the other way. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Balanced
literacy needs to wipe the Vaseline off its lens and address the fact that
children need to be able to read before they can become literate. </p>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Reading is a
biologically secondary (“unnatural”) thing for humans to do.</p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Humans have
had oral language skills for approximately 200K years but writing systems for
only 3-5K years. Reading and writing are social contrivances that happen to
carry much currency in contemporary industrialised nations. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">As numerous
cognitive psychologists have noted (e.g., Harvard’s <a href="https://en.wikipedia.org/wiki/Steven_Pinker">Steven Pinker</a>), <i>we
have a language brain, not a reading brain</i>. We can acquire a reading
brain, but most of us need exposure to high quality instruction in the early
years of school in order to do so. <a href="https://learningspy.co.uk/psychology/can-learn-evolutionary-psychology/">Many
other biologically secondary skills</a> also need to be developed in the
context of school. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Balanced
literacy does not have a plan for explicitly and systematically teaching the
life-changing skills of reading and writing to all children, regardless of
their starting point. The fact that some children get across the bridge from
oral language to reading and writing proficiency via balanced literacy does
not justify its use as a population-level reading instruction approach. <br /></p>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">English has
one of the most complex alphabetic writing systems in the world</p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">English has
a history of rich borrowings of vocabulary, spellings, and sentence structure
from other languages. This reflects centuries of invasions, trade patterns,
religious influences, inter-marrying of royal houses, and even the Black
Death. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Spelling is
not “the problem” in English; the extent to which pronunciation is free to
shift around is the culprit. Spelling changes slowly, where pronunciation can
differ between two members of the same household. Spellings in turn, reflect their
ancestral roots, or etymologies, but teachers rarely learn about this in
their pre-service education.</p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Balanced
literacy has dealt with the rich and complex history of English by ignoring
it. It’s been a case of “if you don’t understand it, don’t vote for it”. </p>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Teachers need
to be knowledgeable about how their writing system works.</p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">This point
is related to the one above. When I go into a school, I want to find that the
staff who are the most knowledgeable and confident about what reading is, how
to teach it, how to monitor progress, how to intervene for struggling
students are….you guessed it….. teachers. Sadly, this is often not the case. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">There is a
raft of international evidence indicating low levels of teacher knowledge of
critical language constructs that underpin reading instruction<span style="mso-spacerun: yes;"> </span>(see references on <a href="http://pamelasnow.blogspot.com/2016/04/reading-is-verb-literacy-is-not.html">this
page</a>).</p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Explicit knowledge
about how their writing system works is the <b>precious family china</b> that
has been systematically eroded from teachers’ possession in recent decades.
Balanced literacy, by definition, is not in a position to reinstate this
china; when teachers do re-claim it, however, they are encouraged to use
their best china every day, for all students, not just those who are
struggling.<span style="mso-spacerun: yes;"> </span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 5;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Reading is a
language-based task, but strong oral language skills are not enough.</p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">This
relates to the fact that oral language is a biologically primary skill-set
and reading, writing, and spelling are biologically secondary, and so need to
be taught (and taught well). </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">We want all
children to arrive at school with well-developed oral language skills,
expressively and receptively, across vocabulary, sentence structure and
morphology, discourse, inferential language, and so forth. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Balanced
literacy wants to leverage this to create an <i>illusion</i> of early reading
fluency through children’s recitation of predictable texts, instead of giving
children early code mastery so they can foster their ongoing oral language
skills through the endless well of opportunities afforded by timely reading
proficiency. </p>
</td>
</tr>
<tr style="mso-yfti-irow: 6;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">We should be
successfully teaching 95% of children to read, not 60-70%.</p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal">This is a point made by a number of reading scientists, including
Dr Kerry Hempenstall in <a href="https://www.tandfonline.com/doi/full/10.1080/19404158.2013.840887?casa_token=_Y2LWewQYu8AAAAA%3AdvqwQSThEr3G6o87KylklDgWtvE4Px5D3KqdR-HKddHLdOl6sxZEQ84SdZSPStsR2SdPYvZcjvsO328">this
2013 academic paper</a>. When reading is taught effectively and efficiently
at Tier 1, achievement levels of the whole class go up, and fewer students
need to draw on the precious few intervention resources that can be mobilised
to support them if they fall behind. This is what <a href="https://www.jstor.org/stable/4151803?casa_token=OZsPqI3VyLwAAAAA%3AVfKFqKsG7xXljb4brlf4wdq43bn5VWMGPQeSYdSJZd4lU8ZS5I2Jg8uMyxX8zAmbpWh3r302qSIUogowbJ0n2QRxHg5AxNuXPcXr8_PHjv6CgPPh47iRnw">Response
to Intervention</a> is all about. RTI, in turn, sits within the broader Multi
Tiered Systems of Support framework, as synthesised by Dr Kate de Bruin and
colleagues in a recent <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjeieW-p4mBAxUhgVYBHb4ECiAQFnoECA0QAQ&url=https%3A%2F%2Fwww.edresearch.edu.au%2Fsites%2Fdefault%2Ffiles%2F2023-05%2Faero-supporting-students-significantly-behind-literacy-numeracy.pdf&usg=AOvVaw1PlmOvyJH9yMGZonMdy6vS&opi=89978449">AERO
publication, <i>Supporting students significantly behind in literacy and
numeracy.</i></a></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><a href="https://www.nancyyoung.ca/ladder-of-reading-and-writing" target="_blank">Nancy Young's Ladder of Reading and Writing</a> is a helpful infographic for illustrating just how few children achieve success with minimally guided reading instruction. <br /></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Balanced literacy
is not compatible with RTI and MTSS, as they require evidence-based explicit
teaching, with robust progress monitoring (i.e., <i>not</i> Running Records) and intervention
(i.e., <i>not</i> Reading Recovery). </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">No child
should ever have to recover from their initial reading instruction.</p>
</td>
</tr>
<tr style="mso-yfti-irow: 7;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">It takes four
times as many resources to resolve a literacy problem by Year 4 than it would
have taken in Year 1.</p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">This point
has also been made by a number of reading scientists, including by Dr Kerry
Hempenstall in the paper linked to above. If by year 4, the multiplier is 4,
what does it balloon to in Year 7, or Year 10? How do we choose between psychological
supports for the emotional and behavioural sequelae of academic struggle on
the one hand, and intervention supports targeting weak reading subskills on
the other? </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Why would
we teach reading in ways that are known to promote high rates of failure?
This is unconscionable in 2023. </p>
</td>
</tr>
<tr style="mso-yfti-irow: 8;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">There is no
scientific evidence that supports balanced literacy and its key elements as a
preferred reading instruction approach.</p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">This is
probably the most extraordinary “achievement” of those who promote balanced
literacy. In spite of the fact that balanced literacy has not been shown
through rigorous, empirical research to be the optimal way to produce reading
success at a population level, it has been assigned and allowed to retain “untouchable”
status. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">In Australia,
the community is protected against rogue health practitioners who want to
introduce new medicines and devices through the oversight of the <a href="https://www.tga.gov.au/">Therapeutic Goods Administration</a>. In the
US the <a href="https://www.fda.gov/">Food and Drug Administration</a>
fulfils this role. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Where is
the regulatory authority that protects children from non-evidence-based
approaches to reading instruction? How are universities held to account for
perpetuating these, year in, year out, in initial teacher education degrees
(and charging for the privilege)? <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 9;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">It is not the
job of parents to teach children to read, write and spell.</p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">This is a
pernicious and damaging spin designed to shift responsibility from the
education sector to the home. I have <a href="http://pamelasnow.blogspot.com/2023/04/calling-time-on-parent-blame-and.html">blogged
in detail about this here</a>. Suffice to say, we want parents to read to
their children and support their language and literacy development wherever
they can, if they can. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Reading to
children doesn't turn them into readers however, any more than playing
classical music to them turns them into pianists. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Balanced
literacy has de-professionalised teachers by abdicating responsibility for
ensuring teachers are classroom-ready as reading teachers, and then playing
the parent-blame joker when its efforts fail children in the long tail of
under-achievement. </p>
</td>
</tr>
<tr style="mso-yfti-irow: 10; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Reading
instruction needs to be informed by neuroscience, e.g., the work of Professor
Stanislas Dehaene.</p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><a href="https://www.learnfasthq.com/blog/how-the-brain-learns-to-read-professor-stanislaus-dehaene">Professor
Stanislas Dehaene’s</a> work in recent years has been instrumental in
reinforcing evidence derived from cognitive psychology research and classroom
studies concerning optimal reading instruction. Most notably, it assists us
to understand how high-quality initial reading instruction helps to transform
our evolutionarily-derived language brains so that they can become reading
brains.</p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;">Balanced
literacy is silent on this. </p>
</td>
</tr>
</tbody></table>
<p class="MsoNormal"> </p>
<p class="MsoNormal">Balanced literacy epitomises the <a href="https://en.wikipedia.org/wiki/Argument_to_moderation">golden mean fallacy</a>
or “argument to moderation”: the idea that when views on a topic are polarised,
there must be a logical “sweet spot” in the middle where we all need to meet
and strike a compromise. <b>We have tried the sweet spot experiment in reading
instruction, and it didn’t work.</b> We can’t unsee the population-level data
associated with the failed balanced literacy experiment. <b>Teachers are haunted by the faces of children who they can’t forget;</b> the ones left behind by balanced
literacy’s known but brushed-over and forgiven shortcomings. </p>
<p class="MsoNormal">In response to an audience question about how New Zealand
can overhaul its approach to reading instruction and support, given the weighty
sentimental attachment to the Clay legacy, <b>Emily Hanford made an incisive
observation: New Zealand is about the size of a small US state and has one
national government </b>– no states and territories to wrangle to the table, as
exist in Australia and the US. </p>
<p class="MsoNormal">I would add to this that <b>New Zealand has already taken
reading policy and practice to scale at a national level</b>, albeit history
records that this happened to be based on a then questioned, and now debunked theory of reading and
reading support. </p>
<p class="MsoNormal">There is an opportunity now for New Zealand to re-write its reading
instruction history and lead English-speaking countries out of the balanced
literacy dark age. <span style="mso-spacerun: yes;"> </span></p>
<p class="MsoNormal">Now wouldn’t that be a spectacular way for a small nation to
truly punch above its weight on the global stage?</p><p class="MsoNormal">(C) Pamela Snow (2023) <br /></p>
</div>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com21tag:blogger.com,1999:blog-673598978629390697.post-54073586015149374332023-07-23T09:19:00.022+10:002023-07-29T12:46:30.944+10:00When Loretta met Misty: my response to a recent Talking out of School podcast episode<p><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal" style="text-align: center;"><span style="mso-fareast-font-family: "Times New Roman";"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiA3hCBJsDGRM3kVs2XNR585n8LeCt_AJm8ELuYM9IJKxJZ8bnOpsSpH2ilrsSVJFPHVxl-92PQj85ume5hNxOyHuBrzw_zdC_CSualLekjLvgwdKHKSpxwGE4QVx9VARd5uKTK9kg68CjcsPjpCGf70XjCDQ0k2RDkON7BxrWcKu65_o9dZfDnUnsqn8/s1920/Podcast%20image.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1280" data-original-width="1920" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiA3hCBJsDGRM3kVs2XNR585n8LeCt_AJm8ELuYM9IJKxJZ8bnOpsSpH2ilrsSVJFPHVxl-92PQj85ume5hNxOyHuBrzw_zdC_CSualLekjLvgwdKHKSpxwGE4QVx9VARd5uKTK9kg68CjcsPjpCGf70XjCDQ0k2RDkON7BxrWcKu65_o9dZfDnUnsqn8/s320/Podcast%20image.jpg" width="320" /></a></div><p></p><p class="MsoNormal" style="text-align: center;"><span style="mso-fareast-font-family: "Times New Roman";"><a href="https://unsplash.com/@cowomen"><span style="font-size: x-small;">Image source<br /></span></a></span></p><p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";">Thanks
to a share by my colleague <a href="https://scholars.latrobe.edu.au/nswain">Dr Nathaniel
Swain</a>, I recently listened to <a href="https://podcasts.apple.com/au/podcast/the-victorian-education-system-schools-and/id1607237893?i=1000590175594">this
episode</a> of the <i>Talking out of School</i> podcast, in which Dr Loretta
Piazza interviews A/Prof Misty Adoniou. I was frustrated and disappointed about
the number of misconceptions and misrepresentations contained in the interview,
and will address what I see as the key problems here: </span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><b><span style="mso-fareast-font-family: "Times New Roman";">A/Prof
Adoniou recalls her own experience of phonics instruction several decades ago
and places great store in the fact that she found it boring and wondered as a
child why she was not learning letters in the context of words.</span></b><span style="mso-fareast-font-family: "Times New Roman";"> </span></p>
<p class="MsoNormal"><u><span style="mso-fareast-font-family: "Times New Roman";">There’s
a few problems here</span></u><span style="mso-fareast-font-family: "Times New Roman";">:
</span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal" style="margin-left: 40px; text-align: left;"><span style="mso-fareast-font-family: "Times New Roman";">- Anecdotal
accounts of our own experiences of learning to read are just that. They’re a
bit like noses. We’ve all got one, but we can’t extrapolate too much from their
size or shape about noses at a population level. </span></p><div style="margin-left: 40px; text-align: left;">
</div><p class="MsoNormal" style="margin-left: 40px; text-align: left;"><span style="mso-fareast-font-family: "Times New Roman";"></span></p><div style="margin-left: 40px; text-align: left;">
</div><p class="MsoNormal" style="margin-left: 40px; text-align: left;"><span style="mso-fareast-font-family: "Times New Roman";">- A/Prof
Adoniou apparently misses the irony of the fact that her early reading
instruction was successful. She’s now a PhD-qualified academic, and that would
probably not have happened without early reading success and the academic achievement
it affords. </span></p><div style="margin-left: 40px; text-align: left;">
</div><p class="MsoNormal" style="margin-left: 40px; text-align: left;"><span style="mso-fareast-font-family: "Times New Roman";"></span></p><div style="margin-left: 40px; text-align: left;">
</div><p class="MsoNormal" style="margin-left: 40px; text-align: left;"><span style="mso-fareast-font-family: "Times New Roman";">- Children
are not usually the best judge of what they "need" at a given point
in time. That's why they're not in charge of bedtime, the supermarket shopping,
or curriculum design and delivery. </span></p>
<p class="MsoNormal"><b><span style="mso-fareast-font-family: "Times New Roman";">When
asked by Dr Piazza why “speech therapists” (sic) work in literacy, A/Prof
Adoniou attempts to explain the scope of speech pathology (SLP) practice (to
her credit, she uses the correct term) but incorrectly positions this work in
schools as “medicalising” literacy.</span></b><span style="mso-fareast-font-family: "Times New Roman";"> </span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";">This
is a mischievous distortion. Some SLPs <i>do</i> work in medical contexts, such
as hospitals, but those who are in schools obviously do not. The fact that SLPs
have knowledge about a range of neurobiological disorders does not make their
work in schools “medical” any more than it has this effect on the work of
teachers in special education contexts. Worryingly, in a <a href="https://doi.org/10.1177/0265659021995543">2021 study of ours at La Trobe University</a>, we found that practitioners who are dual-qualified as teachers and SLPs reported that the substance of what they know about reading came from their SLP degree, not from their teaching degree. <br /><br />For anyone who is interested, there’s a
detailed explanation of why SLPs work in the literacy space in <a href="http://pamelasnow.blogspot.com/2019/01/why-do-speech-language-pathologists.html">this
2019 blog post of mine</a>. It is not “over-reach” and the professional body, <a href="https://www.speechpathologyaustralia.org.au/SPAweb/Members/Practice_Guidelines/SPAweb/Members/Clinical_Guidelines/Clinical_Guidelines.aspx?hkey=0fc81470-2d6c-4b17-90c0-ced8b0ff2a5d">Speech
Pathology Australia, provides detailed guidelines</a> for practice in this and
a range of other domains. If people genuinely want to know why SLPs work in the
literacy space, perhaps it would be wise to pose that question to an SLP, or to
the professional body. </span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><b><span style="mso-fareast-font-family: "Times New Roman";">While
critiquing the term “science of reading (SoR)”, A/Prof Adoniou walks right into
the straw man trap of suggesting that some (happily she does not say
"all") SoR advocates talk very narrowly about phonics and
specifically, systematic synthetic phonics (SSP).</span></b><span style="mso-fareast-font-family: "Times New Roman";"> </span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";">I
defy A/Prof Adoniou (or anyone else for that matter) to provide evidence of
such narrow advocacy, at the expense of vocabulary, fluency, comprehension etc.
To set the record straight, how phonics is taught is a fundamental point of
disagreement in reading debates, so it is understandable that this is where
much of the nitty-gritty discussion occurs. My position is that children need
to have efficient tools for sub-lexical analysis of novel words of increasing
length and complexity. Teaching decoding explicitly equips children with a
transferable skill-set that in turn promotes automaticity and fluency. These
are key ingredients for reading comprehension. I hope this explanation also
addresses Dr Piazza’s later question “What’s wrong with predictable texts and
getting children to look at pictures?” Predictable texts and reliance on
picture cues of course promote an <i>illusion</i> of early fluency and
proficiency that for a significant proportion of children results in the
pernicious <a href="https://www.aft.org/periodical/american-educator/spring-2003/classic-study-poor-childrens-fourth-grade-slump">Year
4 slump</a> (which in practice probably becomes evident in Year 3). </span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><b><span style="mso-fareast-font-family: "Times New Roman";">A/Prof
Adoniou describes reading as a “social” activity that should not be
“medicalised” by health professionals like SLPs. </span></b><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";">Reading
is not a social activity. Reading relies heavily on individual linguistic and
cognitive sub-skills such as knowledge of the alphabetic principle,
understanding how phonemes and graphemes map to each other, phonemic awareness, working memory,
attentional control, and self-monitoring (among many others). Being read to,
and later on, reading to others are activities that have a social element but
once again, reading is not fundamentally a social activity. Social activities involve
interaction, for example conversation and games that entail sharing and
turn-taking. When proficient readers join a book club, that is a social activity, but reading <i>per se</i> is not. Struggling readers do not benefit from "social"
interventions. They benefit from support targeting specific sub-skills. Teachers and children alike have been done a great disservice by the positioning of reading as a
social activity. This is worthy of delegation to the neuro-myth hall of fame
(or perhaps shame). </span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><b><span style="mso-fareast-font-family: "Times New Roman";">In
the context of discussing the range of abilities that can be expected in a
classroom, Dr Piazza provides a fundamentally flawed description of what she
calls a “normal distribution curve”.</span></b><span style="mso-fareast-font-family: "Times New Roman";"> </span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";">Rather
than re-hashing this here, let me summarise briefly what it <i>does</i> mean to
say a distribution of scores fall under a normal (bell-shaped) curve. A normal
curve means 50% of scores fall above the central point (where measures of
central tendency, the mean, median and mode are all of equal value), and 50% below.
Approximately 68% of scores fall immediately either side of this mean (i.e.,
within 1 standard deviation, which is a measure of distance from the mean). A
further 28% fall plus or minus 2 standard deviations from the mean and in total, over 99% fall within 3 standard deviations (either above above or below) the mean. It <i>does not mean</i> (as
stated) that “50% of children are in the average range”. <br /><br />I would also question Dr
Piazza's apparent acceptance of the fact that 25% of children in a class will
struggle with reading. While there will always be a lower band, that group does
not necessarily need to be cast into the wilderness of perpetual struggle. We
should be actively working against a normal distribution for reading skill and
seek instead to shift the tail of the (peaked) curve to the right. SoR
advocates argue that we should be <a href="https://www.tandfonline.com/doi/full/10.1080/19404158.2013.840887?casa_token=Ay1Q4ozcD-oAAAAA%3AzzXS65aJIVoCwhzKwf9HrUb6M6_Um_uudtckMRlQ1egfoGiSVBjKHGkVBLsvoxPuWJYOC794QA5C_Is">achieving
reading proficiency for 95%-plus of students</a>. That seems far more child-friendly
than accepting a 25% failure rate. </span></p>
<p class="MsoNormal"><b><span style="mso-fareast-font-family: "Times New Roman";">A/Prof
Adoniou argues that teachers operate like “scientists” in the classroom because
they are constantly observing their students and making instructional adjustments.</span></b><span style="mso-fareast-font-family: "Times New Roman";"> </span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";">I’m
really not sure that this warrants the use of the term “scientist” but if that
is the position that A/Prof Adoniou is adopting then we need to talk about the
background knowledge that those scientists bring to their work. There is an
abundance of published evidence indicating that teachers lack critical
linguistics knowledge that supports optimal reading instruction (<a href="http://pamelasnow.blogspot.com/2016/04/reading-is-verb-literacy-is-not.html">see
reference list on this page</a>). In fact, A/Prof Adoniou has <a href="https://www.tandfonline.com/doi/full/10.1080/1359866X.2014.932330?needAccess=true">written
about low teacher knowledge herself</a>, observing (p.104) that “Numerous
accounts of beginning teachers note a lack of content knowledge about how the
language works – most particularly, the basic constructs of the English
language”. Pleasingly, this is a key focus of the recommendations of the recent
(2023) <a href="https://www.education.gov.au/quality-initial-teacher-education-review/teacher-education-expert-panel">Teacher
Education Expert Panel Report.</a></span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><b><span style="mso-fareast-font-family: "Times New Roman";">Dr
Piazza expresses exasperation about the decision in Victoria to adopt a phonics
screening check (PSC) - or what I would refer to more correctly as a <a href="https://www.youtube.com/watch?v=3qf4yUMxnjw">Clayton’s PSC</a>. </span></b></p>
<p class="MsoNormal"><b><span style="mso-fareast-font-family: "Times New Roman";"></span></b></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";">There
is reference to this as a perplexing decision by a high-performing state to
base its practice on a change adopted by a more poorly performing state (South
Australia), without acknowledgement of the fact that SA’s NAPLAN data has
shown improvement since the PSC and associated pedagogical changes were implemented.
Let's not forget too, that following the <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwiJv6L9zKSAAxXeZvUHHTE2A_oQFnoECB4QAQ&url=https%3A%2F%2Fwww.education.sa.gov.au%2Fdocs%2Fcurriculum%2Fevaluation-uk-phonics-screening-check-sa.pdf%3Facsf_files_redirect&usg=AOvVaw33hs7PwAjaHVRBnf30WWQt&opi=89978449">2016 trial of the PSC in SA</a>, it was reported that "For many teachers and leaders, the PSC was an eye-opener with some expressing surprise and disappointment about the results - particularly for students they identified as strong readers" (p.18). <br /><br />Victoria may be the strongest performer at a macro level but that does not mean
that there are not children being left behind in the early years as a
consequence of not being efficiently and effectively taught how to decode. The <a href="https://grattan.edu.au/report/widening-gaps/">widening achievement gap in
Victoria</a> was also not mentioned. Further, there’s a growing (but unknown)
number of schools in Victoria shifting from balanced literacy to instruction
that aligns with the SoR, so those schools will be helping to boost Victorian
NAPLAN data as well. </span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><b><span style="mso-fareast-font-family: "Times New Roman";">In
the context of discussing the PSC, the hoary pseudo words chestnut makes an
appearance. </span></b><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";">There’s
some predictable and unfortunately disingenuous angst about testing 6-year olds
on these apparent abominations, with no pause for thought about the extent to
which nonsense words turn up in high quality children’s literature (Lewis
Carroll, Rudyard Kipling, JK Rowling, Julia Donaldson, Dr Seuss, and so on).
I suspect A/Prof Adoniou does actually understand why they are used in the PSC,
as she references their use in laboratory research. It’s disappointing that she
did not use this opportunity to do some much-needed myth-busting about their
importance as part of brief a progress monitoring screening tool. Similarly, no
SoR advocates (to the best of my knowledge – always happy to be corrected) suggest
that teachers “teach non-words” to the children in their class, as implied by A/Prof
Adoniou in this podcast. It’s possible some teachers give children non-words
for decoding practice and for having fun with sounds, but that’s not the same
as “teaching non-words”. Let’s remember too, that all words were once
“non-words” so this is not a robust, binary distinction, as the ever-evolving nature of
English reminds us. </span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><b><span style="mso-fareast-font-family: "Times New Roman";">Another
important point that is conveniently not raised in the context of discussion
about the PSC is the fact that <a href="https://www.gov.uk/government/news/england-moves-to-fourth-in-international-rankings-for-reading">England’s performance on the international PIRLS test is improving</a> while Australia’s falls significantly below that of comparable OECD nations <a href="https://www.acer.org/au/pirls/key-findings">and is not trending upwards</a>. </span></b></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";">It
is not possible of course to attribute England's PIRLS data solely to the introduction of the
PSC in 2012, but as a policy and practice centre-piece, it
has clearly been pivotal in driving changed practice at instruction and
progress monitoring levels in that nation. <b>With 20% of Year 4 students in Australia failing to achieve proficiency by international PIRLS standards</b>, we have, as <a href="https://grattan.edu.au/news/australias-reading-challenge/">J</a><a href="https://grattan.edu.au/news/australias-reading-challenge/">ordana Hunter and Anika Stobart observed in May this year,</a> "some work to do". We know that schools in disadvantaged areas can change their student achievement and well-being by changing their instructional practices, so let's not even think about blaming disadvantage for this (though the phenomenon is sadly over-represented in disadvantaged post-codes). It's teachers, not post-codes that produce children's reading achievement and we should be celebrating and learning from the successes in schools such as <a href="https://www.afr.com/policy/health-and-education/crisis-in-our-schools-why-an-education-revolution-might-be-underway-20230712-p5dnn2">Churchill Primary in Victoria</a>. <br /></span></p>
<p class="MsoNormal" style="text-align: center;"><span style="mso-fareast-font-family: "Times New Roman";"> **** <br /></span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";">I am
a big fan of listening to podcasts to broaden my knowledge and perspectives on
all things language and literacy, and education more generally. It’s rare,
however, to experience so many jarring moments in which misinformation is
presented and stated as fact. I would be very happy to receive an invitation to
be interviewed by Dr Piazza on this podcast, as a way of setting the record
straight on some matters and presenting alternative views on others. </span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"></span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"><i>Talking out of school</i> should not mean being careless with accuracy and completeness in
the messages conveyed to teachers. </span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";"> <br /></span></p>
<p class="MsoNormal"><span style="mso-fareast-font-family: "Times New Roman";">(C)
Pamela Snow (2023) </span></p>
Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com2tag:blogger.com,1999:blog-673598978629390697.post-37668404349732574342023-07-16T10:30:00.013+10:002023-07-31T09:30:38.134+10:00There’s a new world somewhere. A response to the release of the Teacher Education Expert Panel (TEEP) Report <p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkYrrX_1pHtIS4vQ9uXa1FcQMH1rbPGx_9garCuRq4RNLY6GwIDVu5grXD6dI5HTRSt829IMQQ-xwWiozXqHPOg85TiBf0MD2h-PQVxeLPk_er78t1QTCI9JOiN4quEfASfOwrAtAb9glP_yJAMnn1B6iVT63x6v-mFjTlIis2rPeApCHmXWtuUUidOIE/s1920/New%20world_joshua-rawson-harris-KRELIShKxTM-unsplash.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1440" data-original-width="1920" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkYrrX_1pHtIS4vQ9uXa1FcQMH1rbPGx_9garCuRq4RNLY6GwIDVu5grXD6dI5HTRSt829IMQQ-xwWiozXqHPOg85TiBf0MD2h-PQVxeLPk_er78t1QTCI9JOiN4quEfASfOwrAtAb9glP_yJAMnn1B6iVT63x6v-mFjTlIis2rPeApCHmXWtuUUidOIE/w320-h240/New%20world_joshua-rawson-harris-KRELIShKxTM-unsplash.jpg" width="320" /></a></div><a href="https://unsplash.com/photos/KRELIShKxTM" target="_blank"><span style="font-size: x-small;"> Image source: Joshua Rawson-Harris, Unsplash</span></a><br /><p></p><p> </p><p><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal"><span style="font-size: 13pt; line-height: 107%;">On July 6,
the final Report of the (Australian) <a href="https://www.education.gov.au/quality-initial-teacher-education-review/teacher-education-expert-panel">Teacher
Education Expert Panel (TEEP)</a> <i>Strong Beginnings</i>, was released. There have
been <a href="https://www.tandfonline.com/doi/abs/10.1080/13540600802037777?journalCode=ctat20">over
100 reviews of Initial Teacher Education (ITE) in Australia since 2008</a>, yet
no substantial reforms have resulted. Let's not forget too, the <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&ved=2ahUKEwjV84b8wZKAAxWYHnAKHUr0DAMQFnoECEMQAQ&url=https%3A%2F%2Fresearch.acer.edu.au%2Fcgi%2Fviewcontent.cgi%3Farticle%3D1004%26context%3Dtll_misc&usg=AOvVaw08fVeKOj8-78s5GExqIxUt&opi=89978449" target="_blank">2005 National Inquiry into the Teaching of Literacy.</a> Not one university or education jurisdiction in Australia adopted the recommendations of that report. We can only ponder how different our position would be, 18 years on, in 2023, had the response to that report created the disruption that was clearly needed. I have blogged previously about the
resistance to change in ITE on reading instruction, likening this to the quirky
and <a href="https://smp.uq.edu.au/pitch-drop-experiment">painfully slow pitch-drop
experiment</a> that has been running at the University of Queensland since 1927.
</span></p>
<p class="MsoNormal"><span style="font-size: 13pt; line-height: 107%;">One might
reasonably wonder (a) why we have had so many reviews of the preparation of
this critical and large workforce in recent years, and (b) why will this one be
any more effective than those that rest in the existing giant ITE reviews
graveyard? I’m not sure that I can provide definitive answers here but can hazard
some guesses on both. </span></p>
<p class="MsoNormal"><span style="font-size: 13pt; line-height: 107%;">First up,
let’s be clear about the <b>Terms of Reference </b>(ToR), given that much of
the criticism of the report by its detractors focuses on the education ills the
recommendations do not address (<i>because they were not in scope</i>).</span></p>
<p class="MsoNormal"><span style="font-size: 13pt; line-height: 107%;">The ToR are <a href="•%09Strengthen%20the%20link%20between%20performance%20and%20funding%20of%20ITE%20%5bRecommendation%2015,%20Report%20of%20the%20Quality%20Initial%20Teacher%20Education%20Review%5d,%20by%20developing%20a%20quality%20measure%20for%20ITE%20courses%20and%20advising%20whether%20and%20how%20funding%20of%20higher%20education%20providers%20should%20be%20based%20on%20quality%20and%20other%20factors.%20The%20quality%20measure%20for%20ITE%20should%20reflect%20the%20need%20to%20increase%20the%20current%20average%20completion%20rate%20of%2050%20per%20cent%20in%20bachelor’s%20degrees,%20the%20importance%20of%20regionally%20based%20courses%20and%20the%20need%20to%20increase%20those%20underrepresented%20in%20teaching%20degrees%20including%20First%20Nations%20people">located
here</a> and can be summarised as:</span></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 18pt; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; font-size: 13pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 13pt;">Strengthen the link between performance and funding of
ITE; </span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 18pt; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; font-size: 13pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 13pt;">Strengthen initial teacher education (ITE) programs to
deliver confident effective, classroom ready graduates; </span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 18pt; mso-add-space: auto; mso-list: l3 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; font-size: 13pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";"> </span></span></span><span style="font-size: 13pt;">Improve the quality of practical experience in
teaching, and </span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 0cm; margin-left: 18.0pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 0cm 18pt; mso-list: l3 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; font-size: 13pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;"><span style="mso-list: Ignore;">·<span style="font: 7pt "Times New Roman";">
</span></span></span><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Improve postgraduate
initial teacher education for mid-career entrants.</span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 0cm;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin: 0cm;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">In Priority Reform Area 1, there is a strong focus
on what might be broadly termed “the science of learning” and “impactful
pedagogies”.</span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin: 0cm;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b></b></p><div class="separator" style="clear: both; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGv1d1FyMqtzkHUo6owWXudvKq-CPa2aIHfqEEjRvZFoNVvqPzaOzhollGTy_Ye7ly-wb9aY8y12_XK8qFZEkjfOfaZmVieE2tpEnu7gDWEnqV6AjPPr19JjRZ_hBWp6m66wnHyF-N4JuRoDv3CtK1UDeJV4Bh5CHLYQEsKvQ9gVWU7IqJ-Xylex6ZQCY/s1252/TEEP_Establish%20the%20core%20content%20and%20mandate%20it%20in%20ITE.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="856" data-original-width="1252" height="438" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGv1d1FyMqtzkHUo6owWXudvKq-CPa2aIHfqEEjRvZFoNVvqPzaOzhollGTy_Ye7ly-wb9aY8y12_XK8qFZEkjfOfaZmVieE2tpEnu7gDWEnqV6AjPPr19JjRZ_hBWp6m66wnHyF-N4JuRoDv3CtK1UDeJV4Bh5CHLYQEsKvQ9gVWU7IqJ-Xylex6ZQCY/w640-h438/TEEP_Establish%20the%20core%20content%20and%20mandate%20it%20in%20ITE.PNG" width="640" /></a></b></div><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> Strangers to this
debate might be surprised, in 2023, that a government-auspiced report needs to mandate
content in ITE that prioritises high-quality knowledge about the brain and
learning, and an understanding as to why some instructional approaches are more
effective than others. </span><p></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Sadly, this is the
case however, because of the free rein (or reign, if you prefer) that university
education faculties have had with respect to what they do and do not include in
ITE programs. This has occurred in spite of the regulatory frameworks around
ITE, because it has been possible for providers to bring their own interpretative
lens to quite elastic criteria. Elasticity works in providers’ interests, as
the extent to which individual providers meet AITSL requirements is in reality,
dimensional, and not binary. No matter how well-intentioned, I am sure readers
of this blog can see the obvious problems with the implementation hither-to of these
standards in practice:</span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> </span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b></b></p><div class="separator" style="clear: both; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPy5AyhIk3LcAmcbWTwbphDadRAL2kKiyoSGrqwExPQEidg-6ULxVs3w1PSSjoFa219VlfKS6RSSMGTbisi6D8eKJ0UBWdhgikjZRMo9rLNP_UrffyyYfL9Pg-vA3vfE4Rqwo6vVT0qb8EgLEBEI9RiIxVeBPhkmrHOukhsvu0d-81lVkJfuQCeJDqQUw/s1455/AITSL%20Accreditation%20Stage%202.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="980" data-original-width="1455" height="432" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPy5AyhIk3LcAmcbWTwbphDadRAL2kKiyoSGrqwExPQEidg-6ULxVs3w1PSSjoFa219VlfKS6RSSMGTbisi6D8eKJ0UBWdhgikjZRMo9rLNP_UrffyyYfL9Pg-vA3vfE4Rqwo6vVT0qb8EgLEBEI9RiIxVeBPhkmrHOukhsvu0d-81lVkJfuQCeJDqQUw/w640-h432/AITSL%20Accreditation%20Stage%202.PNG" width="640" /></a></b></div><b><br /></b><p></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">It's worth considering some anomalies in the education sector about <b>the brain and its involvement
in learning,</b> and the way that pre-service teachers are prepared for making pedagogical decisions in the classroom.</span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">For many education
academics, the idea of children’s learning being based on underlying cognitive
processes that interact with internal and external stimuli is almost an abhorrence.</span></b><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> It’s fine to talk about learning as a <i>social activity</i>
and to make vague references to “meaning making” in learning. <span style="mso-spacerun: yes;"> </span>Reference to information processing, working
memory, and cognitive load, however, are not uncommonly treated dismissively. No doubt
these were absent from the ITE programs that most current education academics
completed, and that perhaps makes them seem daunting and foreign. If we say we
want our children to be life-long learners, however, then it is reasonable to
expect our education academics to lead from the front and display curiosity
about so-called “new” ideas in education. This openness is typically afforded
to ideas that align with current beliefs and ideologies, regardless of their
evidence-base, but resistance to evidence that is “out of paradigm” (such as
that from cognitive psychology research) ranges in my experience, from passive ignoring to open
hostility (of course in the middle, there are academics who <i>are</i> open to this evidence, and they must be given credit for their willingness to consider new paradigms in their work). </span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6pt; mso-list: l2 level1 lfo3; text-indent: -18pt;"><b><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> In contrast, learning about trauma-informed
teaching</span></b><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> has rightly become a popular form of professional
development for teachers in recent years. In such sessions, teachers learn
about the different evolutionary levels of the human brain, their typical development
and specialisation for different regulatory systems, and ways in which they are
disrupted by exposure to different forms of childhood trauma (neglect and/or
abuse of various forms, including vicarious trauma associated with domestic
violence). I personally have delivered such sessions over the years and have
attended sessions delivered by others. <b>I have never heard a syllable of
objection, anywhere, to teachers learning about the human brain and its functioning in this context.</b>
When brain development is positioned in the context of learning science, as a
way of discussing everyday pedagogy, however, all hell breaks loose (as we have seen on social media in response to the release of the TEEP Report), and the folkloric
memes and neuro-myths about human learning surface thick and fast:</span></p><p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6pt; mso-list: l2 level1 lfo3; text-indent: -18pt;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> - All children learn differently<br />- We have to take account of children's learning styles<br />- Approaches that work in one setting can't necessarily be applied to classrooms in other settings<br />- Teacher-led instruction helps students pass tests but kills (select as many as you wish) - creativity / collaboration / communication / problem-solving / co-operation<br />- And so on.....</span></p><p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">This reflects the <a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2020.591923/full">longstanding
absence of neuroscience in pre-service education</a> programs, and the fact that
this vacuum has been filled by what are commonly referred to as “neuro-myths”. It
can be years before some teachers come to the full and disquieting realisation
that these are in fact mere folklore. Once in the education water however,
these myths are extremely difficult to disrupt. It is particularly pleasing,
therefore, to see specific mention of the <b>eradication of neuromyths</b> from ITE
programs in the TEEP Report. Informing teachers about basic brain science should result in <b>two equally important outcomes</b>: it should support them to incorporate evolving scientific findings into their teaching across their careers and should afford them some protection against the next neuromyth that tries to finds its way into their classroom. <br /></span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">We should not be
experimenting on children, any more than medical practitioners should be
experimenting on patients, or airline pilots should be experimenting on passengers.
</span></b></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">In reality however,
when responsibility for teaching reading (for example) is devolved to the individual
school level (as occurs in many Australian jurisdictions), children are being
subjected to unregulated, poorly designed and implemented social experiments. Children are
not in a position to give or withhold consent for such experimentation and
neither are their parents. This is unethical. Further, there is no community
accountability for the outcomes of these experiments and when a significant proportion
of children do not succeed, this is mis-attributed to non-school factors, such
as <a href="https://pamelasnow.blogspot.com/2023/04/calling-time-on-parent-blame-and.html">parents
not reading enough to their children in the pre-school years</a>. This
discourse is disempowering for all concerned, not the least of whom are
teachers. </span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">There has been a
long-held position in education faculties that teachers should be allowed to
teach in way(s) in which they are most comfortable and which they believe
are the best match for their particular students. </span></b></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Like many edu-memes,
there’s an element of substance here in the sense that we need all human services
practitioners (teachers, health professionals, social workers, lawyers,
psychologists and so on) to adjust their practice sensitively and respectfully according
to key characteristics of their end-users. Here we might consider factors such
as levels of disadvantage, English-language status, disability, and trauma-exposure.
It might be fair to say “one size doesn’t fit all” if by "high-quality, evidence-based instruction", we meant conducting
ourselves in exactly the same way with every different class, regardless of
geographical location, socio-cultural, and individual factors. <b>But no-one
does mean that</b>. The sustained muddying of these waters has allowed many education
academics and policy makers to persist with their “there’s no better ways to
teach, just different choices that teachers need to make” hooey.</span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">This is problematic
because </span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6pt; mso-list: l0 level1 lfo4; text-indent: -18pt;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="mso-list: Ignore;">(a)<span style="font: 7pt "Times New Roman";">
</span></span></span><b><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">It ignores the fact
that there is a hierarchy of evidence</span></b><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> in the learning
sciences, that indicates the <a href="https://www.tandfonline.com/doi/abs/10.1207/s15326985ep4102_1">greater
effectiveness of some pedagogical practices over others</a>. The very idea of a
“hierarchy of evidence” is anathema to some education academics, who take a relativist
approach to evidence, based on the notion that there are “different ways of
knowing” derived from different epistemologies. Some even go so far as to
position this as a <a href="https://onlinelibrary.wiley.com/doi/full/10.1111/j.1741-5446.2006.00241.x">tension
between science and democracy</a> in education, seeking to steer the discourse
away from classroom instruction and management to sociological and
philosophical interpretations of the purpose of education. I recall hearing the
now 95-year-old <a href="https://www.coreknowledge.org/about-us/e-d-hirsch-jr/" target="_blank">E.D. (Don) Hirsch </a>in a podcast interview a couple of years ago,
in which he expressed the view that education faculties in the US have been
allowed to operate <b>more like schools of theology</b> than empirically-driven
disciplines, as would be expected by taxpayers when they think of university
departments. We would do well to consider this assessment in relation to Australian universities also. There is no disrespect
intended here for theological schools; they are up-front about the fact that
they are peddling belief systems. Students who enrol know this. However, I am not so
sure that students enrolling in ITE programs in western industrialised nations know
that in many cases they are entering ideology-infused echo-chambers, in which
ideas, let alone evidence, from other disciplines are often unwelcome. This
sounds more like religion than scholarly empiricism to me. <br />
<br />
I would venture to suggest that <b>most classroom teachers have only a passing
interest in postmodern sociological theorising about education</b>, but a major
investment in promoting the best possible outcomes (short and long-term) for
the students in their classrooms. Readers can decide for themselves (as the
TEEP Panel appears to have done) whether sociological theory or learning
science will be the strongest tool in the classroom teacher’s toolkit, at a
population level, in these respects. I am not suggesting that an either-or
choice should be made, but it is time for ITE providers to remove the milky
film from their bathroom mirrors and appraise what is really staring back at
them. </span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6pt; text-align: left; text-indent: -18pt;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="mso-list: Ignore;">(b)<span style="font: 7pt "Times New Roman";">
</span></span></span><b><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">It ignores the hypocrisy
of recent decades</span></b><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> in which teachers
have been presented with an (ironically) <i>unbalanced</i> diet of pre-service preparation
to teach literacy. How can teachers "choose their own pedagogy", if they have
only been presented with instructional models derived from <a href="https://www.tandfonline.com/doi/full/10.3109/17549507.2015.1112837">discredited
whole language ideas about the reading process and reading instruction</a>? This
is reminiscent of the probably apocryphal story about Henry Ford telling
customers they could choose whatever colour they liked, as long as it was
black. <b>It seems that teachers are expected to do their own discovery-based
learning, often self-funded</b>, after years of watching children being failed
by their classroom instruction and feeling increasingly uneasy about the likelihood
that with a different instructional approach, most if not all of these children
would have succeeded. <b>Sue Knight, a Victorian school principal</b>, <a href="https://pamelasnow.blogspot.com/2021/07/">has blogged about that phenomenon
and the associated teacher anger and guilt here</a>. <span style="mso-spacerun: yes;">Bear in mind too, that teachers (and tax-payers) <b>have already paid for a degree</b>. They should not have to then pay again to unlearn a significant amount of what was presented as fact, but was in reality, not embedded in a strong foundation of evidence. Reading instruction is an obvious case-in-point here. <br /></span></span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><b><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">Practitioners in professions
that are held in high esteem in the community have less rather than more
autonomy</span></b><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"> <b>with respect to their everyday decisions and
practices.</b> The consequences of these decisions are highly visible and accountability
mechanisms apply when mistakes are made. So, it’s an own-goal when education
academics pose faux questions about whether it will be <a href="https://www.smh.com.au/education/political-incursion-into-teaching-the-teachers-is-a-hard-lesson-20230706-p5dmcm.html">the
turn of medicine and engineering programs next</a>, to be subjected to review
by a “politically appointed panel” (<i>as an aside, panels for government
reviews of anything are “politically appointed” – this is just rhetoric</i>). My
response to this question is “no” – because academics in those (and other professions)
have long displayed appropriate understanding of evidence and accountability
and have exercised care and responsibility in the precious license granted them
by the community to prepare future practitioners.</span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">It is often argued
(especially on social media) that the community should trust teachers and
afford them professional autonomy with respect to how they deliver the curriculum
to their students. This is problematic because</span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin: 0cm 0cm 0cm 35.45pt; text-indent: -18pt;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="mso-list: Ignore;">(a)<span style="font: 7pt "Times New Roman";">
</span></span></span><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">It promotes high
variability, and <b>high variability in any system is the essential ingredient
for compromised quality</b>.</span></p>
<p class="xmsolistparagraph" style="line-height: normal; margin: 0cm 0cm 0cm 35.45pt; text-indent: -18pt;"><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;"><span style="mso-list: Ignore;">(b)<span style="font: 7pt "Times New Roman";">
</span></span></span><span style="font-size: 13pt; mso-ascii-font-family: Calibri; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi; mso-fareast-language: EN-US; mso-hansi-font-family: Calibri; mso-hansi-theme-font: minor-latin;">It overlooks the
fact that <b>being a professional means accepting a highly constrained form of
accountability</b> – to end users, to registration bodies and to the community.
This is how things roll for health professionals. As noted above, they are not permitted to “do
their own thing” and face the heavy weight of accountability if they do so and
adverse outcomes occur. This does not mean that such professionals exercise <i>no</i>
autonomy. But they do need to swim between the proverbial flags with respect to
applying evidence and making appropriate adjustments for the end-user in front
of them. What is deemed as “appropriate” depends on a range of regulatory,
cultural, and personal factors. Individual practitioners are expected to seek and gain informed consent if recommending significant deviations from evidence-based practice. No-one suggests that these are easy decisions,
which is one of the reasons that such professionals are generally held in high
esteem in the community. We know that they have a specialised
body of knowledge, and we expect them to apply it to the highest possible
standards. It will be in education’s interests in the long run, to be held to
the same standards of accountability. </span></p>
<p class="MsoListCxSpFirst" style="margin-left: 0cm; mso-add-space: auto; mso-list: none; tab-stops: 36.0pt; text-indent: 0cm;"></p>
<p class="MsoList" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt; mso-list: none; tab-stops: 36.0pt; text-indent: 0cm;"><span style="font-size: 13pt;">It's 2023 and time to find the <b>circuit
breaker on regular reviews of ITE</b> that are not only expensive, but futile when
they lead nowhere other than to an even more demoralised workforce, and no
uplift in student performance.</span></p><p class="MsoList" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt; mso-list: none; tab-stops: 36.0pt; text-indent: 0cm;"><span style="font-size: 13pt;">The reality, unfortunately, is that <b>universities have strayed a long way in recent decades from </b></span><b><span style="font-size: 13pt;">valuing</span></b><span style="font-size: 13pt;"><b> and delivering knowledge-rich curricula</b> in the science of learning more generally and the science of reading specifically (noting that how reading is conceptualised is generally a bellwether for how learning more broadly is understood). This content has been devalued alongside an elevation of sociology, critical theory and other forms of social philosophy that encourage a challenge to traditional power structures. Ironically, this has been <i>disempowering</i> to classroom teachers. As I have noted previously, this shift has created a <a href="https://pamelasnow.blogspot.com/2021/01/the-science-of-reading-and-chesterons.html">Chesterton's Fence</a> problem for ITE. <b>Education academics removed something whose value and importance they did not appreciate</b>, and now they are going to have difficulty re-instating this knowledge in their programs, to fulfil regulatory requirements in a short turn-around. Dr Jennifer Buckingham has written about this core challenge <a href="https://fivefromfive.com.au/blog/where-will-experts-come-from/">here</a>.<br /></span></p>
<p class="MsoList" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt; mso-list: none; tab-stops: 36.0pt; text-indent: 0cm;"><span style="color: black; font-size: 13pt; mso-themecolor: text1;">The
recommendations of the TEEP Report offer a roadmap for reforming ITE to make it
fit for the vital role education plays in the social, civic, and economic fabric of Australian
society. It is an opportunity for a major refresh and re-orientation of ITE, such
that <b>graduates can assume genuine expert status in their field</b> and be ready
to deal with instructional and psychosocial challenges in the classroom. It’s
an opportunity to <b>lift the status of the teaching profession</b>, by promoting
<b>accountability </b>in everyday instructional decisions and practices. This
in turn will make education an attractive career-path for high-performing school leavers and
those in other professions seeking career-transitions. </span></p>
<p class="MsoList" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt; mso-list: none; tab-stops: 36.0pt; text-indent: 0cm;"><span style="color: black; font-size: 13pt; mso-themecolor: text1;">The
panel has provided recommendations and a roadmap. Faculties and Schools of Education now
need to bring humility and goodwill to the table. This might just be the review
that tips the balance and leads us into a new world. Let’s see if we can make
change happen before the <a href="https://smp.uq.edu.au/pitch-drop-experiment">next
drop of pitch falls at the University of Queensland</a>. </span></p><p class="MsoList" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt; mso-list: none; tab-stops: 36.0pt; text-indent: 0cm;"><span style="color: black; font-size: 13pt; mso-themecolor: text1;"><b>Time will tell and history
will judge.</b></span></p><p class="MsoList" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt; mso-list: none; tab-stops: 36.0pt; text-indent: 0cm;"><span style="color: black; font-size: 13pt; mso-themecolor: text1;"><b> </b></span></p><p class="MsoList" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt; mso-list: none; tab-stops: 36.0pt; text-indent: 0cm;"><span style="color: black; font-size: 13pt; mso-themecolor: text1;"><u>Postscript:</u> The title of this post is a nod to </span><span style="color: black; font-size: 13pt; mso-themecolor: text1;">1960s Australian folk group, The Seekers. </span><span style="color: black; font-size: 13pt; mso-themecolor: text1;">Readers outside Australia (and younger Australian readers) might like to listen to this recording of them singing their popular hit <i><a href="https://www.youtube.com/watch?v=TEm7nlfIN-Q" target="_blank">There's a new world somewhere, they call the promised land. </a></i></span></p><p class="MsoList" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt; mso-list: none; tab-stops: 36.0pt; text-indent: 0cm;"><span style="color: black; font-size: 13pt; mso-themecolor: text1;"><i><b><br /></b></i></span></p><p class="MsoList" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt; mso-list: none; tab-stops: 36.0pt; text-indent: 0cm;"><span style="color: black; font-size: 13pt; mso-themecolor: text1;"><b>Additional commentaries on the TEEP Report can be found at these links:</b></span></p><p><span style="font-size: medium;">Greg Ashman: <a href="https://fillingthepail.substack.com/p/times-are-changing-in-teacher-training" rel="noopener" target="_blank">Times are changing in teacher training</a></span><span style="font-size: medium;"> </span></p><p><span style="font-size: medium;">Rebecca Birch: <a href="https://rebeccabirch.substack.com/p/on-standards-capital-s" rel="noopener" target="_blank">On Standards (capital S)</a></span><span style="font-size: medium;"> <br /></span></p><p><span style="font-size: medium;">Jennifer Buckingham: <span style="font-weight: normal;"><a href="https://fivefromfive.com.au/blog/where-will-experts-come-from/">Teacher education reform: Where will all the experts come from?</a></span></span></p><p></p><p></p><p><span style="font-size: medium;">Elena Douglas: <a href="https://www.afr.com/policy/health-and-education/evidence-based-teaching-at-last-20230704-p5dlod" rel="noopener" target="_blank">Time that teachers were taught properly too</a></span></p><p><span style="font-size: medium;">Glenn Fahey: <a href="https://www.theaustralian.com.au/commentary/education-overhaul-for-teachers-a-long-time-coming/news-story/1fd7f7c7489b49b936cbff1512f298ec" rel="noopener" target="_blank">Education overhaul for teachers a long time coming</a></span></p><p><span style="font-size: medium;">Ross Fox: <a href="https://www.smh.com.au/national/nsw/how-to-help-children-learn-the-evidence-is-in-20230707-p5dml9.html" rel="noopener" target="_blank">How to help children learn: The evidence is in</a></span></p><p><span style="font-size: medium;">Julie Hare: <a href="https://www.afr.com/policy/health-and-education/crisis-in-our-schools-why-an-education-revolution-might-be-underway-20230712-p5dnn2" rel="noopener" target="_blank">Schools crisis: Why a revolution might be under way</a></span></p><p><span style="font-size: medium;">Jennifer Hewett: <a href="https://www.afr.com/work-and-careers/education/at-last-urgent-change-for-education-seems-possible-20230711-p5dnec" rel="noopener" target="_blank">At last, urgent change for education seems possible</a></span></p><p><span style="font-size: medium;">Paul Kelly: <a href="https://www.theaustralian.com.au/commentary/education-agenda-takes-aim-at-long-betrayal/news-story/3792c4c0505165c46da0f26935b967dc" rel="noopener" target="_blank">Education agenda takes aim at ‘long betrayal’</a></span></p><p><span style="font-size: medium;"><span style="font-weight: normal;">Ollie Lovell: <a href="https://www.ollielovell.com/strong-beginnings-reforming-initial-teacher-education/">Strong Beginnings. Reforming initial teacher education.</a></span></span><span style="font-size: medium;"> </span><span style="font-size: medium;"><br /></span></p><p class="MsoList" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt; mso-list: none; tab-stops: 36.0pt; text-indent: 0cm;"><span style="color: black; font-size: 13pt; mso-themecolor: text1;"></span></p>
<p class="MsoList" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt; mso-list: none; tab-stops: 36.0pt; text-indent: 0cm;"><span style="color: black; font-size: x-small; mso-themecolor: text1;">©
Pamela Snow (2023)</span></p>
<p></p>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com1tag:blogger.com,1999:blog-673598978629390697.post-53155879727486475612023-07-03T18:50:00.005+10:002023-07-04T23:45:21.110+10:00The reading instruction kaleidoscope: A policy maker’s self-check<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU9kwlQc8mFcdujRYeDa0gubzCfoiaGt7iM030wZwaxZ-vyV72ncYhwig_CSqJQxQ104_-yUq2iBDr9URezJuC4-ZtcSEIMXUp8a46UQWeCWBU4k6FW9KIzvQgkF9GVRG6LwV2yo-DTIxcJTEGFjgBGr7Sb0lxFFiuIf9uOyffGEJh4uI69ngD3-iPu4U/s1920/Kaleidoscope_unsplash.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1280" data-original-width="1920" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjU9kwlQc8mFcdujRYeDa0gubzCfoiaGt7iM030wZwaxZ-vyV72ncYhwig_CSqJQxQ104_-yUq2iBDr9URezJuC4-ZtcSEIMXUp8a46UQWeCWBU4k6FW9KIzvQgkF9GVRG6LwV2yo-DTIxcJTEGFjgBGr7Sb0lxFFiuIf9uOyffGEJh4uI69ngD3-iPu4U/s320/Kaleidoscope_unsplash.jpg" width="320" /></a></div><div style="text-align: center;"><span style="font-size: x-small;">Image source: Alonso Reyes</span><br /></div> <div><p class="MsoNormal">Once again, in the last week, I’ve been interstate providing
professional learning to mixed audiences of teachers and allied health
professionals. Being “on the ground” with practitioners in this way is a great opportunity
for conversations about the challenges facing schools in different
states/territories and in different jurisdictions. In Australia, “jurisdictions”
predominantly refers to the state/territory-based government departments of
education and the diocesan-based Catholic sector. Then there’s the independent,
or “private” sector, which encompasses everything from wealthy, so-called “elite”
schools to small community-based schools, some of which run on the smell of the
proverbial oily rag. According to the <a href="https://www.abs.gov.au/statistics/people/education/schools/latest-release">Australian
Bureau of Statistics</a>, the breakdown across sectors is roughly 65% in
government schools, 19% in Catholic schools, and 16% in independent schools. </p>
<p class="MsoNormal">In the Catholic system, there’s no fewer than <a href="https://ncec.catholic.edu.au/about-catholic-education/catholic-education-bodies/">21
education dioceses</a> across the country. It is difficult to accurately gauge
the number of independent schools, as these are sometimes counted with Catholic
schools, but we do know that in Australia in 2023, <b>we have approximately <a href="https://www.abs.gov.au/statistics/people/education/schools/latest-release#key-statistics">4,042,512 students
enrolled in 9,614 schools</a>. </b>(<i>North American readers might be surprised by what
seem like low numbers, so it should be borne in mind that the total population
of Australia, at the time of writing is 25.7 million</i>). </p>
<p class="MsoNormal"><b>This introduces scope for enormous background variation
in what happens in schools</b>. In Australia, we have 8 states and territories,
so in practice, this means 8 different sets of policy settings and guidelines
on reading instruction, 8 different approaches to school resourcing, 8
different approaches to professional learning, 8 different approaches to
supporting struggling students…..all before we begin to factor in what 21
Catholic education dioceses means for policy variation, and the room for
individual variation across private schools. Consider too, that in some government
sectors (e.g., Victoria) responsibility for reading instruction is (theoretically
at least) devolved to individual schools. <b>So, the possibilities for variation within
and between schools are seemingly endless.</b></p>
<p class="MsoNormal"><b>The problem here is that there cannot be 9,614 different
versions of best practice.</b> “Best practice” by definition implies a hierarchy,
i.e., that some approaches are better bets than others. The hierarchy should
change over time, as evidence changes, but there is going to be a hierarchy,
because of findings derived from scientific research and its application in
classrooms. <b>By “scientific” here I am referring to the extent of the rigour,
not the discipline or the research paradigm.</b> Researchers from a large
number of disciplines study reading (education, sociology, psychology, linguistics,
speech pathology, neuroscience, and public policy) and they do so by employing a wide variety of
quantitative, qualitative, and mixed methodologies. </p>
<p class="MsoNormal">Against this complex backdrop, it can be tempting, when
discussing school transformation with respect to reading, to see this as a process
that is driven by key individuals in schools, because in practical terms, that
is often the case. Let’s not forget, however, to lift our eyes from the
immediate dashboard, up to the horizon, and ask ourselves <b>what role policy
makers have in guiding, influencing, and in some cases, mandating practice. </b></p>
<p class="MsoNormal"><b>Policy is defined</b> by the <a href="https://dictionary.cambridge.org/dictionary/english/policy?q=Policy">Cambridge
dictionary</a> as:</p>
<p class="MsoNormal" style="text-align: center;"><i><span style="font-size: medium;">“A set of <span color="windowtext" style="text-decoration: none; text-underline: none;">ideas</span>
or a <span color="windowtext" style="text-decoration: none; text-underline: none;">plan</span> of what to do in <span color="windowtext" style="text-decoration: none; text-underline: none;">particular</span> <span color="windowtext" style="text-decoration: none; text-underline: none;">situations</span> that has been <span color="windowtext" style="text-decoration: none; text-underline: none;">agreed</span>
to <span color="windowtext" style="text-decoration: none; text-underline: none;">officially</span> by a <span color="windowtext" style="text-decoration: none; text-underline: none;">group</span>
of <span color="windowtext" style="text-decoration: none; text-underline: none;">people</span>, a <span color="windowtext" style="text-decoration: none; text-underline: none;">business</span> <span color="windowtext" style="text-decoration: none; text-underline: none;">organization</span>, a <span color="windowtext" style="text-decoration: none; text-underline: none;">government</span>, or a <span color="windowtext" style="text-decoration: none; text-underline: none;">political</span> <span color="windowtext" style="text-decoration: none; text-underline: none;">party</span>”.</span></i></p>
<p class="MsoNormal">Some of these ideas are going to be better organised, more
sharply articulated and prescriptive than others. In the interests of stimulating
some reflection among policy makers, I have compiled some self-assessment
questions for consideration. Each of these should be responded to on an imaginary
sliding 1 – 100-point scale, where the landing point reflects approximate percentage agreement with the propositions below.</p>
<p class="MsoNormal">I am not suggesting that there are “right” answers here, <b>but
policy that doesn't land somewhere lands nowhere</b>, and then anything goes. I
am posing these questions for policy makers to ponder because <b>policies are
written by people</b>, no matter how de-humanised and impersonal they may appear on web-sites
and in downloadable policy documents. So it is <b>people in positions of policy
influence</b> who need to consider these questions and determine where they sit on the continuum:</p><p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRQvnCwKcawSkP_FGC6i5DxqWw3mf8hi8IuGM4z7V-KPRED4la25Qswsa2iaRCt4vXK6SVx2sExdxnixFp1lMNyv2DKm10wvecPFy3sxfgxwy6YIj-FgU1TnYwzK8yTl3tB-ak5ahT-dNsKUGUWCg4hGl1Hn5GkIQbh3nU0cnGAWJtT6hGResltde0rcg/s980/Sliding%20scale.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="306" data-original-width="980" height="125" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRQvnCwKcawSkP_FGC6i5DxqWw3mf8hi8IuGM4z7V-KPRED4la25Qswsa2iaRCt4vXK6SVx2sExdxnixFp1lMNyv2DKm10wvecPFy3sxfgxwy6YIj-FgU1TnYwzK8yTl3tB-ak5ahT-dNsKUGUWCg4hGl1Hn5GkIQbh3nU0cnGAWJtT6hGResltde0rcg/w400-h125/Sliding%20scale.PNG" width="400" /></a></div><br /> <b style="font-family: arial;">1. How important is it to you that teaching in your sector is
closely informed by and aligned to the best possible currently-available research evidence?</b><p></p>
<p class="MsoNormal"><b style="font-family: arial;">2. How important is the combination of low variability and high
quality in school reading instruction?</b></p>
<p class="MsoNormal"><b style="font-family: arial;">3. If high quality means reducing variability, how prepared are
you to mandate practice in schools?</b></p>
<p class="MsoNormal"><b style="font-family: arial;">4. To what extent do you believe that policy makers can influence
reading instruction in schools?</b></p>
<p class="MsoNormal"><b style="font-family: arial;">5. To what extent to do you believe that student data reflects
classroom instruction?</b></p>
<p class="MsoNormal"><b style="font-family: arial;">6. To what extent do your policy settings endorse / apply /
require Multi-Tiered Systems of Support (MTSS) as a conceptual framework for curriculum
design, student monitoring, and intervention?</b></p>
<p class="MsoNormal"><b style="font-family: arial;">7. To what extent is teacher autonomy in selecting instructional
approaches a core value in your sector?</b></p>
<p class="MsoNormal"><b style="font-family: arial;">8. How constrained are you by likely push-back against change to
reading instruction in schools? (e.g., from unions, school leaders, classroom
teachers, professional bodies). </b></p>
<p class="MsoNormal"><b style="font-family: arial;">9. To what extent do your policy settings rely on additional
funding (e.g. from the Commonwealth government) as the driver of school change?</b></p>
<p class="MsoNormal"></p>
<p class="MsoNormal">I do not want to be prescriptive here about what policy
makers “should” think, but I do believe that <b>policy makers <i>should think</i>
about each of these dimensions</b> and should identify tensions and inconsistencies
in their positions. These tensions and inconsistencies can be the conceptual tangles
that create downstream blockages and impede the work of highly capable and
motivated players in school leadership and in classrooms. Such blockages impose
the greatest educational barriers on our most disadvantaged students. </p>
<p class="MsoNormal">Reading instruction policy should not be an esoteric set of
abstract ideas that allow a thousand flowers to bloom, without disrupting
anyone’s equilibrium<b>. Rather, reading instruction policy should be aligned
with the greatest weight of evidence (not the loudest ideology),</b> so that it
provides a clear blueprint for education practitioners and is highly accountable
to education end-users: students, teachers, and parents. </p><p class="MsoNormal"></p><p class="MsoNormal">(C) Pamela Snow 2023<i><br /></i></p>
<p></p></div>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com0tag:blogger.com,1999:blog-673598978629390697.post-19577347448989700612023-06-06T13:15:00.004+10:002023-06-09T11:57:37.994+10:00Learning to read is not child's play<p> </p><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXrakvkEHCsiHBr50paOM9r1rDBKB-fMHTyUHNG4i21zep4srU8OFXfTm3u4lYdRXmX6pKnOzthTSMF6HqLLF6ldI3IUa2s0_IYvoHF3iCGTofw8mTZ7wIrCyGMdpbPir-Dn_sgYP7iZvErXIctJzfZDaBDrvMFESDIC7YupnB_0uCBZid2j-h4RCR/s2880/Play%20image%20from%20Unsplash.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2880" data-original-width="1920" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXrakvkEHCsiHBr50paOM9r1rDBKB-fMHTyUHNG4i21zep4srU8OFXfTm3u4lYdRXmX6pKnOzthTSMF6HqLLF6ldI3IUa2s0_IYvoHF3iCGTofw8mTZ7wIrCyGMdpbPir-Dn_sgYP7iZvErXIctJzfZDaBDrvMFESDIC7YupnB_0uCBZid2j-h4RCR/s320/Play%20image%20from%20Unsplash.jpg" width="213" /></a></div><div style="margin-left: 240px; text-align: left;"><a href="https://unsplash.com/ko/@markusspiske?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText" target="_blank"><span style="font-size: xx-small;"> Image source: Markus Spiske, Unsplash</span></a></div><p></p><p></p><p><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal">In a <a href="https://www.aare.edu.au/blog/?p=16936">recent
post on the AARE Blog</a>, Edith Cowan University academic <a href="https://www.ecu.edu.au/schools/education/staff/profiles/senior-lecturers/dr-pauline-roberts">Dr
Pauline Roberts</a> raises a<span style="mso-spacerun: yes;"> </span>number of points
about the importance of play in the early years of school and strongly pushes
back on the role of formal assessment, such as <a href="https://www.nap.edu.au/">NAPLAN</a>.
In fact, she goes so far as to refer to NAPLAN as an “oppressive test that is killing
the magic of childhood”. That’s quite some hyperbole, and clearly doesn't stand
up as an evidence-based claim.</p>
<p class="MsoNormal">I want to challenge the notion that our thinking needs to be
polarised on devoting children’s time to play Vs explicit teaching of reading,
writing, and spelling, especially in the first three years of school.<span style="mso-spacerun: yes;"> </span>I also want to challenge the notion that play
is enough, in its own right as a “pedagogy” to teach children how to read,
write, and spell. For this reason, I posted a reply on the AARE site, offering
some different perspectives for consideration and discussion. </p>
<p class="MsoNormal">My response is reproduced and, in some cases, slightly
expanded here:</p>
<p class="MsoListParagraph" style="line-height: normal; margin-left: 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>Play is fundamentally important for all children,
and <b>we should never be talking about play and explicit teaching as an
“either-or” in terms</b> of how we allocate children’s instructional time. This is
an unhelpful dichotomy. We need to make room for both, in a considered way. <br />
<br />
For the record, <b>play is important</b> for the development of language skills,
social cognition skills, turn-taking, empathy, self-regulation, perceptual skills,
hand-eye coordination, gross motor skills, understanding cause-effect
relationships, making and testing predictions, and so much more. I need no convincing of these things.</p>
<p class="MsoListParagraph" style="line-height: normal; margin-left: 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>Literacy (by which I mean reading, writing, and
spelling) is a set of <b>biologically secondary</b> skills, where oral language
is biologically primary. This distinction is critical to consideration of how
children learn in the first three years of school and beyond. <a href="https://learningspy.co.uk/" target="_blank">David Didau</a> has
written a succinct blogpost about the notion of biologically primary and
secondary skills (drawing on the work of <a href="https://psychology.missouri.edu/people/geary" target="_blank">Professor David Geary</a>). It can be
accessed <a href="https://learningspy.co.uk/psychology/can-learn-evolutionary-psychology">here</a>.
<br />
<br />
As a speech-language pathologist, I am acutely aware that although oral language
skills are biologically primary, that does not mean that all children acquire
them at the same rate or are at the same level of proficiency on school entry. <b>Oral
language skills are not “set and forget”</b>. Children benefit from intentional
play experiences as well as explicit, teacher-led instruction to support ongoing
development of language skills in the school years. I have written about this <a href="https://doi.org/10.1177/0265659020947817">here</a>.</p>
<p class="MsoListParagraph" style="line-height: normal; margin-left: 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>Play is <b>biologically primary</b>, but it is
not necessarily the optimal way to learn biologically secondary skills, which
in many cases, if not taught are also not “caught”, i.e., they go unlearnt.<br />
<br />
<b>We do not expect children to learn to play a musical instrument by listening
to (immersing themselves in) recordings of Mozart sonatas.</b> Why does this same logic not apply to the
learning of other biologically secondary skills such as reading, writing, and
spelling? </p>
<p class="MsoListParagraph" style="line-height: normal; margin-left: 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>Harvard cognitive psychologist <a href="https://en.wikipedia.org/wiki/Steven_Pinker">Stephen Pinker</a> has
observed that humans have a language brain, but they don’t have a “reading
brain”. <b>A reading brain can be developed through explicit teaching of the ways
in which speech and print map to each other.</b> Developmentally, this is best
achieved in the first three years of school. The work of French neuroscientist <a href="https://www.learnfasthq.com/blog/how-the-brain-learns-to-read-professor-stanislaus-dehaene">Stanislas
Dehaene</a> has shown that this “re-wiring” becomes harder to achieve, the more
time that passes. It’s one of the reasons that low literacy skills in secondary
students are harder to turn around than difficulties that are identified and
responded to in the early years.</p>
<p class="MsoListParagraph" style="line-height: normal; margin-left: 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">5.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>When children are struggling with literacy in
Year 3 (and often unfortunately beyond), what changes their trajectories is not
more time spent playing, but time with tutors (<b>if they are fortunate to be
able to access them</b>), who unlock for them the mysteries of how their
writing system works. </p>
<p class="MsoListParagraph" style="line-height: normal; margin-left: 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">6.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>Being unable to read, write and spell is a <b>major
correlate of emotional and behavioural difficulties.</b> I’ve been <a href="https://pubs.asha.org/doi/10.1044/2018_LSHSS-CCJS-18-0027">researching
the school-to-prison pipeline</a> for the last two decades and the link between
low literacy, behaviour problems and school disengagement is one of the most robust
and immovable findings. Again, it’s not play-based activities that youth
offenders need to give them a chance at educational, vocational, and economic
engagement. It’s having the mysteries of the English writing system unlocked
for them – as efficiently and painlessly as possible. US APM reporter Emily
Hanford has written about this <a href="https://www.apmreports.org/episode/2020/08/06/what-the-words-say">here</a>.</p>
<p class="MsoListParagraph" style="line-height: normal; margin-left: 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">7.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>Becoming a proficient reader (one who can
efficiently and fluently lift words off the page and derive the meaning of
connected text) is <b>fun for children</b>. They love being able to “crack the
code” and apply their reading skills to printed books, screens, and
environmental print. There seems to be an assumption in Dr Roberts’ post that
explicit teaching and enjoyable, productive learning are mutually exclusive. They
are not. </p>
<p class="MsoListParagraph" style="line-height: normal; margin-left: 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">8.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>Many schools are adopting a <a href="https://www.aare.edu.au/blog/?p=16879">Multi-Tiered Systems of Support</a>
approach to early literacy, numeracy and positive behaviour support and are seeing
pleasing shifts in both academic success and wellbeing. These schools still
allow time for child-led, play-based learning, but not at the expense of
explicit initial teaching of complex, biologically secondary knowledge and
skills in the literacy and numeracy domains. Student success is also <b>good
for staff morale and self-efficacy </b>on making <u>all</u> students proficient
learners, not just some of them. </p>
<p class="MsoListParagraph" style="line-height: normal; margin-left: 35.7pt; mso-list: l0 level1 lfo1; text-indent: -17.85pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">9.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-alternates: normal; font-variant-caps: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; font-variation-settings: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><b>We shouldn’t blame the bathroom scales if the
diet isn't working</b>. We have to go back and look at the quality of the diet
and our fidelity to it. NAPLAN may be imperfect in all kinds of ways, but I am
quite sure that if the data was trending upwards, calls for its demise would fade,
and we would be asked to celebrate the work of teachers. We can’t have it both
ways. <br />
<br />
It’s NAPLAN data that tells us that <a href="https://www.theguardian.com/australia-news/2022/oct/31/naplan-tests-show-australian-students-literacy-numeracy-mostly-resilient-despite-covid">13.5%
of Year 9 boys are not at the minimum national standard for reading</a>. In an
economy in which jobs for unskilled workers are being replaced by artificial intelligence,
how are these young men going to be part of the social and economic mainstream
after they (inevitably) exit school early? This, rather than the test itself,
is what I think of as “high-stakes” for life-chances.</p>
<p class="MsoNormal" style="line-height: normal;"><b>Enough with the false dichotomies
and villainising of explicit teaching and progress monitoring.</b> If anything
might “save childhood”, I would put my money on supporting teachers to explicitly
teach biologically secondary skills and allowing play to hold up its end in biologically
primary domains in the early years. Children need both for strong personal and
academic outcomes.</p><p class="MsoNormal" style="line-height: normal;"><span style="font-size: x-small;">(C) Pamela Snow (2023) </span><br /></p>
<p></p>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com8tag:blogger.com,1999:blog-673598978629390697.post-56807436210717767162023-04-04T12:20:00.040+10:002023-04-11T18:05:37.484+10:00Calling time on parent-blame and children’s reading success. <p style="text-align: center;"> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkCNOhcN2fWE0TX5v-YxMEaNE6AYYAKF7T4fBWh-qwckpQJVCDtI4BwV-sS8ROKiCfZl4m9bbB4AZeW48sPu-XImxFNl12m3kV_2fppoULKP6Yk72qfi89NdHFGgneKzTEYtUjzgzsG37sN9SYa5LS34SuvmM3Cr8itA3I08jbfa3Xs-TTaF-rIWSs/s640/Parent%20reading%20to%20baby_picsea-EQlTyDZRx7U-unsplash.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="427" data-original-width="640" height="214" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkCNOhcN2fWE0TX5v-YxMEaNE6AYYAKF7T4fBWh-qwckpQJVCDtI4BwV-sS8ROKiCfZl4m9bbB4AZeW48sPu-XImxFNl12m3kV_2fppoULKP6Yk72qfi89NdHFGgneKzTEYtUjzgzsG37sN9SYa5LS34SuvmM3Cr8itA3I08jbfa3Xs-TTaF-rIWSs/s320/Parent%20reading%20to%20baby_picsea-EQlTyDZRx7U-unsplash.jpg" width="320" /></a></div><span style="font-size: xx-small;"> </span><a href="https://unsplash.com/@picsea"><span style="font-size: xx-small;">Image source</span></a><br /><p></p><p><!--[if gte mso 9]><xml>
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</xml><![endif]--></p><p class="MsoNormal">There’s no shortage of odd, confusing, infuriating,
ill-founded and contentious claims in education, and in the wider social chattersphere
that sits around it, but surely there’s one that we can put to bed for good and
for all: the idea that it is the job of parents to teach their children how to
read – and by extension, that parents are to blame when children struggle in this endeavour.
</p>
<p class="MsoNormal">There are many reasons why this cosy, middle-class-meme-cum-system-level-excuse-for-schools
needs to be exploded and I’ll address as many as I can here. </p>
<p class="MsoNormal">First of all though, I think we can agree that <b>reading is
a fundamentally important life-skill and one that is best fostered in the early
years of school</b>. Reading is the means by which students engage with the academic
curriculum and have the opportunity to succeed at school. The downstream benefits
of successful early reading achievement yield the kinds of investment returns
we can only dream of for our financial portfolios. When students become
proficient readers in a timely and smooth way, they are more likely to succeed academically.
When students achieve academically, they are more likely to display prosocial,
on-task behaviour in classrooms. When students display prosocial, on-task
classroom behaviours, they are more likely to feel a sense of attachment to
school, to stay at school, and to exit secondary school with open doors to postsecondary
training, education and/or employment. When schools have early reading instruction
nailed, they are also going a long way to addressing student wellbeing. <b>It’s
hard to be self-regulated, calm, and ready-to-learn if you are locked out of
the writing system by which learning is transacted in classrooms </b><span style="font-size: x-small;">(see references
at the end of this post)</span>.</p>
<p class="MsoNormal">Whole Language (WL) and its descendent ideology, Balanced
Literacy (BL) are based on ideas about reading and reading instruction that
have not withstood rigorous scrutiny over the last three decades. This scrutiny
includes cognitive psychology research as well as system-level data about reading
performance. <b>Key among the premises of WL/BL instruction is the notion that
reading, like oral language, is a “natural” thing to do.</b> The problem here
is that this is patently incorrect. If reading was “natural”, we would not have
hundreds of thousands of illiterate or semi-literate adults in the world (who, incidentally,
in most cases, <i>have been to school</i>). </p>
<p class="MsoNormal">The work of US evolutionary psychologist <a href="https://learningspy.co.uk/psychology/can-learn-evolutionary-psychology/">David
Geary</a> has been pivotal in illuminating the important distinction between human
knowledge and skills that are <b>biologically primary and those that are
biologically secondary.</b> Biologically primary skills include acquiring oral
language, learning to walk, learning to read facial expressions, and displaying
reciprocity in social interactions. Biologically secondary skills, on the other
hand, are skills that we humans <i>have the capacity to learn</i> but need
to be taught. Here we are looking at reading, writing and spelling, mastering
mathematical concepts such as algebra and trigonometry, learning musical
instruments, and becoming proficient in activities such as chess, golf, and
driving a car. Many biologically secondary skills are developed through
classroom instruction at school (though the pedagogical approach adopted will unfortunately
result in variable outcomes). <span style="mso-spacerun: yes;"> </span></p>
<p class="MsoNormal">WL/BL proponents did not consider the fact that humans have
had oral language for a couple of hundred thousand years, thanks to advantageous
evolutionary changes in our brains, but writing systems for only approximately
five thousand years. They did not reflect on the fact that <b>writing is a
social, albeit clever contrivance</b>, developed by humans to share information
horizontally with each other, and vertically, with future generations. To do
this, humans had to <i>create a code</i> to represent oral language, and speakers of
different languages did this over thousands of years by developing an
orthography for their particular language. <a href="https://www.thereadingape.com/single-post/a-not-very-short-history-of-reading">English,
for historical reasons,</a> has one of the more complex alphabetic writing codes in the
world. Unfortunately, the lack of sophistication inherent in WL/BL thinking
meant that this was taken to mean that English writing is too “<a href="http://arvindguptatoys.com/arvindgupta/essaysintoliteracy.pdf">cumbersome
and unreliable</a>” to teach explicitly. But conveniently, that didn't matter,
because they decided to call reading, writing, and spelling “natural skills”
that children could pick up via rich exposure and skills in “prediction” in
their environments. Problem solved. Or not. </p>
<p class="MsoNormal">This smoke-and-mirrors sleight of epistemological hand resulted
in a staggering <a href="http://pamelasnow.blogspot.com/2022/05/whats-faster-changing-reading.html">dumbing
down of the reading and writing process by faculties of education in English-speaking
worlds</a> because they now (apparently) did not need to devote preservice
hours to explaining the intricacies of the English writing system to teachers, let
alone to equipping them with instructional practices that would maximise
mastery by the overwhelming majority of students, regardless of their preschool
oral language experiences. Conveniently, this meant that academics did not have
to have background-knowledge in linguistics or cognitive psychology. <b>“Reading”
(a verb) was replaced by the abstract noun “literacy”</b> and was re-imagined
as a vague social and cultural process that students <i>experience</i> through
immersion in rich, so-called “authentic” texts. Just as children develop oral
language through interactions with others, <b>a misguided folklore took hold in
education</b> that this is how they can and should become readers.</p>
<p class="MsoNormal"><u>This folklore did a number of clever things for academics
in schools of education</u>: </p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><b>It meant that education academics could
indulge their own love of children’s literature</b> and build entire subjects
(units or courses, depending on terminology) around this and pretend that this
was legitimate preparation for classroom practice with children who are in many
cases complete novices with written text. </p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><b>It justified education academics’ withholding
of critical knowledge from preservice teachers about how the English writing
system works</b>. I have described this knowledge being like teachers’ family
china. It was removed, piece-by-precious-piece, and replaced with what looked
like more modern, but plastic wares that do not stand the test of time.</p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><b>It conflated books that children read as novices
with books that adults read to children.</b> Where books <i>were</i> considered
to have an instructional role, these were predictable and promoted reliance on
cues outside the text such as pictures, because there was (apparently) really
no difference between oral language and reading. This means that <b>an illusion
of early reading could be created cleverly and quickly in the first year of
school,</b> by having children draw on their oral language skills and basic
vocabulary knowledge to <i>recite predictable texts</i>. This is very different
from the usually slow and effortful grinding of cognitive and linguistic gears
that occurs when children are mastering an unfamiliar skill-set through
explicit teaching of how the code works, e.g., through systematic synthetic
phonics instruction. It is initially slow, faltering, and hesitant, in the same
way that a novice learning a musical instrument is slow, faltering, and
hesitant, or anyone mastering any complex, biologically secondary skill through
practice and repetition is slow, faltering, and hesitant. </p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span><b>Perhaps most perniciously, it meant that
parents could be positioned as the primary agents of reading instruction</b>,
so that when children did not successfully become readers after three years of
formal schooling, responsibility could be laid squarely at the feet of parents
and the impugned <b>quality of the home language and literacy environment</b>.
Teachers, schools, education systems, policy makers and education academics
could all look the other way. <i>Shame on those parents who obviously did not
read to their children from the moment of birth. What did they expect? That
schools would somehow turn around their neglectful parenting practices?</i> This
gaslighting of parents has unfortunately been <a href="https://pamelasnow.blogspot.com/2018/11/dear-mem-professor-anne-castles-letter.html">supported
by some high-profile children’s authors</a>. </p>
<p class="MsoNormal"><u>So, what IS the role of parents in their children’s early
reading success</u>?</p>
<p class="MsoNormal">What all policy-makers, educators, and clinicians would
ideally like to see, is children being raised in language and text-rich home
environments, supported by high-quality preschool and childcare experiences. We
have known for a long time, however, that there is a <b><a href="https://pamelasnow.blogspot.com/2014/11/language-skills-and-social-gradient.html">social
gradient</a></b> on which families sit with respect to the extent to which they
can support children’s early oral language development. <b>This is not a free
pass for schools to shrug their shoulders</b>, however. On the contrary, it is
a reminder that oral language itself requires a focus in early years
classrooms. </p>
<p class="MsoNormal">The role of parents in reading instruction is, <i>all other
factors being equal and within their capacities</i>:</p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>To engage in language rich interactions,
elaborating on children’s utterances, teaching new vocabulary, and the meanings
of common idioms.</p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>To model reading as a valued, worthwhile
activity in their own lives.</p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>To read to their children (ideally even after
they can read for themselves).</p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>To provide access to quality children’s books
(in the home and via library visits).</p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>To listen to their children reading instructional
texts they bring home from school, providing feedback and encouragement. <b>Parents reading to their children should not be mistaken for the process by which children learn to read</b>, any more than parents playing classical music to their children should be conflated with teaching them how to play a musical instrument. Reading to children should be enjoyable for parents and children and can promote oral language skills and background knowledge. These contribute to the language reservoir that children will draw on at school when the serious business of learning how speech and print map to each other should be one of several early instructional focus areas.<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"> </span></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;"> </span></span></span>Where parents can provide some or all of the
above, this is a bonus and should be encouraged, but <b>should not be relied upon
as a principal means by which reading success will be chalked up by schools. </b></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 0cm; mso-add-space: auto;"></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 0cm; mso-add-space: auto;">Sadly,
given the continued stronghold of BL instruction in most English-speaking
countries, it is also advisable for parents to critically <a href="https://pamelasnow.blogspot.com/2019/08/dear-parents-welcome-to-confusing-world.html">interrogate
reading instruction approaches being employed in their children’s classrooms</a>.
</p>
<p class="MsoNormal"><b>Parents sometimes unwittingly conceal the real ways that their
children achieve success and in so-doing enable schools and systems to cruise</b>,
falsely reassured that their BL diet is producing healthy outcomes. In many
cases in fact, these are coming from supplements provided by parents, directly
at the kitchen table, or indirectly via investment in tutors. <b>If credit is
taken by schools for reading success, then responsibility must also be taken
for casualties.</b> <span style="mso-spacerun: yes;"> </span>This requires an
honest look at what is going on in the school community and the extent to which
parents are ironically, propping up reading success rather than being the
scoundrels who neglect this aspect of their child’s development.</p><p class="MsoNormal"></p><p class="MsoNormal"><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal">Let’s not overlook too, the aspect of teacher well-being
and <a href="https://pamelasnow.blogspot.com/2018/03/educations-west-gate-bridge.html">professionalism</a>
that resides in the knowledge that they are <b>competent and accountable professionals</b>
with respect to this critical aspect of their everyday work. In a time of severe workforce shortages, teacher self-efficacy regarding children's reading success is surely a win we can all celebrate. <br /></p><p></p>
<p class="MsoNormal"><b>When a child is struggling with early reading, questions do
need to be asked and answered</b>. </p><p class="MsoNormal">The <b>wrong question</b> is the one directed at parents and is some version of
<i>“Do/did you read to her at home?”</i></p>
<p class="MsoNormal">The <b>right question</b> for teachers and schools to ask is
“<i>Why is this child not progressing and how can we adjust our instruction to
address this”?</i></p>
<p class="MsoNormal">Effective reading instruction by teachers in the first three
years of school is like planting a tree that their students will sit under as
adults. Teachers themselves may not see the enormity of the leafy canopy their
efforts have fostered, but we can count the costs of early reading instruction
casualties by tallying up justice, mental health, substance abuse, public
housing, and other social services for adults with low literacy skills. <br /></p>
<p class="MsoNormal"><b>Further reading</b> (all open access)</p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 1cm; text-indent: -1cm;"><a name="_Hlk49287098"></a><a name="_Hlk100132554"><span style="mso-bookmark: _Hlk49287098;"></span></a><a href="http://www.onlinedigeditions.com/publication/?i=655062&article_id=3634779&view=articleBrowser&ver=html5"><span style="mso-bookmark: _Hlk100132554;"><span style="mso-bookmark: _Hlk49287098;"><span style="mso-bidi-font-weight: bold;">Snow</span><b style="mso-bidi-font-weight: normal;">, </b>P. (2020). Balanced literacy or systematic reading instruction? <span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk98280586;"><i style="mso-bidi-font-style: normal;">Perspectives on Language and Literacy</i>,
Winter, 35-39.</span></span></span></span><span style="mso-bookmark: _Hlk98280586;"></span><span style="mso-bookmark: _Hlk100132554;"></span><span style="mso-bookmark: _Hlk68775956;"></span><span style="mso-bookmark: _Hlk68775956;"><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"></span></span></span></a><a name="_Hlk98280586"></a><a name="_Hlk5461991"></a><a name="_Hlk68775956"></a><span style="mso-bookmark: _Hlk68775956;"><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span class="rphighlightallclass"> </span></span></span></span><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span class="rphighlightallclass"></span></span></span></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 1cm; text-indent: -1cm;"><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><a name="_Hlk56765458"></a><a name="_Hlk78486549"><span style="mso-bookmark: _Hlk56765458;"></span></a></span></span><a href="https://doi.org/10.1177/0265659020947817"><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span style="mso-bookmark: _Hlk78486549;"><span style="mso-bookmark: _Hlk56765458;">Snow, P. (2020). SOLAR: <span style="mso-bookmark: _Hlk57756234;">The Science of Language and Reading. <i>Child
Language Teaching and Therapy</i></span>, <span style="mso-bookmark: _Hlk126421877;"><i>37</i>(3),
222–233.</span></span></span></span></span><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span style="mso-bookmark: _Hlk78486549;"><span style="mso-bookmark: _Hlk56765458;"><span style="mso-bookmark: _Hlk126421877;"></span></span></span></span></span></a><a name="_Hlk126421877"></a><a name="_Hlk57756234"></a><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span style="mso-bookmark: _Hlk78486549;"><span style="mso-bookmark: _Hlk56765458;"><span style="mso-bookmark: _Hlk126421877;"> </span></span></span><span style="mso-bookmark: _Hlk56765458;"></span></span></span></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 1cm; text-indent: -1cm;"><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span style="mso-bookmark: _Hlk56765458;"></span></span></span><a href="https://www.tandfonline.com/doi/full/10.3109/17549507.2015.1112837"><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span style="mso-bookmark: _Hlk56765458;"><span style="mso-bidi-font-weight: bold;">Snow</span>,
P.C. (2016). Elizabeth Usher Memorial Lecture: Language is literacy is language.
Positioning Speech Language Pathology in education policy, practice, paradigms,
and polemics. <i style="mso-bidi-font-style: normal;">International Journal of Speech
Language Pathology</i>, <i>18</i>(3), 216-228.</span></span></span><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span style="mso-bookmark: _Hlk56765458;"></span></span></span></a><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span style="mso-bookmark: _Hlk56765458;"><span style="mso-bidi-font-weight: bold;"></span></span></span></span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 3;"><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span style="mso-bookmark: _Hlk56765458;"></span></span></span><a href="https://pamelasnow.blogspot.com/2019/08/dear-parents-welcome-to-confusing-world.html"><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span style="mso-bookmark: _Hlk56765458;">Dear Parents: Welcome to the Confusing World
of Reading Instruction</span></span></span><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span style="mso-bookmark: _Hlk56765458;"></span></span></span></a><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span style="mso-bookmark: _Hlk56765458;"></span></span></span></p>
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<p class="MsoNormal"><span style="mso-bookmark: _Hlk5461991;"><span style="mso-bookmark: _Hlk49287098;"><span style="mso-bookmark: _Hlk56765458;">Pamela
Snow © 2023</span></span></span></p>
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<span style="mso-bookmark: _Hlk49287098;"></span><span style="mso-bookmark: _Hlk5461991;"></span>
<p class="MsoNormal"><b> </b></p>
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<p class="MsoNormal"><span style="mso-no-proof: yes;"> </span></p>
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<p></p>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com16tag:blogger.com,1999:blog-673598978629390697.post-54532058105860045942023-01-11T12:29:00.001+11:002023-01-12T08:13:02.756+11:00Guest Post: Getting Reading Right. On Truths, Truce, and Trust<p>Every so often I have the pleasure of giving voice to reading practitioners via The Snow Report. This time, it is <b>US reading specialist Harriet Janetos</b>.</p><p></p><p><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal">For the past twelve years, Harriett has been
working as a reading specialist in an elementary school in Hayward, California. Over 35 years in education, she has taught every grade level K-12: Play-Doh to
Plato. She is working on a teacher's guide to reading instruction: <i>From
Sound to Summary: Braiding the Reading Rope to Make Words Make Sense.</i>We look forward to this publication, but in the meantime, Harriet is sharing some reflections on recent debates and discourses following the release of Emily Hanford's Sold a Story podcast, in late 2022. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8xbU61C4PCxwLUlx-PG6vdZlKn_6YohtMffFgbbgMCCoUyL-eGVTEYG6TVx1KE_zG2LtH5TO5dO7ERvkFSp79EizRrq8wDpGP9xj0YciMYqMA3VbrLTlJfzy9sjPfI6YATj1Wc831G2fz1xrs2J0PjVB9t3siPY73GVzZWYhe_MldxA9teV2arp-X/s320/Harriet%20Janteos.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="320" data-original-width="240" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8xbU61C4PCxwLUlx-PG6vdZlKn_6YohtMffFgbbgMCCoUyL-eGVTEYG6TVx1KE_zG2LtH5TO5dO7ERvkFSp79EizRrq8wDpGP9xj0YciMYqMA3VbrLTlJfzy9sjPfI6YATj1Wc831G2fz1xrs2J0PjVB9t3siPY73GVzZWYhe_MldxA9teV2arp-X/w150-h200/Harriet%20Janteos.jpg" width="150" /></a></div><p></p><p></p><p><!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
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</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">The dust-up from </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://features.apmreports.org/sold-a-story/"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">Sold a Story</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> has been swift and sweeping: </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://openletter.earth/why-i-signed-an-open-letter-to-parents-and-others-concerned-about-children-who-struggle-in-learning-to-read-bc111721"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">education
professors</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> roiled; </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://hechingerreport.org/opinion-parents-say-enough-with-the-strawmen-fix-reading-education-based-on-the-science/"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">parents</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> and </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://hechingerreport.org/opinion-for-the-students-we-wish-wed-taught-better/"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">teachers</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> rallying to its defense. Over six
episodes of this audio documentary, Emily Hanford has systematically peeled
away the layers to show how we got reading instruction so wrong for so long.
But a few layers remain, those that contextualize the messages sent by the
science of reading movement, as well as those showing how reading specialists
like me make daily decisions informed by those messages. In examining these
layers, I have three goals: to offer some reading truths; to explain why the
reading wars truce implicit in </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://hechingerreport.org/opinion-a-call-for-rejecting-the-newest-reading-wars/"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">"A
call for rejecting the newest reading wars"</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> is ingenuous; and to propose solutions
for seeking trust in expert advice in order to get reading right. </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><b><i><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Truths: Word
recognition and language comprehension – both are necessary, neither alone are sufficient</span></i></b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">We must teach both
the upper and lower strands of </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://dyslexiaida.org/scarboroughs-reading-rope-a-groundbreaking-infographic/"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">Scarborough's
Reading Rope</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">: five strands in language comprehension and three in word recognition.
No phonics advocate has ever claimed exclusivity; hence, the ongoing efforts by
proponents to address this </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://www.readingrockets.org/blogs/shanahan-literacy/how-knock-down-five-straw-man-arguments-against-phonics"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">straw man
argument</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> bandied about by phonics foes. </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><b><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Some more truths:</span></b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p></p><ul style="text-align: left;"><li><i><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">There is no
comprehension strategy powerful enough to compensate for the fact that you
can’t read the words. --</span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://explicitinstruction.org/"><i><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">Anita Archer<br /><br /></span></i></a></span></li><li><i><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">If I’m always
providing kids with the appropriate background knowledge to understand each
text used for instruction, then how do students ever learn to take on a text on
their own? --</span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://shanahanonliteracy.com/blog/prior-knowledge-or-he-isnt-going-to-pick-on-the-baseball-study#sthash.9L6I5OPN.dpbs"><i><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">Timothy
Shanahan<br /><br /></span></i></a></span></li><li><i><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">The components are
not independent: background knowledge affects reading which depends on word
recognition which affects which background knowledge is relevant which depends,
in part, on reading varied texts for varied purposes. Basic skills and
background knowledge cannot be disentangled from each other–they are
intrinsically intertwined and therefore must both be the focus of instruction.
--</span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://seidenbergreading.net/2020/09/10/some-context-on-context/"><i><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">Mark
Seidenberg</span></i></a></span></li></ul><p>
</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><i><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Sold a Story </span></i><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">delivers another powerful truth related
to word recognition: The </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://fivefromfive.com.au/the-three-cueing-system/#:~:text=The%20three%20cueing%20model%20says,%2Dphonic%20(letters%20and%20sounds)"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">three-cueing
system</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> that has been
promoted through </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://hechingerreport.org/four-things-you-need-to-know-about-the-new-reading-wars/"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">Balanced
Literacy</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> over the past two decades is not what good readers use to read. In
fact, that system describes what poor readers do. Accepting this truth should
be non-negotiable and has implications for instruction--<i>my</i> instruction.
As a reading specialist faced with administering flawed assessments based on three-cueing
that masked whether my beginning readers could decode, I rewrote those </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://fivefromfive.com.au/blog/whatarepredictabletexts/"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">predictable</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> test booklets to make them decodable,
thereby obtaining meaningful data. So reference to a “fabricated phonics
debate” in the open letter “rejecting the newest reading wars” simply adds
insult to injury.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><b><i><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Truce: The attempt to
resolve the reading wars through ‘balanced literacy’ has failed </span></i></b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">That letter from 58
professors, authors, and curriculum developers expresses a desire for a reset
in the reading wars. The contention is that phonics is in fact covered within a
balanced system, but those of us who have worked in a Balanced Literacy
district using Balanced Literacy materials know that while phonics might be a
feature, it is seldom taught systematically as a dedicated part of reading
instruction. Instead, it is covered randomly, which is why critics refer to it
as </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://fivefromfive.com.au/approaches-to-phonics-instruction/#:~:text=Implicit%20or%20incidental%20phonics%2C%20also,is%20not%20systematic%20or%20explicit."><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">‘incidental
phonics’</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Balanced Literacy
advocates often cite the ostensible failure of the phonics-filled </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://www.readingrockets.org/article/reading-first"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">Reading
First</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> program following
the </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://www.nichd.nih.gov/publications/pubs/nrp/smallbook"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">National
Reading Panel Report</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> from 2000 but neglect an important truth: You cannot declare defeat
unless a program is actually used, preferably to fidelity. The decodable books
that I currently send home for my intervention students to read are 20 years
old, purchased as part of Reading First--<i>and yet still in mint condition</i>. </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><b><i><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Trust: Knowing which
reading experts to follow </span></i></b><i><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> </span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">For me, trust comes
from gleaning where experts intersect with each other and how their
recommendations in turn intersect with my classroom experience. I was fortunate
to have stumbled upon the science of reading nearly two decades ago through the
books by cognitive psychologist </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://en.wikipedia.org/wiki/Diane_McGuinness"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">Diane McGuinness</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">. She was right, for example, that the
notion of an 'r-controlled vowel' is a phonics fabrication, as made-up as
three-cueing because the vowels in 'for,' 'far,' and 'fir' are not uniformly
‘controlled’. But she was wrong about dyslexia, so I've looked to </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://www.gaablab.com/"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">Nadine
Gaab</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> for guidance in that
area. Similarly, </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="http://www.shanahanonliteracy.com/"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">Timothy Shanahan</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">, </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://seidenbergreading.net/"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">Mark
Seidenberg</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">, and </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="http://www.danielwillingham.com/"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">Daniel Willingham</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> have helped me contextualize the
oft-cited </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://medium.com/human-restoration-project/that-baseball-study-cant-tell-you-how-to-teach-9ee2d6cedb08#:~:text=The%20baseball%20study%20is%20a,%2Dstructured%20teacher%2Dled%20classrooms."><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">baseball
study</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> and have illuminated
both the promise and limitations of promoting the background knowledge that </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><a href="https://hechingerreport.org/opinion-why-problems-with-literacy-instruction-go-beyond-phonics/"><span style="color: #1155cc; font-family: "Arial",sans-serif; font-size: 11.0pt;">Natalie
Wexler</span></a></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> ardently advocates.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Ideally, we would
have knowledgeable district leaders vetting practices and programs for
time-strapped teachers who are changing the tire while driving the car. But
this is not commonplace, so diligent journalists have filled the void. Emily
Hanford has investigated a truth that is part of settled science: how readers
do not use multiple cueing systems for word identification (though they do use
them for word <i>confirmation</i>). Over four years, she has brought us tidings
of comfort and joy. We should gratefully take comfort in the fruits of her
labor and in another truth as well: knowing that the joy of teaching and
learning comes through the “thrill of skill”, as Anita Archer reminds us, which
is essential if teachers want to get reading right.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Picture this joyful
scene: children beaming with pride as they crack the alphabetic code. It’s the
delivery of the lesson that can and must be joyful--not the dilution,
misdirection, or downright deceit conjured up through good intentions that have
led to bad outcomes. Ignorance is not bliss; it hurts children.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: left;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">We need the truth. No
more making it up. No more stories.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: justify;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">(C) 2023 Harriett
Janetos</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: justify;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Reading Specialist</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p></p>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com5tag:blogger.com,1999:blog-673598978629390697.post-5959119763250139252023-01-07T14:08:00.004+11:002023-01-08T09:29:11.855+11:00Closed doors or corridors of power? How effective phonics instruction provides access to meaning<p><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal">In recent times, social commentator and writer Jane Caro has weighed in
again on Twitter about reading instruction. This provides an opportunity to address a common misconception illustrated by one
of her most recent (Jan 6, 2023) tweets, as it offers a valuable teachable moment for those
keen to understand the role of high-quality phonics instruction for beginning
readers:</p><p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpdtI8iGK71v7lCUaKf9xmhlBjHKsRx14q53FkcTQUt9O856LqJ7aotg8hmMCF9tXwF1avUl6dfT5EDN8GLQoGi9tB_ozMdhp_PBsQBLGYimqHOx2e5WSCfA2xv8uWCU70s3DOzhOOrK6Xa9pRHXFNJ1AzbOxIkR6O2745I83KS__bDRJYiLMD-f2D/s602/Jane%20Caro%20tweet%20Jan%207.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="278" data-original-width="602" height="185" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpdtI8iGK71v7lCUaKf9xmhlBjHKsRx14q53FkcTQUt9O856LqJ7aotg8hmMCF9tXwF1avUl6dfT5EDN8GLQoGi9tB_ozMdhp_PBsQBLGYimqHOx2e5WSCfA2xv8uWCU70s3DOzhOOrK6Xa9pRHXFNJ1AzbOxIkR6O2745I83KS__bDRJYiLMD-f2D/w400-h185/Jane%20Caro%20tweet%20Jan%207.png" width="400" /></a></div><p></p><p></p><p class="MsoNormal"><!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="35" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="1" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
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<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
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<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
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<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="21" QFormat="true"
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<w:LsdException Locked="false" Priority="31" QFormat="true"
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<w:LsdException Locked="false" Priority="32" QFormat="true"
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<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
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<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
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</p><p class="MsoNormal">Jane’s reference to the “obsession with phonics” is
unfortunate in my opinion, but seems representative of a tone she adopts when engaging on Twitter with
teachers and other professionals who advocate for explicit and systematic
teaching of how the English writing system works. It seems that if people
advocate consistently and from a position of evidence and experience, they are “obsessed”,
but I have not seen Jane using such language in relation to advocates for more
equitable school funding or for climate change action. This is important,
because it reflects an underlying cognitive bias that may be more obvious to
others than it is to Jane herself. </p>
<p class="MsoNormal">Jane is impressed that her grandson
is “sounding out words he did not know”. Wow indeed! That means her grandson
has been taught the <b>transferable skill of decoding </b>– of lifting a previously
unseen word off the page – and importantly “words he did not know”. This could
either mean he had not seen them written down before, did not have them in his
oral language vocabulary, or perhaps both – Jane did not specify and that’s
fine, tweets have limited character lengths.</p>
<p class="MsoNormal">We can turn to two well-established theoretical frameworks and
one more recent publication here to understand what is going on for Jane’s
grandson, and for ten of thousands of other beginning readers.</p>
<p class="MsoNormal">The <span style="color: #2b00fe;"><b><a href="https://www.readingrockets.org/article/simple-view-reading">Simple View
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</p><p align="center" class="MsoNormal" style="text-align: center;"><span style="font-size: 16pt; line-height: 107%;">RC = D x LC</span></p>
<p class="MsoNormal">Because the operator in this formula is a multiplication
sign, we are reminded that if the value on either side is zero, then the
product will be zero. So, if Jane’s grandson had strong oral language skills
but no decoding skills for those unfamiliar words, his reading comprehension
score would be at or close to zero. (Children sometimes recognise a few key
words from environmental print exposure in the pre-school years but cannot
necessarily decode them if they see them in isolation or in a another context).</p>
<p class="MsoNormal"><b>Let’s try inserting some numbers into the formula to make this clearer.</b>
Imagine we assessed a 6-year old’s decoding skills and her oral language skills,
and the scores were as follows: decoding: 4/10; language comprehension: 10/10.
This gives our 6-year-old an overall reading score of 40/100 which I think most
would agree is not sufficient for reading to be a motivating, let alone a
meaning-based activity. The same outcome would occur, <i>but for different
reasons, </i>if the scores were inverted; we would have a child who could get
text off the page but lacked the oral language skills to make sense of what has
been decoded. This is a less common phenomenon for beginning readers, but is how I function several
decades on after learning French at school. I can still decode words written in
French because I remember most of what I learnt about how the French writing
system works, but I have forgotten much of my vocabulary and grammar, so it is much
harder for me to extract meaning from the text. <br /></p>
<p class="MsoNormal">So beginning readers need to develop skills on both sides of
the Simple View of Reading formula, and they need to (i) understand that
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of how speech and print map to each other in their longterm memories, and (iv)
be able to make sense of what they are reading by drawing on prior knowledge
and oral language skills (which, by the way, have a giant head-start on
reading, as these have been developing since birth, because they are <b>biologically
primary skills</b>). Reading is a <b>biologically secondary skill </b>and so
requires formal instruction, in the same way that learning algebra and learning
to play a musical instrument do. I’ll unpack these terms further below.</p><p class="MsoNormal"></p><p></p><p class="MsoNormal"><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal">A second well-established framework that helps us here is
the <b><a href="https://books.google.com/books?hl=en&lr=&id=d0AnI2q6jt8C&oi=fnd&pg=PA23&ots=SprxstB-kx&sig=z8hoF0asIvSv2UFFsb7sxdzeMwY">Scarborough
Reading Rope</a></b>. This info-graphic teases out the elements of the Simple
View of Reading in more detail, so teachers, parents, and other professionals
can focus on the sub-skills that need to be developed over time (Scarborough herself later commented that the graphic should have had a right-pointing arrow underneath it, representing time). </p><p class="MsoNormal">The Reading Rope shows
us that Jane’s grandson was demonstrating emergent skills in the lower half of
the rope – those skills that are biologically secondary or unnatural. As
readers who are familiar with the Reading Rope will know, these skills are not
well-integrated with the upper half of the rope for being readers; we need to isolate and teach these skills so
that over time, they become more automatic and require less conscious effort.
Conscious effort taxes working memory and creates <b><a href="https://education.nsw.gov.au/about-us/educational-data/cese/publications/literature-reviews/cognitive-load-theory">cognitive
load</a></b>. It is completely understandable, therefore, that in the early
stages of learning to read, children read in a way that is slow and faltering,
with visible effort going into getting the words off the page. Systematic and
explicit teaching of how the writing code works focuses on automaticity so that
children’s cognitive capacity can be directed as soon as possible to the meaning of the text. </p><p class="MsoNormal"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyB1Yy-E48ra3uRO13BZuf_b3-m2Pm_pB48uFVRtP66Nc8AXhYOntaar00HrAoganN-69niolptfCPXZwMvdVYvz3ucG-TIWHMiJ6QKfPqNBIyGv0wgzisH2x_Smzm87x4rNTog8EGpKhXwMcMGTHMp2rQsrw6UPFwPANtTTbh0_qBhcLdBe1_dhRK/s602/Scarborough%20Reading%20Rope.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="451" data-original-width="602" height="479" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyB1Yy-E48ra3uRO13BZuf_b3-m2Pm_pB48uFVRtP66Nc8AXhYOntaar00HrAoganN-69niolptfCPXZwMvdVYvz3ucG-TIWHMiJ6QKfPqNBIyGv0wgzisH2x_Smzm87x4rNTog8EGpKhXwMcMGTHMp2rQsrw6UPFwPANtTTbh0_qBhcLdBe1_dhRK/w640-h479/Scarborough%20Reading%20Rope.jpg" width="640" /></a></div><!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
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<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
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<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
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<w:LsdException Locked="false" Priority="30" QFormat="true"
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
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<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
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<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="52"
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Name="List Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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</w:LatentStyles>
</xml><![endif]--><!--[if gte mso 10]>
<style>
/* Style Definitions */
table.MsoNormalTable
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mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-parent:"";
mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
mso-para-margin-top:0cm;
mso-para-margin-right:0cm;
mso-para-margin-bottom:8.0pt;
mso-para-margin-left:0cm;
line-height:107%;
mso-pagination:widow-orphan;
font-size:11.0pt;
font-family:"Calibri",sans-serif;
mso-ascii-font-family:Calibri;
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<![endif]--><p class="MsoNormal">If we assume we are talking about a typically-developing 6-year-old
then his oral language skills allow him to formulate and understand complex
messages as a result of biologically primary (natural) skills that have been
developing since birth, as represented in the top half of the rope. Let’s take
these terms biologically primary and biologically secondary and consider them
separately.</p>
<p class="MsoNormal">When we say (<b><a href="https://learningspy.co.uk/psychology/can-learn-evolutionary-psychology/">a
la David Geary</a></b>) that a skill is <b>biologically primary</b>, we mean
that at a population level, it is going to emerge as a result of human
evolution and typical experience. So here we are thinking of skills such as
oral language, walking, turn-taking, and recognition of facial expressions. <b>Biologically
secondary</b> skills are those that our brains have not evolved to sort out of
their own accord but can be taught to do. Here we are dealing with skills that
have social, cultural and academic capital, such as learning a musical instrument
and playing chess, but are not going to be seamlessly learnt in the absence of
formal instruction; instruction that in some cases needs to occur over many
years, which is part of the reason that formal schooling begins around age 5
and continues to around age 17. </p>
<p class="MsoNormal">Finally, we can look to the 2021 publication by Nancy Lewis
Hennessy, <b><a href="https://products.brookespublishing.com/The-Reading-Comprehension-Blueprint-P1197.aspx">The
reading comprehension blueprint</a>. </b>In this text, Hennessy addresses the
fact that <b>comprehension is a process</b>, not a unitary event. She uses the
analogy of a factory assembly line to remind us of the individual components (<b>word identification, knowing word meanings, sentence-level comprehension, text-level comprehension, and background knowledge</b>) that must be
in place for reading comprehension to occur, particularly once text complexity
increases from the middle years of primary school onwards. Addressing decoding/word identification is a <b>necessary but not sufficient</b> part of ensuring that reading comprehension occurs. <br /></p><p class="MsoNormal">You can see below,
an info-graphic that I have created to represent Hennessy’s analogy. What we
can see in relation to Jane’s grandson is that he has made promising progress
on the biologically secondary skill of decoding the text (hat-tip to him and
his teachers), but some of the words he is reading may be beyond his oral
language vocabulary (Jane hinted at this in her tweet), and/or he may not have
the background knowledge to make sense of the messages that people write on
cards that they send with parcels (and at age 6 we would not assume such life experience). </p>
<p></p><p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjngu7WYYtQCbCYV_RxvPQammhZIRG_M_wN4HQSxSS8MnLEYY5XMb440qV7mX3vA2ZnkCPnrHZLU2uCg353Rh2VOIAoyfZAnFY7Myta_XYFvPfqQDVmJ2FeYOO3dByYJuSsAG84gKICazXazsR2f8vf5QIwisfk9U4NDlqiomvJTHIDCaJ2r0YnH8HC/s988/Hennessy%20Reading%20comprehension%20assembly%20line.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="562" data-original-width="988" height="364" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjngu7WYYtQCbCYV_RxvPQammhZIRG_M_wN4HQSxSS8MnLEYY5XMb440qV7mX3vA2ZnkCPnrHZLU2uCg353Rh2VOIAoyfZAnFY7Myta_XYFvPfqQDVmJ2FeYOO3dByYJuSsAG84gKICazXazsR2f8vf5QIwisfk9U4NDlqiomvJTHIDCaJ2r0YnH8HC/w640-h364/Hennessy%20Reading%20comprehension%20assembly%20line.jpg" width="640" /></a></div><br /><p></p><p>
</p><p class="MsoNormal">When people seek to <b>diminish the role of effective phonics
instruction</b>, they (unwittingly perhaps) sweep aside the <b>richness and importance
of what is happening below the level of the written word in English</b>. Word parts
in English encode both meaning (via morphemes) and sound (via phonemes) and
teachers who adopt a structured, explicit approach to reading instruction (as
opposed to using so-called “balanced literacy” – <a href="http://www.onlinedigeditions.com/publication/?i=655062&article_id=3634779&view=articleBrowser&ver=html5">see
here for more detail about this distinction)</a> introduce these elements with
a scope and sequence to support the learning and academic success of all
students. High-quality phonics instruction then, provides a gateway to meaning and
turns closed doors into corridors of power (to channel my almost namesake, C.P.
Snow). </p>
<p class="MsoNormal"><b>So, what’s the bottom line here?</b> Once again, it is simply
that reading is a complex, biologically secondary skill that draws on a range of equally complex sub-skills.
Some of these sub-skills are biologically primary (like the development of oral
language) and others are not (like learning to master the writing code that a
child must operate in). I should stress that while oral language skills are biologically
primary, they are not “set and forget”, and much focus is required in the
school years on the ongoing development of vocabulary, and mastery of syntactic conventions
as ways of representing meaning. </p>
<p class="MsoNormal">Let’s celebrate the visible wins of our 6-year-olds as they
embark on one of the most important, life-changing, and often challenging
journeys of their lives: becoming a proficient reader. In so doing, we need to
remember that <b>the road from novice to expert is a long, winding one</b>, just as it
is when a child is learning a musical instrument, or later on when they are
learning to drive. </p>
<p class="MsoNormal"><b>We don’t expect overnight proficiency in other complex life
skills, so why would we treat reading any differently? </b></p>
<p class="MsoNormal">Personal experience is a powerful, but not always reliable
influence on how we think about complex topics like reading proficiency. I also
have a grandson who has just completed Grade 1, and I engage with his reading (and other) progress
with much interest, both as a grandmother and as a reading researcher. However, I
do not base my publicly-facing comments about reading instruction on one-off
observations of his reading performance. That’s probably a good thing. <span style="mso-spacerun: yes;"> </span></p><p class="MsoNormal"><span style="mso-spacerun: yes;">(C) Pamela Snow (2023) <br /></span></p>
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</p>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com6tag:blogger.com,1999:blog-673598978629390697.post-57448156114731154922022-11-12T22:04:00.063+11:002023-08-09T11:44:14.866+10:00Balanced Literacy Bingo<p align="center" class="MsoNormal" style="text-align: center;"> <span style="font-size: 18pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Aka <i>One Size Fits Some</i></span></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">I did a media interview on <a href="https://www.abc.net.au/radionational/programs/lifematters/are-children-being-given-best-shot-at-learning-to-read/101635040">ABC
Radio National’s Life Matters</a> this week, alongside <a href="https://www.westernsydney.edu.au/staff_profiles/uws_profiles/doctor_katina_zammit">an
education academic</a> who is a balanced literacy advocate, and also Sue Knight, a Victorian school principal whose school has adopted a structured and explicit approach to literacy instruction, after years of using balanced literacy, like so many other schools. Many of the familiar
arguments in favour of a status quo that disregards teacher knowledge and leaves
too many children excluded from reading proficiency had an outing in this conversation, so I thought
I would provide a handy <b>Bingo Card</b> that readers and listeners can use next time
there’s such a media interview. </span></p><p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">A number of the arguments appear more than once below,
because of their urban legend status. I’ve responded to them all under the Bingo Card. </span></p><p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Please adjust your clocks to 1985 and pretend that the last three decades of cognitive psychology research did not happen. That seems to be how things roll in many education faculties. </span></p>
<p align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-size: 12pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Ready? Let’s play! <br /></span></b></p><div class="separator" style="clear: both; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj10vo2mn2KGYH6BJmDyMyssKxOmcGbtsZuqvq97aPDt8yWulV8dpBQ8dCZUh-SSFK8Y3G1zFP7-JRgOIExR-OmRnfeik1mt4QZpQNmGtMn5z2-c3rkq1lNuR1ldzQ_rh_YM48JD27NC_YpS2N7gNS6aDy28SmmyYUrwlsljn-3MBvEjRqe9EBsTWA0/s424/Bingo%20buttons.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="107" data-original-width="424" height="81" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj10vo2mn2KGYH6BJmDyMyssKxOmcGbtsZuqvq97aPDt8yWulV8dpBQ8dCZUh-SSFK8Y3G1zFP7-JRgOIExR-OmRnfeik1mt4QZpQNmGtMn5z2-c3rkq1lNuR1ldzQ_rh_YM48JD27NC_YpS2N7gNS6aDy28SmmyYUrwlsljn-3MBvEjRqe9EBsTWA0/s320/Bingo%20buttons.PNG" width="320" /></a></b></div><b><br /></b><p></p>
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<td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>One
size doesn't fit all<sup>1</sup></b></p>
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<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
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children learn differently<sup>2</sup></b></p>
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<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Decodable
texts contain made-up words<sup>3</sup></b></p>
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<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
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should be taught in context<sup>4</sup></b></p>
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<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>English
is too irregular for phonics teaching<sup>5</sup></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Decodable
texts are not real books<sup>6</sup></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Explicit
teaching kills the love of reading<sup>7</sup></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>One
size doesn't fit all</b></p>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Teachers
should choose what they think is best<sup>8</sup></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Decoding
should be taught in context</b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Parents
need to read to their children more<sup>9</sup></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Decodable
texts contain made-up words</b></p>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>All
children learn differently</b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Children
should use all available cues to get words off the page<sup>10</sup></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #c00000;">Add your special favourite here for bonus points</span></b></p><p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #c00000;">⭐</span></b></p>
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b style="mso-bidi-font-weight: normal;"><span style="mso-no-proof: yes;"><br /></span><span style="mso-bidi-font-weight: bold;"></span></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>English
is too irregular for phonics teaching</b></p>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Decoding
should be taught in context</b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>One
size doesn't fit all</b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>English
is too irregular for phonics teaching</b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Teachers
should choose what they think is best</b></p>
</td>
</tr>
<tr style="mso-yfti-irow: 5;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Teachers
should choose what they think is best</b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Immersing
children in beautiful literature is what teaches them to read<sup>11</sup></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Parents
need to read to their children more</b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>One
size doesn't fit all</b></p>
</td>
</tr>
<tr style="mso-yfti-irow: 6; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Phonics
teaching is boring for teachers<sup>12</sup></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Parents
need to read to their children more</b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>All
children learn differently</b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b>Reading
is only one form of literacy in the 21<sup>st</sup> century<sup>13</sup></b></p>
</td>
</tr>
</tbody></table>
<p class="MsoNormal"><b><u><span style="color: #38761d;"> New items contributed via social media (updated November 20)</span><br /></u></b></p><p class="MsoNormal"><!--[if gte mso 9]><xml>
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Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
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</p><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #548235; font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #548235; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 191;">Systematic
phonics teaching is just for Tier 2 teaching<sup>14</sup></span></b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #548235; font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #548235; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 191;">Phonics is
boring for children who can already read<sup>15</sup></span></b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #548235; font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #548235; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 191;">Explicit
phonics teaching is only for children from low-SES backgrounds<sup>16</sup></span></b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #548235; font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #548235; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 191;">Explicit
phonics teaching is all about commercial programs<sup>17</sup></span></b></p>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #548235; font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #548235; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 191;">The goal of balanced
literacy is for children to love reading<sup>18</sup></span></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom-width: 1pt; border-bottom: solid windowtext 1.0pt; border-left: none; border-right-color: windowtext; border-right-width: 1pt; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #548235; font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #548235; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 191;">Give them
time, they’ll catch on / catch up<sup>19</sup></span></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom-width: 1pt; border-bottom: solid windowtext 1.0pt; border-left: none; border-right-color: windowtext; border-right-width: 1pt; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #548235; font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #548235; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 191;">His / her
comprehension is great, and that’s all that matters<sup>20</sup></span></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom-width: 1pt; border-bottom: solid windowtext 1.0pt; border-left: none; border-right-color: windowtext; border-right-width: 1pt; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #548235; font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #548235; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 191;">Students these
days can use spell-check / speech-to-text software<sup>21</sup></span></b></p>
</td>
</tr>
<tr style="mso-yfti-irow: 2; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #548235; font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #548235; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 191;">All books are
decodable<sup>22</sup></span></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom-width: 1pt; border-bottom: solid windowtext 1.0pt; border-left: none; border-right-color: windowtext; border-right-width: 1pt; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #548235; font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #548235; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 191;">The science of
reading is just for new teachers who don’t yet know how to teach reading<sup>23</sup></span></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom-width: 1pt; border-bottom: solid windowtext 1.0pt; border-left: none; border-right-color: windowtext; border-right-width: 1pt; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #548235; font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #548235; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 191;">Systematic
phonics teaching produces children who bark at print<sup>24</sup></span></b></p>
</td>
<td style="border-bottom-color: windowtext; border-bottom-width: 1pt; border-bottom: solid windowtext 1.0pt; border-left: none; border-right-color: windowtext; border-right-width: 1pt; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 112.7pt;" valign="top" width="150">
<p align="center" class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm; text-align: center;"><b><span style="color: #548235; font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #548235; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent6; mso-themecolor: accent6; mso-themeshade: 191;">Balanced
literacy is all about a repertoire of practices<sup>25</sup></span></b></p>
</td>
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<p></p><p class="MsoNormal"><b>Response Key</b></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;"> </span></span></span></b><b>One size doesn't fit all. </b>This is a
straw man because no proponent of explicit literacy teaching has said that one size fits all.
Ever. Ironically, however, the general principles of how humans learn do apply
to the vast majority of children, albeit with appropriate classroom adaptations to allow adequate
opportunities for rehearsal, mastery, and consolidation. </p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span></b><b>All children learn differently.</b> Do
they? Really? All children have different DNA and are influenced by different
biopsychosocial factors in their lives, yes. But if all children learned
differently, the work of teachers would be impossible. There are many more
similarities than differences in how children learn, hence the phenomenon of
pattern-recognition for teachers. Children need complex tasks broken down into
simple elements, opportunities for scaffolded practice, repetition, praise for
accomplishment, corrective feedback on errors and opportunities to tackle tasks
that are increasingly complex, while still achievable. </p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span></b><b>Decodable texts contain made-up words. </b>No,
they don’t. Ironically (again), it’s beautiful, so-called “authentic” texts
that contain made-up words. Think of popular books by JK Rowling, Julia Donaldson,
Dr Seuss, Lewis Carroll and so on. As I’ve noted previously, <a href="http://pamelasnow.blogspot.com/2022/10/once-more-for-people-at-back.html">the
distinction between so-called “real” and “pseudo-words” is much more slippery
than many might think</a>. Don’t play this card if you’re arguing against the
use of decodable (phonically controlled) texts. It’s the Joker. </p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span></b><b>Decoding should be taught in context.</b>
I’m not aware of any actual evidence to support this claim, but I understand
where it comes from: the whole-language-inspired idea that reading is as
natural for children as acquiring oral language, and because oral language is
all about meaning, we should start with meaning when we teach children how to
read. The logic flaw here is the overlooking of the fact that reading relies on
an arbitrary code; that written text is a way of representing language in
another modality. There’s actually nothing natural about learning this at all.
If it was natural, why do we send children to school to learn it? Further, why
are there so many illiterate and semi-literate adults in the world <i>who have
been to school</i>? None of this adds up.</p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">5.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span></b><b>English is too irregular for phonics
teaching. </b>Comments about the regularity or otherwise of English often
reflect a lack of understanding about how we came to have the spoken and
written language that we now call English. It’s true that English does not have
a fully transparent orthography in the same way that Italian and Spanish do,
but it is not opaque either. Its rich and varied “borrowings” of words and
their spellings from other languages mean that teaching it explicitly, from a
position of rich knowledge, empowers students to master their language and its intricacies.
Neither teachers nor students should feel that this hill is too steep, but
university pre-service teacher programs have shown an egregious <a href="https://link.springer.com/article/10.1007/s11881-015-0112-0">disregard
for this knowledge over recent decades</a> and it’s not a simple matter to back-fill
it. You can read more about this at <a href="https://pamelasnow.blogspot.com/2021/01/the-science-of-reading-and-chesterons.html">this
blogpost of mine on Chesterton’s Fence</a> and this one on <a href="https://pamelasnow.blogspot.com/2017/10/please-take-precious-knowledge.html">education
faculties putting important knowledge on the proverbial junk pile</a>. <span style="mso-spacerun: yes;"> </span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">6.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span></b><b>Decodable texts are not real books.<sup> </sup></b>I’m
not sure that we actually have an agreed definition of “real” book. Decodable
(phonically controlled) texts are designed to give students opportunities to
practise skills they are being taught in the classroom. They promote
automaticity and fluency, both of which are important precursors to reading
comprehension (the widely agreed ultimate purpose of reading). They are no more or
less “real” than the predictable, levelled readers that encourage “recitation”
rather than reading, and shamelessly divert students’ gaze away from text to
pictures, so that they can draw down on an already-developed skill-set (oral
language) to make the adults feel falsely reassured that they are reading
without having to be taught. The jig is up on this ruse by Grade 3, however,
when the <a href="https://www.aft.org/periodical/american-educator/spring-2003/classic-study-poor-childrens-fourth-grade-slump">famous
slump described by Jeanne Chall</a> rears its ugly head. Then the sickening reality
that many apparently fluent readers cannot decode unfamiliar words dawns and we
have a child who will variously be described as dyslexic, lazy, a late
developer, or “just one of those kids who won’t be a strong reader”. </p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">7.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span></b><b>Explicit teaching kills the love of
reading. </b>What kills the love of reading is not being able to read. Motivation
is an important part of all learning, as is seeing the reason for a new skill.
Children who are not proficient readers are understandably not motivated to
read. Explicit teaching builds skills, and skills build competence and
confidence. Explicit teaching should be based on a scope and sequence, be fast-paced,
highly inclusive, interactive, and attentive to the progress of the learners. You
can learn more about explicit instruction <a href="https://explicitinstruction.org/">at this link</a>.</p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">8.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span></b><b>Teachers should choose what they think is
best. </b>This line of thinking comes directly from the work of the late
<a href="https://www.tandfonline.com/doi/full/10.3109/17549507.2015.1112837">Kenneth Goodman, whose legacy, in my view, did a great deal of harm </a>to teacher professionalism,
as well as eroding the literacy and life chances of more than a generation of
children. Ironically (yet again), pre-service education in recent decades has
not equipped teachers with knowledge about reading science, the contested
nature of reading instruction, the fact that three national
inquiries into reading instruction have occurred since 2000, how to critically appraise research literature, nor even the
fact that reading <i>can</i> be taught explicitly with a scope and sequence. I’ve
lost count of the number of teachers who have told me they did not hear the
word “phoneme” once at university, let alone grapheme, morpheme, digraph, schwa
vowel and so on. So, in reality, what balanced literacy advocates mean when
they say “teachers should use a range of approaches of their choosing” is that
they should be picking and choosing from the eclectic grab-bag of approaches
that loosely connect under the “balanced literacy” banner, and that is all. I
have previously described balanced literacy as <a href="https://pamelasnow.blogspot.com/2017/05/balanced-literacy-instructional.html">being
neither fish nor fowl</a>. I have also <a href="http://www.onlinedigeditions.com/publication/?i=655062&article_id=3634779&view=articleBrowser&ver=html5">contrasted
balanced literacy with structured literacy instruction</a>. </p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">9.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span></b><b>Parents need to read to their children
more. </b>Of all the pernicious, disingenuous and gaslighting insults that can
be thrown at the parents of children who struggle with reading, this one occupies
two special positions: it rolls off the tongues of education academics and <a href="https://pamelasnow.blogspot.com/2018/11/dear-mem-professor-anne-castles-letter.html">some
children’s authors</a> way too easily. It is also an inexcusable dereliction of
the duty that schools owe to children, as a basic article of faith. Of course, it’s
desirable that parents (and other capable readers such as grandparents,
pre-school and school teachers, older siblings, childcare staff) read to children, to
build their enjoyment of reading as a purposeful activity, as well as building
their oral language vocabularies, their exposure to long, complex sentences,
and their background knowledge. But reading to children does not turn them into
readers any more than playing piano sonatas to them turns them into pianists. We also need to remember that for a range of sometimes complex and not always visible reasons, not all parents are equally well-positioned to support their children's early literacy development. It's the job of schools, not parents, to teach children how to read. <br /></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">10.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;"> </span></span></span></b><b>Children should use all available cues to
get words off the page. </b>Again, this is whole language – balanced literacy
fuzzy logic about what the novice reader is actually needing to learn when they
are transitioning from spoken to written language. Reliance on “a range of cues”
(syntactic structure, pictures) diverts the child’s attention away from the
very skills that they need to be learning in order to understand how speech and
print map to each other. The now famous <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwjctJDez6f7AhXNwnMBHRATAeQQwqsBegQIChAB&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DLxx7hs0qdKQ&usg=AOvVaw0tVcnsfZ1lIIZbHOfUaREa">“purple
challenge” video</a> shows conclusively what happens when children are being
taught using predictable texts and so-called “three cueing”. It is excruciating
and revealing in equal measure; do watch it if you have not done so already. Context
is for deriving meaning; decoding is for getting the words off the page. Beginning
readers need to put more mental effort into the latter, but then the distribution
of effort shifts to the former. Teaching during a literacy block should
therefore strategically build skills on both sides of the <a href="https://www.readingrockets.org/article/simple-view-reading">Simple View
of Reading</a> ledger. <a href="https://dyslexiaida.org/scarboroughs-reading-rope-a-groundbreaking-infographic/">Scarborough’s
Reading Rope</a> is also a helpful conceptual guide here. </p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">11.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;"> </span></span></span></b><b>Immersing children in beautiful
literature is what teaches them to read. </b>This is closely related to trope
no. 9 above. Immersion in beautiful literature helps to build an understanding
of the purpose of reading and helps to carry children away in their
imaginations to other times and places. It does not, however, teach them to
read. Again, why are we sending children to school? To learn biologically
secondary skills that are not just “picked up” as a result of immersion in daily
experiences. Those daily experiences are helpful and create opportunities to
experience environmental print, to develop print concepts, and to see a purpose
in reading. These are not the same, however, as being taught to read and we
need to stop conflating them. Children’s authors write books to entertain, enthrall
and engage children. Re-purposing them as instructional texts is an
ill-informed folly. </p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">12.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;"> </span></span></span></b><b>Phonics teaching is boring for teachers. </b>There
are many things that responsible, caring adults do for and in the interests of
children, and not all of them are spellbinding, but then it’s not always about
the adults, is it? That said, in every classroom I’ve visited in which literacy
is being taught in a structured explicit way by a knowledgeable teacher (and
there are many), the teacher has been far from bored. Better descriptors that
come to mind include focused, engaged, energised, and enthusiastic. The evident
delight that teachers experience when their students are rapidly mastering
their writing system is inspiring and gratifying. It also happens to be good
for teacher morale and in the current climate of workforce challenges, we need
all of that commodity that we can get. </p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><b><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">13.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;"> </span></span></span></b><b>Reading is only one form of literacy in
the 21<sup>st</sup> century. </b>Gag me with a spoon. It doesn't matter how
much the new-age language police try to twist and contort literacy into
something that has little or nothing to do with written text, the point remains
that it has everything to do with written text. This is one of those glib dismissals
issued by people who themselves have the privilege of strong literacy skills,
as a vague [wave hands in circular motion here] reference to digital something
or others. Don’t fall for it. Literacy matters more than ever in a world in
which artificial intelligence is replacing unskilled jobs. The 2018 <a href="https://www.oecd.org/pisa/">PISA</a> results, based on the assessment of
14,000 Australian 15-year-olds, indicated that almost 20 per cent were
illiterate and approximately 40 per cent were unable to read at a “proficient
standard”. I wonder where this growing cohort will find jobs and ways to be part
of the social and economic mainstream across their lifespans? I do not expect that the 2022 data will
give cause for optimism, but Covid-19 will no doubt be scape-goated here, the
clear pre-existing trend notwithstanding. </p><p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 42.55pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 42.55pt; text-indent: -21.25pt;"> <span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">14. <b>Systematic phonics
teaching is just for Tier 2 teaching. </b>This assertion betrays a fundamental
lack of understanding of <a href="https://inclusiveschoolcommunities.org.au/resources/toolkit/response-intervention-model-change-build-teacher-capacity">Response
to Intervention</a>, which is concerned with preventing reading difficulties,
using high-impact explicit teaching, accompanied by careful
progress-monitoring, using validated tools that allow analysis of reading
subskills on both sides of <a href="https://dyslexiaida.org/scarboroughs-reading-rope-a-groundbreaking-infographic/">Scarborough’s
Reading Rope</a>. <span style="mso-spacerun: yes;"> </span>Children whose
progress is slow and are identified for Tier 2 services are provided with an increased
dose of Tier 1 instruction (which is, in itself, a form of intervention). Increased
dose means greater frequency, intensity and duration. Pulling children who are
weak readers out of Tier 1 balanced literacy instruction to provide a different
form of instruction at Tier 2, and then returning them to their balanced
literacy classroom is simply creating a perplexing layer of additional evidence
to such children that reading is an opaque and insurmountably complex task. </span></p><p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 42.55pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 42.55pt; text-indent: -21.25pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">15. <b>Phonics is boring
for children who can already read</b>. There’s no need to re-teach things to
children who have already mastered them, provided that we accurately establish
that mastery and do not base our assessment of mastery on the halo-effect of
reading predictable texts, strongly scaffolded by said predictability and
picture cues. Teachers should use valid and reliable assessment tools to
determine each child’s level of skill. If there are children who are reliably
determined to have mastered the code with minimal instruction, the first thing
I would say is that they are the exception and not the norm, as represented by <a href="https://www.nancyyoung.ca/">Nancy Young’s Ladder of Reading and Writing</a>.
<span style="mso-spacerun: yes;"> </span>Let’s not forget too, that explicit
structured literacy instruction is as much about <b>spelling achievement as it
is about reading</b>. Spelling is a <i>retrieval </i>task, rather than a <i>recognition</i>
task, so is inherently more complex to master, and just like reading
achievement, is best not left to chance. Unfortunately, it is an area in which
many teachers lack confidence because of gaps in their own whole language
education and in their initial teacher education. </span></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 42.55pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 42.55pt; text-indent: -21.25pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">16.<span style="mso-spacerun: yes;"> </span><b>Explicit phonics teaching is only for
children from low-SES backgrounds.</b> This is a manifestation of the “<a href="https://en.wiktionary.org/wiki/soft_bigotry_of_low_expectations">soft
bigotry of low expectations</a>” and the idea that there’s one group of children
who we can expect to be “natural readers” because they come from the “right”
kinds of homes, in which their parents read to them from birth and in so doing
(so the story goes), taught them how to read (see meme 9 above). When balanced
literacy apologists play this card, they betray their underlying assumption
that reading should not need to be taught at all, and it is a tedious
imposition on teachers to have to teach explicitly – a task for which they were
almost certainly not prepared at university anyway. </span></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 42.55pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 42.55pt; text-indent: -21.25pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">17.<span style="mso-spacerun: yes;"> </span><b>Explicit phonics teaching is all about commercial
programs. </b>If you want to know about the role of commercial programs in
reading instruction, have a listen to Emily Hanford’s recent “<a href="https://features.apmreports.org/sold-a-story/">Sold a Story</a>” podcast.
Education is big business, and yes, there are commercial programs to support
the early explicit teaching of phonics with a scope and sequence. It’s hard,
however, to think of anything that compares with the scale and profit margins
associated with balanced literacy-derived sets of leveled texts and associated
intervention programs. I have been in plenty of classrooms, on the other hand,
where the financial investment has primarily been into teacher knowledge, rather
than outsourcing the thinking to an inanimate leveled set of predictable
texts. In such classrooms, instruction can be low-tech and high-quality,
augmented by the use of decodable (phonically-controlled) texts to support
early consolidation of new skills. No, these are not normally free, but any A-B
financial comparison will be eye-watering and aligns with the sunk-cost fallacy
that once purchased, such texts need to be used. </span></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 42.55pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 42.55pt; text-indent: -21.25pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">18.<span style="mso-spacerun: yes;"> </span><b>The goal of balanced literacy is for
children to love reading</b>. This is where we can play bingo and snap at the
same time. The goal of advocates of structured and explicit literacy teaching is
precisely the same but comes from a cognitive psychology perspective concerning
the factors that support optimal learning <i>by all children</i>, of complex
new skills. We can’t “love children to literacy” any more than we can love them
to playing the piano, riding a bike, tying their shoelaces, playing chess, or
learning algebra. See trope no. 11 above. </span></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 42.55pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 42.55pt; text-indent: -21.25pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">19. <span style="mso-spacerun: yes;"> </span><b>Give them time, they’ll catch on / catch up</b>
This is the quietly earnest but desperate prayer of the teacher who was not adequately
prepared to teach reading, to identify struggling readers, or to intervene
appropriately to ensure their success. As noted by <a href="http://pamelasnow.blogspot.com/2021/07/reading-instruction-in-early-years.html">Sue
Knight in a 2021 guest post on this blog</a>, teachers are forced to secretly cross
their fingers behind their backs when they utter these words, which they
increasingly learn to be untrue, but do not have anything meaningful to offer
struggling children, until they discover another entire world of reading
instruction in the form of the science of reading. Dr Kerry Hempenstall has
observed that <a href="https://www.tandfonline.com/doi/full/10.1080/19404158.2013.840887?casa_token=mbUfMoS3LbEAAAAA%3AXKsYnB6QqBL-nvsAi_hPKC_maRPo7GcPHjH4xhLKDOrStITG4I-uf9Ds_PNFPgFQZqpPpHV623sSYfg">it
takes four times as many resources to address reading difficulties in Year 4
than it would have taken in Year 1</a>. Balanced literacy advocates are forced to
defend and/or rationalise the indefensible when it is realised that such
intervention services are simply not available. </span></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 42.55pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 42.55pt; text-indent: -21.25pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">20.<span style="mso-spacerun: yes;"> </span><b>His / her comprehension is great, and that’s
all that matters. </b>Comprehension of unfamiliar text can only occur if
children are proficient on both sides of <a href="https://dyslexiaida.org/scarboroughs-reading-rope-a-groundbreaking-infographic/">Scarborough’s
Reading Rope</a>. Children who understand texts that are read to them are
drawing on their oral language skills and their background knowledge. Children
who understand predictable texts are doing the same. This can create a
halo-effect for unsuspecting teachers and parents, as described in my response
to trope no. 10 above. </span></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 42.55pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 42.55pt; text-indent: -21.25pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">21.<span style="mso-spacerun: yes;"> </span><b>Students these days can use spell-check /
speech-to-text software. </b>This is lazy, undisciplined thinking, and begs the
question what school is for, if most things that parents expect their children
to learn there can be outsourced to technology. Spell-checkers are not much use
if, for example, you know nothing of homophones and homographs. Speech-to-text
software is certainly indicated in the case of a relatively small proportion of
students with significant language-based writing and spelling difficulties, but
it is inequitable to deprive children of the opportunity to gain a knowledge and
understanding of their writing system, in the mistaken belief that this can simply
be by-passed by technology. </span></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 42.55pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 42.55pt; text-indent: -21.25pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">22.<span style="mso-spacerun: yes;"> </span><b>All books are decodable. </b>Well yes,
they are….for children who know how to decode, and are orthographically mapping
a large number of new words every week as a result of their experience of explicit
teaching in a systematic manner, and, to a lesser extent, incidental text
exposure by being read to by adults. As Dr Heidi Anne Mesmer explains in this <a href="https://podcasts.apple.com/it/podcast/ep-132-decodable-text-series-the-research-on-decodable-text/id1463219123?i=1000585052030">recent
Melissa and Lori Love Literacy podcast episode</a>, text decodability is not a
binary, it is dimensional. All texts might be decodable, but some more easily
than others. </span></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 42.55pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 42.55pt; text-indent: -21.25pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">23.<span style="mso-spacerun: yes;"> </span><b>The science of reading is just for new
teachers who don’t yet know how to teach reading</b>. I had not previously
heard this meme, but it was shared with me via Twitter. Ironically it contains
a grain of truth, in that the science of reading certainly <i>is</i> for newly
graduated teachers, but it is certainly not <i>only</i> for them, as indicated
by the groundswell of interest in and enthusiasm for adopting this body of knowledge
and translating it into classroom practice. See Sue Knight’s blog-post, linked
to at response no. 19 above. </span></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 42.55pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 42.55pt; text-indent: -21.25pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">24. <span style="mso-spacerun: yes;"> </span><b>Systematic phonics teaching produces
children who bark at print</b>. Systematic phonics teaching produces children
who can <i>decode</i> print, regardless of the presence of context cues. If
this is all they can do, their teaching has been deficient and is not aligned
to key frameworks such as Scarborough’s Reading Rope and the Simple View of
Reading. This is an implementation problem. </span></p>
<p class="MsoNormal" style="margin-bottom: 6.0pt; margin-left: 42.55pt; margin-right: 0cm; margin-top: 0cm; margin: 0cm 0cm 6pt 42.55pt; text-indent: -21.25pt;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-ansi-language: EN-AU; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">25.<span style="mso-spacerun: yes;"> </span><b>Balanced literacy is all about a repertoire
of practices. </b>This harks back to the idea that balanced literacy is a bit
of this and bit of that, in no particular order, and according to individual
teacher preference and taste. <a href="http://www.onlinedigeditions.com/publication/?i=655062&article_id=3634779&view=articleBrowser&ver=html5">Balanced
literacy is very different from explicit, structured literacy teaching in just
about every respect</a>, but neither side of the reading debate can claim an exclusive
stronghold on “a range of teaching practices”, and neither should they attempt
to do so. It is the way these practices are applied and their underlying rationales
that are points of difference.</span></p> <br /><p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"> * **********</p>
<p class="MsoNormal"><i><b>I wish you all the same luck in balanced literacy bingo as I
wish the children who are learning to read in balanced literacy classrooms. You won't all be winners. <br /></b></i></p>
<p class="MsoNormal">© Pamela Snow (2022)<b></b></p>
<p></p>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com21tag:blogger.com,1999:blog-673598978629390697.post-18414310834996288322022-10-08T09:38:00.038+11:002022-10-13T12:55:53.188+11:00 Once more for the people at the back<p></p><p class="MsoNormal">It’s been a busy few weeks with respect to discussion and
debate about literacy in the public domain. I have been interviewed a number of
times by print and electronic media and inevitably only segments and
sound-bites of my comments are used, so there’s not much nuance in the
discussion. </p>
<p class="MsoNormal"><u>Two key events in Victoria have been catalysts for this
media activity</u>:</p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>The announcement by the Victorian Department of
Education that a Year 1 Phonics Screening Check will be mandated in this state
as of 2023. Details of this plan are still to be announced, but I am at least
assured that it will include pseudo-words, which are essential, as I will explain
in more detail below.</p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant-caps: normal; font-weight: normal; font: 7pt "Times New Roman"; line-height: normal;">
</span></span></span>The release by the state opposition of its
literacy policy, which privileges systematic and explicit reading instruction,
accompanied by well-resourced teacher professional learning and an increase in
the speech-language pathology workforce in schools to support the development of children’s oral language skills and their reading progress. </p>
<p class="MsoNormal">My tracking<span style="color: #c00000;"> </span>of the mainstream
and social media coverage of these announcements flagged up the usual
misconceptions, deliberate or otherwise, so I thought it might be helpful to
lay some of these to rest in one place, hence this blog post. </p>
<p class="MsoNormal">As you read through these points, give some thought to <a href="https://pamelasnow.blogspot.com/2021/01/the-science-of-reading-and-chesterons.html">Chesterton’s
Fence</a>, a concept I first encountered when listening to an interview with
Stephen Fry. The Chesterton’s Fence parable reminds us that taking things away
(when we didn’t understand why they were there in the first place) is easy. Re-instating
them is infinitely more difficult. </p>
<p class="MsoNormal"> </p>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: medium none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.45pt;" valign="top" width="179">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="color: #c00000;">Myth / misconception</span></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 316.35pt;" valign="top" width="422">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="color: #c00000;">Setting the record straight</span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.45pt;" valign="top" width="179">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">The debate is
about “phonics Vs whole language”.</p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 316.35pt;" valign="top" width="422">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">I have <a href="https://pamelasnow.blogspot.com/2021/03/are-we-there-yet-long-steep-and-winding.html">blogged
about this previously</a>. In 2022, if you’re still debating this topic as
phonics Vs whole language, then you’re a few seasons behind on the storyline.
The debate now centres around the translation of cognitive psychology-informed
“learning science” into the early years reading space, plus the level of knowledge
that early years teachers have about the nature of the English writing
system.</p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">The
contemporary debate is also concerned with teachers seizing their professional
integrity from the clutches of bureaucrats, education academics and union
officials and calling time on being sold content and pedagogies that are not
fit for purpose. <span style="mso-spacerun: yes;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">The game is
up on teachers being the last to be invited to the knowledge-about-reading
party and they are fit to riot on the streets about the fact that they have
had to fight their way in. </p>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.45pt;" valign="top" width="179">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">The science
of reading is a “one size fits all” approach.</p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 316.35pt;" valign="top" width="422">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">This is one
of those hackneyed clich<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">é</span>s that immediately signals that the speaker or writer
knows nothing about the science of reading, and less about how to challenge
it. The science of reading, like the science of anything, is a body of work,
amassed over several decades through the painstaking efforts of researchers
from a range of disciplines, using a variety of methodologies. Like the
science of how to treat brain tumours, or the science of improving
electrically-powered vehicles, the science of reading lumbers along, with
different branches and facets, and different internal debates, as it should.</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>I suggest you ask those who reject the science of reading if they also reject the science of perception, the science of memory, the science of language, and the science of procedural learning. If not, why not? </b><br /></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="mso-spacerun: yes;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">If anyone can
point me to a body of scientific evidence that supports the generic, eclectic
collection of approaches that loosely bundle under the heading “balanced
literacy” I will cancel my weekend plans and read it. My weekend plans are
safe though, because such a body of evidence does not exist. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Inexplicably,
however, in 2022, balanced literacy continues to be the approach supported
and endorsed by many education jurisdictions in Australia and in other English-speaking
countries. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">I wonder how
much of this support for the balanced literacy status quo can be traced to an
embarrassed and self-conscious unwillingness to invest in teacher knowledge
and skills at the pre-service and in-service levels, so that our teaching
workforce is genuinely “classroom ready” on exit from university? <span style="mso-spacerun: yes;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">“Balanced literacy”
sounds so reassuring and complete. Its survival has been propped up by the
fact that it is seemingly “good enough” for more than 50% of students, even
if it does look the other way and shrug its shoulders at those who don’t
achieve benchmarks after three years of formal instruction. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">I wonder whether
balanced literacy proponents would be comfortable going into a class full of
fresh-faced 5-year-olds, randomly selecting 10-20% (at least) and sending a
note home as follows:</p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><i>Dear
parents</i></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><i>We use an approach to reading instruction that only works for some students. We’re
sorry to inform you that your son or daughter won’t become a proficient
reader. We imagine this is going to cause you and them considerable grief and
will cast a long, dark shadow over their futures – academically, vocationally
and for their mental health. We don’t intend to do much of any substance
about this, but now you’re aware of it, it’s basically your responsibility. </i></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">I notice some
in the academy are now arguing, disingenuously of course, some version of “balanced
literacy includes systematic phonics”. Sorry, but you can’t have it both
ways. You can’t claim that it’s better for children to learn the code via
indirect immersion in beautiful children’s literature, and then in the next
breath claim that this instruction is “systematic”. It just isn't. Teachers
know this and parents know it. In hindsight, students know it as well, but it’s
too late then. </p>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.45pt;" valign="top" width="179">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Children
should not be asked to read pseudo-words as part of a phonics screening
check. </p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 316.35pt;" valign="top" width="422">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Sigh. Put the
kettle on for this one. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Writing
systems are codes for spoken language. In English we have an imperfect code,
in the sense that it is not blessed with 100% transparency, like for example
Italian, Spanish or Finnish. This reflects the history of English and its
rich borrowings from other languages of not only vocabulary items (words) but
also their spellings. Pronunciation is a much less stable player than
spelling, and its propensity to slip-slide around (over time and across
geographic regions) can make spelling look like the culprit for the challenges
in reading and writing English, where that is not always the case. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">All of this
means that learning the code and its intricacies takes longer for children learning
to read in English and it is an even riskier endeavour when they are being
taught by <a href="https://link.springer.com/article/10.1007/s11881-015-0112-0">teachers
who themselves, have not been taught about the intricacies of their writing
system</a> (decades of whole language instruction and eroded content in initial
teacher education can take a bow here – see Chesterton’s Fence, above). </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>So – what do
pseudo-words have to do with the nature of the English writing system?</b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Pseudo-words
are words that are <a href="https://vk.com/@spyskull-phonotactics-whats-allowed-and-whats-not-in-english-sound-cl">“phonotactically
legal”</a> but are not currently regarded as “real” words. Now we need to
bear in mind here that the distinction between “real” and “not real” words in
English is much fuzzier than some might think. Is “google” a word? What about
“selfie”? “Mansplain”? Language is dynamic because it belongs to its users,
so there is not an arbitrary, black and white distinction between “word” and “non-word”. That’s one of the reasons we are not still using Samuel Johnson’s
dictionary – it does not contain the words that have come into English since
its publication. Lexicographers have the fun job of tracking changes in
language over time and ensuring that new editions of dictionaries keep up
with usage changes that have become so commonplace that they need to be recognised
in new editions of dictionaries. <span style="mso-spacerun: yes;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Further, to a young child, whose lexicon still has tens of
thousands of words to be added, a real word may be judged by them as a
non-word, simply on the basis that they have never heard it before and so
have no reference point for it.</p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">We also need
to remember that if it’s having children read the work of high-quality authors
that we’re after, they will have to be able to decode through non-words to
engage with these texts – think Lewis Carroll, JK Rowling, Dr Seuss, Julia Donaldson, Spike Milligan….the list goes on.</p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">So – when we
ask children to decode a pseudo-word, we are simply giving them an <b>opportunity
to demonstrate a transferable skill they have learnt in the classroom</b> - the
skill of decoding through an unfamiliar word and “getting it off the page”.
This is what children need to do with all unfamiliar words so that after a
few exposures, the word is “knitted in” (orthographically mapped) in their
longterm memory, and they can say it, spell it and explain at least one
meaning for it. Its identification then contributes to the overall task of
reading comprehension. <br /></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Making a fuss
about asking children to read pseudo-words is as logical as protesting about
them being asked to wash their hands before a meal. It doesn't make sense and
it’s not in the best interests of the child. </p>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.45pt;" valign="top" width="179">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">It is
insulting to teachers to suggest that reading instruction needs attention. </p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 316.35pt;" valign="top" width="422">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">What’s
insulting to teachers is withholding decades of knowledge about oral language
and the nature of the English writing system from them and then looking the
other way when large percentages of children fall further and further behind
as they progress through the year levels, in plain sight of their perplexed,
often guilt-ridden teachers. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">I wouldn’t
mind a dollar for every teacher who has written to me or approached me at a school
or a conference to say: “I am wracked by guilt when I think of all those
children I could have taught to read, if only I knew then what I know now”. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Why should
teachers have to pay for education degrees that are devoid of evidence-based
reading instruction content and then have to self-fund their own learning expeditions,
while simultaneously processing their anger and guilt about their inability
to deliver on the most basic community expectation of their degree - that
they can teach a child how to read? <b>Universities need to stop gas-lighting
initial teacher education candidates and pretending that they are preparing them
to teach reading. Overwhelmingly, they are not.</b> </p>
</td>
</tr>
<tr style="mso-yfti-irow: 5;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.45pt;" valign="top" width="179">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Teachers are
professionals and should be allowed to exercise their own judgement and
preferences about how they teach reading in their classrooms.</p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 316.35pt;" valign="top" width="422">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">This is
another put-the-kettle-on moment. I have <a href="https://pamelasnow.blogspot.com/2018/03/educations-west-gate-bridge.html">blogged
previously about professionalism</a> and education. Some in education like to
promulgate the myth that the lucky folk in other professions, such as
medicine, psychology, engineering and accounting get to make their own decisions
about how they practice their craft. Of course, they do have latitude to exercise
discretion here and there, but in the main, being a professional means
signing up for a highly constrained form of public accountability. It does
not mean “Don’t question me. Just let me get on with this in my own way”. It
does not mean that in education either, and the work of educators would have
very low currency in the eyes of the community if it did. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Many teachers
and school leaders are seizing the accountability stick and using it to drive
the agenda around student outcomes. Would-be spokes-people for teachers, such
as union leaders and education academics will do more favours to teachers by showcasing
accountability than they will by marching the “choose your own adventure”
circus into town. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Professionalism
in other professions also means <b>accountability and public scrutiny, which can
involve periods of suspension, mandated re-training, and even de-registration
for failure to practice at the expected standard</b>. People who speak for teachers
can’t cherry-pick the parts of professionalism that are appealing (like
making autonomous decisions) and shirk the undesirable parts, like being held
to account for poor student outcomes. </p>
</td>
</tr>
<tr style="mso-yfti-irow: 6;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.45pt;" valign="top" width="179">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Improving decoding
skills does not transform reading comprehension skills. </p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 316.35pt;" valign="top" width="422">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Decoding has
been described as a constrained skill; there’s a fixed number of
phoneme-grapheme correspondences in English and once these have been
encountered and learned (stored in long-term memory), they are available to
assist students to decode new, unfamiliar words. As students’ vocabularies
and knowledge of morphology grows, this also assists them to find their way
through polysyllabic words, which in many cases are “higher-order” Tier 2 and
Tier 3 vocabulary words, if we apply frameworks such as those described by <a href="https://www.booktopia.com.au/bringing-words-to-life-second-edition-isabel-l-beck/ebook/9781462508266.html">Isabel
Beck and her colleagues</a>. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Comprehension, on the other hand, is an unconstrained skill. It depends on a
large number of “moving parts” in written text and the ability to decode is
simply the non-negotiable entry point. Students then need to grapple with the
fact that the meanings of words change according to context and as function
of polysemy. They need to understand how syntax works to convey meaning –
sometimes by embedding ideas within each other, sometimes by changing word
order (active to passive), and sometimes by assembling long, complex
sentences containing multiple ideas. Students need to understand figurative
language, of which there are many varieties in English, and they need to
bring <a href="https://www.tandfonline.com/doi/full/10.1080/02702711.2021.1888348">background
knowledge</a> to the task of reading comprehension. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Reading
scientist Nancy Lewis Hennessy, in her 2021 text <a href="https://www.booktopia.com.au/search.ep?keywords=The+Reading+Comprehension+Blueprint&productType=917504">The
Reading Comprehension Blueprint</a> likens this process to a factory assembly
line. When one component or process is missing or faulty, then the product
that rolls off the end of the assembly line will also be incomplete or faulty.</p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">So too, it is
with the role of decoding ability and reading comprehension. <b>If skills in
decoding are improving but reading comprehension skills are not, then we have
only attended to part of the problem</b> and we need to turn our attention to
the other facets of language comprehension that support students to understand
what they are reading. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Saying that “improving
phonics doesn't fix reading comprehension” is akin to saying “putting a
steering wheel in the car doesn't make the car drive safely” if the other
components are not fit for purpose and properly installed. But try driving your
car <i>without </i>a steering wheel. </p>
</td>
</tr>
<tr style="mso-yfti-irow: 7;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.45pt;" valign="top" width="179">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Some children
just can’t or won’t learn to read. We have to accept this inevitability.</p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 316.35pt;" valign="top" width="422">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">I am always
amazed when I hear some version of this assertion. <a href="https://www.tandfonline.com/doi/full/10.1080/19404158.2013.840887?casa_token=Ur6533hGtBwAAAAA%3AGAfv09srfWLqXnNHH_40Z3E1GNDP5F1tjL-ryzpZumUmU7ZdsYphg8ZbdhLWIDPt-rYiqis8atg9EUQ">Cognitive
science research</a> suggests that we should be successful in teaching 95% of
children to read yet in reality we know <a href="https://www.acer.org/au/discover/article/pisa-2018-australian-students-performance">we
fall well short of that bar</a>. There is no moral or ethical defence for designing
and maintaining education systems that hard-wire a high rate of failure. This
is particularly indefensible when the <b>burden of that failure is unreasonably
borne by those who are disadvantaged to start off with</b>. If education does not
offer a leg-up to children from disadvantaged backgrounds, where will they
learn to read? Prison? The unemployment queue? <span style="mso-spacerun: yes;"> </span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 8;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.45pt;" valign="top" width="179">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Structured
explicit reading instruction kills the love of reading. </p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 316.35pt;" valign="top" width="422">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">I am not aware
of any actual evidence to support this meme but have been in enough
classrooms delivering structured, explicit literacy instruction to have seen
the engagement and joy of achievement displayed by children as they master
the code and gain independence as readers. I have done extensive research on
populations of adolescents who are struggling readers and am pretty sure that
if they had sufficient literacy skills to write a comment on this blog post,
it would say that what killed their love of reading was being unable to read.
</p>
</td>
</tr>
<tr style="mso-yfti-irow: 9;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.45pt;" valign="top" width="179">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">A school’s
reading data is mainly a reflection of the socio-economic status of its
parent community.</p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 316.35pt;" valign="top" width="422">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Family
socio-economic status is certainly a strong contributor to the academic
achievements of children – no surprises there. When children enter school,
however, we should see a gradual diminishing over time of the influence of
the home language and literacy environment and an increase over time of the influence
of the instructional environment.</p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>The quality of
the instruction that students are exposed to is the one lever that teachers,
schools and school systems can pull</b> – if they have the will and conviction to
do so. This is evidenced when we see <a href="https://www.cis.org.au/wp-content/uploads/2019/03/rr39.pdf">reports of
high-achieving low-SES schools</a>. Their communities have not sent them “better
children”; their teachers have shifted their practice to provide better
instruction. This does not necessarily require more funding, but it does
require a re-direction of funds.</p>
</td>
</tr>
<tr style="mso-yfti-irow: 10; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 134.45pt;" valign="top" width="179">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">People who
are not classroom teachers have no seat at the table on commenting on reading
instruction. </p>
</td>
<td style="border-bottom-color: windowtext; border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right-color: windowtext; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 316.35pt;" valign="top" width="422">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">This pot-shot
is usually levelled at speech-language pathologists (SLPs), who are told to “stay
in their lane” by some who are misguided or ill-informed about the <a href="https://pamelasnow.blogspot.com/2019/01/why-do-speech-language-pathologists.html">scope
of practice of the speech-language pathology profession</a>. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>Reading is
a language-based skill and SLPs are experts on language</b>, as part of the
human communication system, so it is not surprising that they (we) are
working in schools in growing numbers. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Not only are
SLPs in schools in growing numbers, but they are also stepping up to support initial
teacher education. The La Trobe School of Education, of which I am a part has
just appointed its fourth SLP to its academic staff. You are going to need to
get used to SLPs in the reading space as that horse has already bolted. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Such is the
nexus between teaching and speech-language pathology that there is a growing
number of <a href="https://doi.org/10.1177/0265659021995543">practitioners
who are qualified in both disciplines</a>. Interestingly, they typically
report that <b>what they know about reading, they learnt in their speech-language
pathology degrees, not in their initial teacher education.</b> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">The claim that
only people who are classroom teachers have anything of value to say about
classroom teaching reflects poorly on those who make it and shifts the focus
from the educational needs of children to the professional egos of adults. <span style="mso-spacerun: yes;"> </span></p>
</td>
</tr>
</tbody></table>
<p class="MsoNormal"><span style="color: #c00000;"> </span></p>
<p class="MsoNormal">Meanwhile, in the midst of all of this media interest, on Saturday
October 1, I delivered a keynote presentation at the <a href="https://www.sharingbestpractice.org/">Sharing Best Practice</a> conference
in Ballarat, that was organised by <a href="https://pamelasnow.blogspot.com/2021/07/reading-instruction-in-early-years.html" target="_blank">Canadian Lead Primary School principal SueKnigh</a>t and her hard-working, knowledgeable and committed local team of science
of reading change-makers. This was a sold-out event attended by 250 primary and
secondary teachers from all over Western Victoria and from further afield. One
of our La Trobe Language and Literacy Master of Education students drove for 14
hours from central NSW to attend. </p>
<p class="MsoNormal">Teachers giving up the final Saturday of their school
holiday to attend science of learning events sends a very strong signal to
their respective sectors: <b>we want to do this better, and we want to be supported
in doing so. Now.</b> The direction of travel is clear. I hope education
leaders and policy-makers are listening. </p><p class="MsoNormal">(C) Pamela Snow (2022) <br /></p>
<p class="MsoNormal"> </p>
<p></p>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com16tag:blogger.com,1999:blog-673598978629390697.post-34405749834312221562022-05-10T23:14:00.005+10:002022-05-11T17:36:12.909+10:00What’s faster: changing reading instruction in initial teacher education or tar dripping through a glass funnel?<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">I have <a href="https://pamelasnow.blogspot.com/2022/02/leaving-balanced-literacy-habit-behind.html">written
recently</a> about the process by which schools undertake change in their
approach to early reading instruction. This requires a conscious, conscientious
and sustained process of around 3-5 years work, in order to build teacher
knowledge and skills and embed new practices as routine. It is not a trivial
exercise, and it is not for the faint-hearted. Some teachers decide it is not
for them and move on. Principals like Sue Knight who have <a href="https://pamelasnow.blogspot.com/2021/07/reading-instruction-in-early-years.html">led
such journeys</a> describe a kaleidoscope of emotions experienced by teachers
when they see what they, and by extension, their students have missed out on,
with respect to understanding reading, writing, and spelling. </span></p>
<p class="MsoNormal"><b><span style="font-size: 12pt; line-height: 107%;">The most
common refrains from such teachers?</span></b></p>
<p class="MsoNormal"><i><span style="font-size: 12pt; line-height: 107%;">Why wasn’t
I taught this at university?</span></i></p>
<p class="MsoNormal"><i><span style="font-size: 12pt; line-height: 107%;">I feel so
bad about all of those students who I now know I <u>could</u> have taught to read.</span></i></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">This week,
the <a href="https://v9.australiancurriculum.edu.au/resources/stories/curriculum-changes">Australian
Assessment and Curriculum Authority (ACARA)</a> released the new national
curriculum, after much consultation and public debate. Two key, and pleasing changes
in this document are that <b>predictable texts will no longer advocated in early
years reading instruction</b> and nor will the popular, but
empirically-baseless <b>three-cueing (multi-cueing) approach</b>. Alison Clarke
explains the problems with this tired old work-horse <a href="https://www.spelfabet.com.au/2016/08/multi-cueing-teaching-the-habits-of-poor-readers/">here</a>.
</span></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">I am pleased
to see these changes, as they represent progress towards Australian early years classrooms
being released from the shackles of approaches that take no account of the
needs of novice learners in the face of <b>one of the most complex writing systems
in the world</b>. Because of this theoretical and practice gap, too many
students are left behind, and we simply do not have the intervention resources
to catch them up. </span></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">Will this
change be enough for us to do the necessary 180-degree U-turn away from
balanced literacy?<b> </b>No, it will not.<b> </b></span></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">Will
providers of Initial Teacher Education (ITE) programs continue to smile and
wave with glib reassurances that “Phonics is in the Australian curriculum and our
course is accredited by the relevant authority, so <i>ipso facto</i>, we must
be preparing our students to teach phonics”? Probably. </span></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">But this is
about much more than phonics, and <a href="https://pamelasnow.blogspot.com/2021/03/are-we-there-yet-long-steep-and-winding.html">as
I have described previously</a>, anyone who characterises this as a debate
about “phonics Vs whole language” has been hibernating for more than a decade. </span></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">This is a
debate about the extent to which <b>deep knowledge of linguistics and the
English writing system</b> underpins everything that goes on in the literacy
block across the primary years. It is a debate about how to teach vocabulary, morphology and etymology, sentence structure, inferencing, spelling, fluency, and writing across genres, amongst many other things. <br /></span></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">There’s a <b>revolution
occurring from the ground up</b> in schools, with teachers thirsting for this knowledge,
flocking to online short courses, dedicated Facebook groups and other
communities of practice such as <a href="https://thinkforwardeducators.org/">Think
Forward Educators</a>, to gain the knowledge that has existed for a couple of
decades (at least) and they paid for, but did not receive, at university. </span></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">It’s time
though, for <b>Australian universities to join the revolution</b> and share the
heavy lifting on delivering and endorsing teacher knowledge and practice that
ensures truly outstanding and inclusive practice for all students in all
classrooms. This should not be a lottery or (un)lucky dip for parents. </span></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;"><span style="color: #cc0000;">Perhaps you
have heard of the famous</span> <a href="https://smp.uq.edu.au/pitch-drop-experiment">Pitch-Drop
Experiment</a> <span style="color: #cc0000;">at the University of Queensland?</span> </span></p><p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">Having commenced in 1927, it’s
the <b>world’s longest-running laboratory experiment.</b> It’s a fascinating story
and I recommend you reading about it. </span></p>
<p class="MsoNormal" style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVGCC_DAnQsmxxs64K-awltrNGZLK13pFhVautfLz_6uTCItFUsaDyCubIi2QV8_fp6NRf8Qra0L6Dz8NZaGCXjhoCuMH1y2VrdhwKLFHGCbZ84hDtlpqAQYZJ0b_Zi9fl7nHrqyKnbdaSBuEXMWbs_plUGfCs-sq1oQYiOxP15i5mMtX7O2d4zBak/s1000/Pitch-drop_UQ.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="667" data-original-width="1000" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVGCC_DAnQsmxxs64K-awltrNGZLK13pFhVautfLz_6uTCItFUsaDyCubIi2QV8_fp6NRf8Qra0L6Dz8NZaGCXjhoCuMH1y2VrdhwKLFHGCbZ84hDtlpqAQYZJ0b_Zi9fl7nHrqyKnbdaSBuEXMWbs_plUGfCs-sq1oQYiOxP15i5mMtX7O2d4zBak/s320/Pitch-drop_UQ.jpg" width="320" /></a></div> <span style="font-size: xx-small;"><a href="https://smp.uq.edu.au/pitch-drop-experiment" target="_blank">Image source</a></span><br /><p></p><p class="MsoNormal" style="text-align: center;"><span style="font-size: 12pt; line-height: 107%;"></span></p>
<p class="MsoNormal"><b><span style="font-size: 12pt; line-height: 107%;">Why am I
mentioning it here? </span></b></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">Firstly, because
the way that we have been experimenting with reading instruction over recent
decades is going to push the Pitch-Drop Experiment off its longest-running pedestal
if we’re not careful. It may not be a laboratory experiment, but it has certainly
been a <b>poorly controlled social experiment</b> and one that would never
receive approval from a Research Ethics Committee. </span></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">And
secondly, because waiting for change on reading instruction in initial teacher
education has become eerily similar to waiting for the next drop to fall. <i>(Spoiler
alert: it took 8 years for the first drop to fall, and since 1930, only 9 drops
have done so). </i></span></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">We need to <b>reduce
the viscosity of change</b> in teacher preparation for reading instruction and
widen the funnel neck so that rich content pours freely into university lecture
theatres, tutorials, assessments, placement activities and on into classrooms
everywhere. </span></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">Our <a href="https://research.acer.edu.au/tll_misc/5/">2005 <i>National Inquiry into the
Teaching of Literacy</i></a> did not endorse <a href="http://www.onlinedigeditions.com/publication/?i=655062&article_id=3634779&view=articleBrowser&ver=html5 " target="_blank">Balanced Literacy</a> (on the contrary)
but nor did it shift the needle on ITE content, as demonstrated in the <a href="https://fivefromfive.com.au/publications/">2019 <i>Short-Changed Report</i></a>.
Instead, as Alison Clarke observed, <a href="https://www.spelfabet.com.au/2017/08/balanced-literacy-phonics-lipstick-is-not-enough/">some
phonics lipstick</a> was applied and it was business as usual. </span></p>
<p class="MsoNormal"><b><span style="font-size: 12pt; line-height: 107%;">Teachers
are changing and now university academics need to as well.</span></b><span style="font-size: 12pt; line-height: 107%;"> At the University of Queensland,
they have cameras poised 24-7 so that the next pitch drop is not missed. If we
don’t have teachers being met in the middle by university academics, we can be
sure that our rate of change will continue to be on par with the rate at which
the pitch is dripping through that funnel at the University of Queensland: excruciatingly
slowly.</span></p>
<p class="MsoNormal"><span style="font-size: 12pt; line-height: 107%;">Idly watching
pitch ooze at a glacial speed out of a glass jar is one thing. Standing by and consciously
withholding improved knowledge and practices from Australian teachers and children
is something else altogether. </span></p>
<p class="MsoNormal"><b><span style="font-size: 12pt; line-height: 107%;">Let’s
hope the imperceptible speed of change in Australian university ITE programs doesn't continue
to be education’s Pitch-Drop Experiment. </span></b></p><p class="MsoNormal"><span style="font-size: x-small;"><span style="line-height: 107%;">(C) Pamela Snow (2022)</span></span><b><span style="font-size: 12pt; line-height: 107%;"> </span></b><span style="font-size: 12pt; line-height: 107%;"></span></p>
Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com5tag:blogger.com,1999:blog-673598978629390697.post-8392807886375593092022-02-26T23:16:00.017+11:002022-02-27T14:06:27.841+11:00Leaving the Balanced Literacy habit behind: A theory of change. <p class="MsoNormal">Have you ever tried to change some aspect of your behaviour?
To eat a healthier diet and/or lose weight? To exercise more? To have a better
sleep pattern? To spend less time on Wordle and Wordle knock-off sites? All of
these, the last one in particular, are difficult to do. Anyone who has studied
biology will know that the forces in favour of <a href="https://www.scientificamerican.com/article/what-is-homeostasis/">homeostasis</a>
are strong, and if you’ve studied any psychology (or just lived an average
life), you will know that the forces that work against behaviour change are also
strong. </p>
<p class="MsoNormal">So, against that background of knowing how difficult change
is to undertake and sustain, it is remarkable to see the <b>level of commitment to
change that is occurring in classrooms right across the English-speaking world,
when it comes to improving early years literacy instruction</b>, so that children
are set up for academic and life success. </p>
<p class="MsoNormal">This means moving away from a trusted, comfortable instruction approach
that has the beguilingly reassuring descriptor “<b>Balanced Literacy</b>”. Now when it
comes to diet, sleep, exercise and maybe even Wordle exposure, balance is all fine
and it’s what we strive for. The word <i>balance</i> was misappropriated,
however, for reading instruction, and mischievously so, to confer false reassurance
to teachers and parents that “we’ve got this”: <i>Everything is there. It’s
fine. Yes, we do phonics, we just do it in context because reading is a
meaning-based activity. </i></p><p class="MsoNormal">If you would like to understand more about why and
how Balanced Literacy cashed in on the vacant but illusory “<a href="https://en.wikipedia.org/wiki/Argument_to_moderation">golden mean</a>”
space in reading instruction discourse but then failed to deliver, you can do
so via links <a href="http://pamelasnow.blogspot.com/2017/05/balanced-literacy-instructional.html">here</a>
and <a href="http://www.onlinedigeditions.com/publication/?i=655062&article_id=3634779&view=articleBrowser&ver=html5">here</a>. In a nut-shell, Balance Literacy is <b>poorly defined and promotes eclecticism</b>; further, it is not premised on a theory of reading that is testable, reflecting its ancestry in Goodman's Whole Language, <a href="https://psycnet.apa.org/record/1967-14160-001" target="_blank">reading-is-a-psycholinguistic-guessing-game</a> casserole for classroom teachers.<br /></p>
<p class="MsoNormal">So – <b>the jig is up on Balanced Literacy</b>; and teachers,
literacy leaders, school principals, and in many cases, sector-level advisors, want
to know how to support a change process towards a model and set of practices that
ensure <b>success for the overwhelming majority of students through mainstream,
Tier 1 instruction.</b> This means teaching reading in an explicit and structured way, from a position of strong teacher knowledge. <b><br /></b></p>
<p class="MsoNormal">In this post, I draw on a well-known theory of
change, <a href="https://link.springer.com/chapter/10.1007/978-1-4613-2191-0_1">Prochaska
and DiClemente’s <b>Stages of Change Model</b></a>, which is to behaviour change, what
the <a href="https://www.readingrockets.org/article/simple-view-reading">Simple
View of Reading</a> is to early years reading instruction: a model that has
been around since the 1980s, has been well-researched, and found to be robust
under a wide range of real-world circumstances. </p>
<p class="MsoNormal">The <b>Stages of Change Model </b>was originally designed for use
by clinicians working 1:1 with clients seeking to break entrenched behaviour patterns that have become dysfunctional. It
has been successfully applied to a wide raft of behaviour challenges in recent
decades and <a href="https://link.springer.com/article/10.1023/A:1011155212811" target="_blank">also to organisational change</a>. I think it’s worth a close look with respect to changing school-level reading
instruction, because it helps us to understand that: </p>
<ul style="text-align: left;"><li>Change is a process.</li><li>Change is difficult to initiate. <br /></li><li>Change is difficult to sustain.</li><li>There are identified points of vulnerability that increase
the likelihood of lapse / relapse.</li><li>Deliberate actions can be put in place to protect and
sustain changes that have been made.</li><li>If we stay the course on change, the general direction we move in is upwards. <br /></li></ul>
<p class="MsoNormal">An important feature of the Stages of Change model is that <b>it
represents change as a cycle, not a set of linear steps.</b> As such, any
school could, at any time, in theory at least, move forward or backwards in the
cycle and will potentially re-visit earlier phases in aspects of their work. As
long as this is recognised and understood, changes can be protected, and
appropriate actions can be put in place if lapses (or, less likely, but more seriously, relapses)
occur. </p><p class="MsoNormal">As you can see in the figure below, another important feature of the Stages of Change model is that <b>the overall direction is up</b>. Stay the course, pick yourself up after you fall off the horse, and get back on again, and in time, things will move in a positive direction, in spite of some inevitable set-backs. The change will become the <b>new normal</b> in time. <br /></p><p class="MsoNormal"><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgMzYODkIHyHwyJ98tCNHFdVIIhnxIoPAiRsTvpNMkVKPyLHwBfiz4X_OsAWzvrA2EIT9oMstjvk_gQy5hgDDPQUiq_WqkuxirlJB3JRkj1pXs1fDXPjL6rVQl3vguxOwy8nxEUrIEmZ1mS9YtH3p6CJSdbGTT05nUKZcu0grw0MWohiujZ1G-S2haF=s800" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="716" data-original-width="800" height="573" src="https://blogger.googleusercontent.com/img/a/AVvXsEgMzYODkIHyHwyJ98tCNHFdVIIhnxIoPAiRsTvpNMkVKPyLHwBfiz4X_OsAWzvrA2EIT9oMstjvk_gQy5hgDDPQUiq_WqkuxirlJB3JRkj1pXs1fDXPjL6rVQl3vguxOwy8nxEUrIEmZ1mS9YtH3p6CJSdbGTT05nUKZcu0grw0MWohiujZ1G-S2haF=w640-h573" width="640" /></a></div><p class="MsoNormal">
</p><p class="MsoNormal" dir="rtl" style="margin-right: 320px; text-align: right;"><span style="font-size: xx-small;"><a href=" https://www.therelationshipblog.net/2016/06/the-five-stages-of-change/" target="_blank">Image source</a></span><b>
</b></p>
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<p class="MsoNormal">In terms of language, some versions of the Stages of Change Model refer to lapses and some to relapse. <b>I prefer to focus on lapses,</b> as these are more likely in the school context than a full relapse to old Balanced Literacy ways. The language of "lapses" is also more forgiving with respect to mistakes that will probably be made, as discussed further below. <br /></p><p class="MsoNormal">Let’s look at the stages identified in the model, which you
can see illustrated in the figure above. I will consider each stage in turn,
along with the challenges and opportunities it affords in moving away from Balanced Literacy. </p><p class="MsoNormal">As you will see, some challenges
and opportunities turn up at multiple points in the change cycle. My musings on
these reflect my interactions with literally thousands of
teachers in the last couple of decades, as well as my current work in and with schools.</p><p class="MsoNormal">The
opportunities at every stage are vast, as described by Victorian principal <a href="http://pamelasnow.blogspot.com/2021/07/reading-instruction-in-early-years.html">Sue
Knight in her “sliding doors moment”</a> blog-post concerning the journey away from Balanced Literacy. <br /></p><p class="MsoNormal"><span style="color: #cc0000;"><b>PRE-CONTEMPLATION – Change is not on our agenda or the
radar. We’re happy as we are.</b></span></p>
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<td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>What's happening / challenges</b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>Opportunities
</b></p>
</td>
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<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">The key risk for schools
here is no upward growth in student achievement over time, regardless of the
starting point. This risk applies to all schools, irrespective of their overall
data, because <b>all schools can improve. </b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Students’ outcomes are accepted as largely a result of <b>postcode
lotto</b>, rather than being a consequence of <b>instructional quality</b> in the classroom. This risk
is not symmetrical though; it applies more conspicuously at the under-performing
end of the school spectrum. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span>In the pre-contemplation stage, <b>teacher
knowledge</b> concerning the nature of reading as a cognitive and linguistic process,
as well as the patterns and intricacies found in the English writing system,
will remain low and static, reflecting the unstated assumption that this information is neither necessary nor helpful. There may be a vague awareness that there's a vast "other world" of knowledge out there about reading, and some moments of disquiet. In some cases, <b>it probably just feels too overwhelming</b> and any rocks that have been tentatively turned over are carefully replaced. </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span>I have referred <a href="http://pamelasnow.blogspot.com/2016/04/reading-is-verb-literacy-is-not.html" target="_blank">in a 2016 blog post</a> to the evidence on <b>low
teacher knowledge on how the writing system works in English,</b> due to the devaluing of this knowledge currency in initial
teacher education programs. This has shifted marginally, if at all in Australia since that blog-post was written. <br /></span></p><span>
</span><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span>Most
worryingly of all, when schools stay in this space, they can unwittingly sustain
a <b>pernicious parent-blame meme</b> that goes something like this: <i> </i></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span><i>If
parents in this community cared more about their children’s education, they
would buy more books and spend more time reading to them in the pre-school years. Its parents’ job to
instil a love of reading, so when they get to school, children can catch on
in the classroom.</i></span> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">This position has unfortunately been reassuringly <a href="http://pamelasnow.blogspot.com/2018/11/dear-mem-professor-anne-castles-letter.html" target="_blank">propped up by views expressed by some children's authors</a>. <br /></p>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">The pre-contemplative
space is <b>ripe for the entrance of a disruptor</b>: a teacher, school leader, parent, or allied
health professional who asks questions and initiates discussions (neither of
which are always welcome) about student data and performance. This person suggests that other approaches exist that should be explored, but they may be initially ignored, ridiculed and/or frozen out. </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">An important strategy here is to <b>"roll with resistance"</b> rather than locking horns with it directly. Stay connected, keep the conversation going, and <b>listen for clues as to what the real concerns are</b> with respect to the prospect of change. <br /></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><br /></p>
</td>
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<p class="MsoNormal"><span style="color: #cc0000;"><b> PREPARATION / CONTEMPLATION – We’ve heard some other schools are making
changes. We’re interested but a bit anxious too.</b></span></p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>What's happening / challenges</b></p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>Opportunities
</b></p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">The <b>naysayers
can be quite vocal</b> at this stage and by resisting change, can ensure that
the school slots back into its pre-contemplative, all-is-well / we-can-live-with-our-data comfort zone. <span style="mso-spacerun: yes;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Sometimes
schools dip their toe in the change waters and then quickly remove it, having
managed to <b>reassure themselves that they are actually OK.</b> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><br /> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Sometimes schools
don’t move beyond contemplation and early preparation because the general conclusion is “<b>this
will be too hard</b>”, or they fall back on “parents in this school won’t
like it”. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Another risk that arises is <b>the sunk-cost fallacy</b>. “We’ve just spent
a 5-figure sum on leveled predictable readers, so we can’t change tack now”.
</p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Sometimes teachers
buy the rhetoric around explicit and structured teaching of the code being a
sure way to <b>kill children’s love of reading</b>. Sadly, nothing kills
children’s love of reading more efficiently than being unable to read. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">A dominant
belief that <b>systematic and explicit literacy instruction is only for “Tier
2 children</b>” can be an obstacle here. This view is espoused by some teachers, literacy leaders and
in some corridors of power in policy circles. <span style="mso-spacerun: yes;"> </span>It flies in the face of the principles of <a href="https://inclusiveschoolcommunities.org.au/resources/toolkit/response-intervention-model-change-build-teacher-capacity" target="_blank"><b>Response to Intervention</b></a> however, which is premised upon a strong Tier 1 and
higher dose (duration, frequency, intensity) at Tiers 2 and 3, not different approaches.
</p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Sometimes someone attends some particularly <b>impactful professional learning</b> and brings that back to colleagues for discussion. <br /></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Being in this
phase opens up new opportunities for <b>discussions about pedagogy and also
about student monitoring</b> tools and processes. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Teachers and
schools in this stage become open to <b>myth-busting conversations</b> e.g.,
busting the myth that explicit and systematic phonics teaching means that
this is the only approach to early reading instruction that is used. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> <br />In the contemplation
phase, teachers and school leaders become open to conversations with <b>critical
friends</b> and take opportunities to join <b>communities of practice</b>
that promote structured, explicit literacy teaching. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">These barriers to change are readily countered through <b>fact-checking</b>, which is increasingly easy for disruptors and change champions to do, because of ready access to <b>communities of practice</b> through Twitter and closed Facebook groups. <br /></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
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<p class="MsoNormal"><span style="color: #cc0000;"><b>ACTION. We’re doing this. We are sick of the status quo
and believe our students deserve better. We are going to make it happen.</b></span></p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>What's happening / challenges</b></p>
</td>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>Opportunities
</b></p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Sometimes,
there is <b>a temptation to move too quickly</b>; to want it all happening
tomorrow. This is understandable but hastening slowly is the name of the
game. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> <br /><br /></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Teachers and
literacy leaders will potentially receive <b>conflicting advice</b> at this
stage and have to make some judgement calls for themselves, e.g., on whether
or not to discard those sets of predictable leveled texts or to find a way
of re-purposing them. <br /><br /></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><br />Some staff <b>may
say “yes” to change but in their hearts, they mean “no</b>, not really, but I’ll
do the minimum I need to do, to look like I’m on board”. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><br />Some staff are
at risk of <b>change fatigue</b>, because they have been teaching for decades
and seen countless changes come and go. Why should they feel energised about
this one? </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> <b> </b></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>Staff
turnover</b> can be a threat to sustained change. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Remember the fable about <b>The Hare and the Tortoise</b>? It wasn’t the sprinter who won the
race, it was the consistent, determined slogger, who stayed
the course and crossed the line as the victor.</p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> <br /></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Confer with / visit
others in similar settings that are a little further down the road than you
and can be a <b>brains trust</b> (and don’t forget to pay this favour forward later
on, when your school is further advanced and can support colleagues starting
the journey). </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> <br />This can be
tricky to identify, but most leaders have a sense of who is truly on board and
who is not. A <b>culture of collaboration</b>: team-teaching, classroom observations and discussion
of video-recorded teaching segments helps to break down barriers to discussion
of what is actually occurring in different classrooms (and may be aligning
with patterns of inconsistency in student data). <br /></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Agree on
priorities for classroom change and then <b>put professional learning, classroom coaching, and collaborative
teaching arrangements in place </b>around that. Remind yourselves at regular
intervals what your<b> strategic intent</b> is so you can stay the course. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Connecting
with like-minded schools through <b>communities of practice</b> can be invaluable to
guard against and early sense that this is all too hard. Others have walked
this road before; <b>walk in the footsteps</b> to make your journey easier. In doing so, you help build the path for those who come behind you. <br /></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><br />These<b>
concerns need to be validated and discussed</b>; left unaddressed, they can
become invisible but pervasive barriers to effective change. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> <br /></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Anecdotally,
I hear of teachers deciding to stay in school because of <b>the buzz created by
the reading change journey</b>; the stability that is afforded when turnover is
reduced is invaluable. </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Turnover is inevitable however and recruiting for the
knowledge and skills required for your refreshed approach will be important,
as will be the orientation and early support provided to new staff. <b>It should
not be assumed that new staff will just “catch on”</b>. </p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
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</b></p><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: medium none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>What's happening / challenges</b></p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b>Opportunities
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<td style="border-top: none; border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">As schools move from Action to Maintenance, there is often a growing realisation that while reading performance (specifically the efficient acquisition of <b>text decoding skills</b>) may have been the trigger for change, it is not the only aspect of literacy that requires attention. <b>Focus moves to deeper knowledge and extended practice with respect to oral language, fluency, writing, and spelling. </b>Increasingly, there is interest in incorporating <b>explicit teaching of morphology</b>, to support students' abilities to identify word families, for both vocabulary-building and developing spelling skills. There is also often a new-found appreciation for the concept of a <b>content-rich curriculum</b>, to support reading <b>comprehension</b>. <br /><br /><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">In the Maintenance Phase, schools are often <b>refining assessment and monitoring tools </b>as they become more confident in their judgement concerning protocols that align with their new teaching methods. <br /></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Many schools in this phase turn their attention too, to the <b>teaching of numeracy</b> and other core aspects of the curriculum</p>
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<td style="border-bottom: solid windowtext 1.0pt; border-color: currentcolor windowtext windowtext currentcolor; border-left: none; border-right: solid windowtext 1.0pt; border-style: none solid solid none; border-top: none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Here, staff become engaged with professional learning across the oral language and literacy spectrum, as well as professional learning concerning <b>learning sciences and impactful pedagogies</b>.</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Interest in <a href="https://education.nsw.gov.au/about-us/educational-data/cese/publications/literature-reviews/cognitive-load-theory" target="_blank">cognitive load theory</a> is common, as is interest in <a href="https://theconversation.com/explainer-what-is-explicit-instruction-and-how-does-it-help-children-learn-115144" target="_blank">explicit instruction</a>, <a href="https://www.differentiatedteaching.com/classroom-seating-arrangements/" target="_blank">classroom seating arrangements</a>, and their relationship to pedagogical aims, and <a href="https://www.coreknowledge.org/our-approach/knowledge-based-schools/case-content-rich-curriculum/" target="_blank">teaching a content-rich curriculum. </a></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Maintenance is about <b>maintaining the change process</b>, not just about maintaining the changes that have been made. </p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">And the fire in the belly that sustains this process is the quest to <b>shift the needle on children's life trajectories</b> and enable more students to complete school and have access to the social and economic mainstream.</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;">Improved data is a pleasing validation of this, but I have never worked with teachers who see data as anything more than confirmation and validation of their path. They have their eyes on the <b>grander goal of better lives for their students;</b> lives that they will not experience if they do not become fully literate citizens. <br /></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p>
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<p class="MsoNormal"><span style="color: #cc0000;"><b> LAPSES: We’ve dropped the ball in some classrooms /
curriculum areas and we’re worried we will lose our gains. </b></span></p>
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<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><b><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">What’s
happening / challenges</span></b></p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Opportunities</span></b></p>
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<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">A <b>lapse</b>
is a short-term and possibly circumscribed “oops” in an area of reading
instruction change that sees a reversion to old, Balanced Literacy ways, such
as an early years teacher using Three Cueing (also known as <a href="https://www.blogger.com/"><span style="color: blue;">Multi-Cueing</span></a>,
or in the UK, “Searchlights”), even though the teaching team has explicitly
and unanimously agreed to leave this approach behind. Where a lapse is
identified (e.g., by a literacy coordinator), it can be <b>discussed with
respect to the rationale for change and corrected via coaching and reminders
about the importance of fidelity</b> to the approach decided by the team.<br />
<br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
</span></p>
<p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> </span></p><p class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">A
<b>relapse</b>, however, would be more generalised than a lapse, and might entail an
entire teaching team reverting to Three Cuing, or to their abandonment of
decodable (phonically controlled) texts in favour of a return to predictable,
leveled texts for beginning readers. A relapse is a more serious threat to
the sustainability of change and can entail some re-orienting conversations about
the rationale for change and need for it to be fully sustained. These conversations need to be initiated by leaders.<b> <br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
</b></span></p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Conversations about lapses need
to be held in a <b>“no blame, no shame”</b> way. Everyone needs to bring <b>curiosity
and a solution-focus to the table</b>, so that a lapse is just a pit-stop,
and everyone is back on track again. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"><br />
The answer to a lapse generally lies in a <b>weak-point in the Action Phase</b>.
Go back and look at the challenges you faced in implementing change and audit
these to see where a crack has opened up to allow some
slippage back to the old way(s) of doing things. Remember that for all of us,
<b>old ways of doing things are familiar and require less effort</b>, even if
we know they are not optimal and don’t produce the best outcomes. <br />
<b><br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
</b></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> </span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> </span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> </span></b></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> </span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> </span></b></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Neither a lapse not a relapse need be a fatal threat to the change journey.
</span></b><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
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<![endif]--></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><p class="MsoNormal">It’s been said that the price of peace is eternal vigilance,
and the same could be said of sustaining change. <b>“Set and forget” is never the
order of the day</b>, as it will subtly undermine all that you have set out to achieve
and contribute to the cancerous discourse of “<i>Oh,</i> <i>we tried that, and
it didn’t work</i>”.</p>
<p class="MsoNormal">I will leave you with the sage words of Professor Dianne
McGuinness, who was writing nearly 20 years ago, about the late Jeanne Chall’s observations
of classroom practice and instructional change <b>in the 1960s (emphasis is mine)</b>:</p><i>“One of Chall’s most important discoveries was that
<b>teachers tend to be eclectic</b>. If teachers are asked, or decide to change to a
new program, they do not abandon old activities and lessons from programs they
enjoyed teaching or felt was important. Nor do they abandon their philosophies.
This can create a situation where <b>elements from different programs with
contradictory logics cancel each other out</b>, such as an emphasis on decoding and
an emphasis on memorizing the shapes of words. This has profound implications
for classroom research, because it means there will always be an overlap of
different methods, depending on the teachers’ training and on how many
different methods they have been asked to teach”. <br /></i><p class="MsoNormal" style="margin-left: 14.2pt; text-indent: -14.2pt;"><span style="font-size: x-small;"> McGuinness,
D. (2004). <i>Early reading instruction. What science really tells us about how
to teach reading. </i>Bradford (p. 84)</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"> </p><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: medium none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;"><tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0; mso-yfti-lastrow: yes;"><td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 446.3pt;" valign="top" width="595">(C) Pamela Snow</td><td style="border: 1pt solid windowtext; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 446.3pt;" valign="top" width="595"> (2022)<i> </i></td></tr></tbody></table><br /><p class="MsoNormal"><i> </i></p><p class="MsoNormal"><i><br /></i></p>
Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com9tag:blogger.com,1999:blog-673598978629390697.post-23989436865488553372021-07-28T15:14:00.003+10:002021-07-29T13:29:38.917+10:00Reading instruction in the early years: A school leader’s sliding doors moment<p><b>GUEST POST</b></p><p><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span lang="EN-US"><i>Sue Knight</i>, BA (Hons), BEd (Deakin).</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span lang="EN-US">Principal CLPS</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span lang="EN-US">Industry Partner, <a href="https://www.latrobe.edu.au/school-education/solar-lab">SOLAR Lab, La Trobe University</a></span></p>
<p style="text-align: center;"> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKn3eAQaxoOh3NMR3uC3ynbqkXg9mOG0GShdsQRCpjpVo2MMy8qbi84EQg6xh6s1liVrhNn7o9oqIB_HWvMwKCChn7hpvLVnMX-hRuzjvb3i2CGHpbF5JPCqNQgQO5aaoWb7u02wzWpAU/s680/sliding+doors.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="680" data-original-width="680" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKn3eAQaxoOh3NMR3uC3ynbqkXg9mOG0GShdsQRCpjpVo2MMy8qbi84EQg6xh6s1liVrhNn7o9oqIB_HWvMwKCChn7hpvLVnMX-hRuzjvb3i2CGHpbF5JPCqNQgQO5aaoWb7u02wzWpAU/w200-h200/sliding+doors.jpg" width="200" /></a></div><span style="font-size: xx-small;"> </span><a href="https://cupofjo.com/2019/10/sliding-doors-moments/"><span style="font-size: xx-small;"> Image source</span></a><br /><p></p><p><!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 5"/>
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</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">I started on my science of reading journey more than six years ago.
There is often an "ah ha" moment that teachers and leaders can recall in terms
of their discovery of the world of research that exists outside schools. I had
been frustrated by the fact I couldn’t get all children to read. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">No matter how hard we worked, how much reading aloud students did,
how many reading volunteers we had at school, how many celebrations of nights
of home reading there were, how we tried to demystify the code while reading
big books, or how many reading comprehension strategies we taught, <b>there
were still at least 25% of students leaving my classroom or school unable to
manage the reading demands of Year 7. </b></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">Like so many schools, our main approach was engagement, reading
stamina and <b>‘loving students to literacy’.</b> If you asked us ‘how do
children learn to read?’ we would have said ‘by being read to, surrounded by
books, and by loving reading’. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><b><span lang="EN-US">There are two pivotal moments that started my journey</span></b><span lang="EN-US">. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">The first was the day I stopped and REALLY thought about what we
were doing. I stood in my school and looked in one direction and there was a
Reading Recovery lesson happening in one room and I looked in the other direction
and there was a MultiLit Reading Tutor session happening in another classroom.
I knew these approaches were completely different, but I was trying everything to
improve our reading results. <b>I also knew intervention wasn’t the answer, as we
had to get our classroom instruction right. </b></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">The second was the day the mother of a struggling reader, who knew
her child couldn’t decode, asked me for a list of the sounds and the letter
combinations that her child needed to know so she could just teach her. The
message that came out of my mouth was along the lines of “Well reading is about
meaning so that is what we focus on, and we want our children to use what would
make sense to work out what words are, not just letters”. At the same time my
brain was saying “Why don’t we just do that?”</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><b><span lang="EN-US">I knew I didn’t actually have enough knowledge to get reading right
in my school. So, I decided to fix that</span></b><span lang="EN-US">. <b>I went
into my office and googled “reading research” and I couldn’t believe what was
out there. </b></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">My search led me to the three major panel reports, from the US, UK
and Australia. I read them. While they are now 20 years old, at that time they
were a solid starting point for anyone interested in the research into reading.
<b>There were many mixed feelings</b> – <b>shock</b> that this information was
out there but not in my hands given I had an education degree, <b>devastation</b>
at the number of children who had moved through my classroom or school and I
could have been doing so much more for them, and <b>frustration</b> that we
were wasting precious time, as we were easily swayed to try different programs
or approaches without the knowledge needed to understand their efficacy. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">Fairly soon after this I moved schools. I knew I had to be at a
school for a while to undertake this change and to build something. I wasn’t
even sure at that stage what it was I wanted to build, I just knew it was going
to be based on the research and experts I was discovering. I was incredibly
lucky at my next school, the graduate in the F<a href="#_ftn1" name="_ftnref1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span face=""Calibri",sans-serif" lang="EN-US" style="font-size: 11pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span></span></span></a>/1
classroom had only been teaching for six months. When I said that I wanted to
try some things that were different to how most schools I knew had been
teaching reading she jumped at the opportunity. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">Our situation at that school was different to what often happens. Usually
Tier 1 instruction is “Balanced Literacy” and students who don’t learn to read
go out for Tier 2 intervention that is often more aligned with the science of reading.
I see this often. But we still had Reading Recovery in place. So, when we
changed the classroom practice in the F/1 room we had Tier 1 aligned with the science
of reading, but the intervention was not. The school community was very attached
to Reading Recovery and this juxtaposition, which is common in the first stage
of moving from Balanced Literacy to a more structured approach, taught me a lot
about change management. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><b><span lang="EN-US">Change doesn’t happen across a school in one sweeping motion</span></b><span lang="EN-US">. But starting at F/1 is key. Get that right and the momentum flows
through the school. There are many grating moments during fundamental change,
as new approaches conflict with the old, as well as occasional heightened
emotions. Listening, keeping calm and positive, and maintaining a laser focus
on what is best for students got me through those challenging times. The same
approaches still do.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">We implemented a systematic synthetic phonics (SSP) program (budgets
were tight, so it had to be free), moved from levelled readers to decodables, ditched
the sight words, read all we could about reading research, learnt what phonemic
awareness was, skilled up our parents, wound up Reading Recovery, moved to the
MultiLit suite of interventions for our Tier 2 support…<b>and the results
happened. </b></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><b><span lang="EN-US">It was extraordinary. </span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">I talked about this out of school, asked questions and joined online
groups, but it did often feel lonely professionally. <b>Not many others seemed
to feel the burning moral outrage I felt, that in a country as privileged as
Australia and in a state that was booming like Victoria, how could it be
acceptable for children to leave primary school not able to read well?</b>
Isn’t this our core business as a primary school? </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">I travelled to Bendigo to the Community of Practice that Professor
Pam Snow started and sat with others interested in reading research and
evidence informed practices. Ironically, the educators in the room where
significantly outnumbered by speech-language pathologists (SLPs). <b>That’s when I
learnt how much value a SLP can be to a school and how much they know about
reading development.</b> Given reading is a sound to print process, of course that
makes sense. Sounds are their area of expertise, as are vocabulary, sentence
structure and other aspects of language. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">Finding others in Ballarat as passionate as I was resulted in the <b>formation
of Read Ballarat</b>. Our group now provides a professional learning or sharing
session each term free of charge. We operate on goodwill at the moment, with
experts happy to share their knowledge. Presenters have included Professor Pam
Snow, Alison Clarke, Sarah Asome, Emina McLean and Joycelyn Seamer as well as
local teachers sharing their implementation of evidence-informed practices in
their classrooms. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">Once the basics were in place in our school in terms of alignment
with the science of reading, we then started to look at best practice. We
should all aspire to the very best professional learning, so two teachers were booked
in for Multi-Sensory Structured Language (MSL) training at Bentleigh West PS. Following
the trailblazers and learning from those who have gone before you, is again
something that works. <b>Teachers gave up a week of their school holidays for
five days of PD</b>. That was mid-2019. Just before they left to do the
training, I moved schools again.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><b><span lang="EN-US">This time I had the knowledge. I knew how to improve reading results</span></b><span lang="EN-US">. I understood the reading research, although never as an expert,
always as a learner myself. I knew about the Big Six and that they needed to be
explicitly implemented. I knew about the Simple View of Reading and the Simple
View of Writing and The Reading Rope. <b>This time, it was about change
management on a larger scale</b>. <b>My challenge was how to bring a team of
teachers with me. </b></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">While MSL is regarded as gold standard, it is expensive (the cost of
the program and CRT coverage) and five days of PD for a teacher is a huge time commitment.
I also knew to get widespread buy-in, teachers needed to train together and get
the same message at the same time. Free SSP programs need a committed teacher
already on board to implement them with fidelity. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">A group of schools in southern Victoria was getting really strong
results with a commercial phonics program. I spoke to one of the principals
involved and with a small group of other educators met the trainer. The two
Foundation
teachers trained first. They had no idea what they were going to, just that
their principal had offered them some PD. Their reactions when they returned are
another pivotal moment for me. <b>One walked up the corridor with her hands on
her hips, angry that she didn’t know all about this before now. The other was
teary.</b> Those responses are really common as teachers find the knowledge
empowering once they learn it. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">We can skim over the top of this but <b>when you stop and think
about it, what we do in our literacy block in primary school impacts a child
for the rest of their life</b>. Being literate or not impacts children for the
rest of their life. Our literacy blocks are the key to literacy and life
outcomes for our children. We need to ask ourselves the question “What do we
need to do in our classrooms to give these children the very best chance of
getting across the bridge to literacy?” It’s about them. Not us. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">In terms of change management, it is a go-slow approach to get buy
in. <b>But it’s a relentless moving forward. </b>Dropping nuggets when staff
are ready and pointing them in a direction when they ask questions. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">The literacy leader and I went to hear Dr. David Kilpatrick on his
speaking tour. I had a phonological awareness program ready in my office, but
staff weren’t quite ready yet. Although separate sound-only programs are now a
hot topic of discussion, we are using one. There is a saying I heard somewhere –
<b>“strong beliefs, loosely held”</b>. We have to believe in something strongly
so it drives us to action but not hold it so tightly that we can’t let new
research or knowledge in and therefore change our actions. So, we will let that
program go when and if needed. At the moment I am reading and listening to the
arguments on both sides. Within the science of reading community there are
differing opinions. <b>Research doesn’t yet have all the answers. But it
provides us with a pathway. </b></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">Our Literacy Leader and I did systematic synthetic phonics training
in the 2019/2020 summer school holidays. Then we hosted training at our school
so that all F-6 teachers learnt to teach children about how the code of their
language works. We purchased decodable texts, moved away from lists of sight
words, learnt about explicit teaching of vocabulary, what impacts fluency, how
to develop and monitor it, and the importance of background knowledge in
reading comprehension. We completely changed our assessment schedule. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><b><span lang="EN-US">This is hard for teachers.</span></b><span lang="EN-US"> It is hard to
let go of things that you believed with all your heart would teach children to
read. Many students become literate with a Balanced Literacy approach. Those
who are from highly literate homes, with background knowledge and who are read
to, will often learn to read no matter what. My own four children did. We also
know children who arrive at school already reading. <b>If something doesn’t
work at all it is simple to let it go. But when it works for some children, it
is harder.</b> This is about not accepting as teachers that some children will
fall by the wayside in primary school. It is about not accepting that some
children are just “not good readers”. <b>What children need is for us to teach
them. This is our moral responsibility. </b></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">Last year <b>we completed some amazing PD online</b>, for example The
La Trobe University SOLAR Lab Introduction to the Science of Reading online short
course and The Writing Revolution online PD from the US, the latter at 7 o’clock
in the morning over several weeks. The explosion of podcasts and webinars was
extraordinary. <span style="mso-spacerun: yes;"> </span>One Saturday morning I
had the joy of seeing one of my teacher’s names pop up as she typed a question
in during a presentation by Nancy Young on the Ladder of Reading, who was
presenting on a Friday afternoon from the east coast of the US. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">Teachers text me photos of books on the science of reading and ask
if I have them. They call into my office to borrow them. Sometimes they order
their own<b>. Being a leader is about being a co-learner as I certainly don’t
have all the answers.</b> But my job is to think ahead and have a course mapped
out and a relentless focus on evidence and research. When you start to see how
explicit teaching of reading works, you become interested in this approach
across the curriculum. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">We had a short presentation from Dr. Lorraine Hammond on direct
instruction. Again, we are looking towards the experts. Some staff are ready to
move that way, others not yet. It might be 2022. We are currently completing
Lyn Stone’s Language Arts online course together which is 18 hours of
professional learning with allocated meeting time for reflection and
discussion. Our literacy leader and I are part-way through LETRS training
(Language Essentials of Reading and Spelling), the course developed by Dr.
Louisa Moats and Dr. Carole Tolman via SPELD WA. Our tutoring program is fully
aligned with the science of reading. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><b><span lang="EN-US">Our children are being explicitly taught how their spoken and
written language works</span></b><span lang="EN-US">. What a great thing to give
them. They are learning to hear and manipulate sounds and what graphemes
represent each phoneme. When they write, they are representing every sound in
words. We also did PD in explicitly teaching handwriting as we want children to
have this as an automatic skill, so their cognition is freed up for ideas. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">We are explicitly teaching <b>Tier 2 vocabulary</b> words every
week. <b>We have begun to implement a Reading Spine</b>, a list of high-quality
books that children will have read to them over their time at primary school.
We have started to explicitly teach content, so children have knowledge to
think with. We are learning all the time and our instruction will get better as
our knowledge increases. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><b><span lang="EN-US">The research to classroom gap is real and a huge challenge.</span></b><span lang="EN-US"> Sometimes there aren’t clear answers to questions teachers have but
what I do know is that with a deep understanding of how reading develops,
teachers can nuance and respond to their individual students rather than
feeling helpless and looking to justify poor literacy as a result of factors
outside school. Teachers feel empowered with this increased knowledge. From
everything I have read, listened to, watched and learnt, there is increasing
agreement about the teaching practices that have the biggest impact in ensuring
a child becomes literate. <b>But this knowledge is not in the hands of every
classroom teacher. </b></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US">Measuring the impact of these changes does take time. At my previous
school, it wasn’t really until the Foundation students who had structured
literacy right from the start of school did </span><span lang="EN-US"><span lang="EN-US">NAPLAN</span> (the National Assessment Program Literacy and Numeracy) in Year 3, that we felt we
had hard data. Sustained impact on results is distinct from movement up and down
based on the strength of cohorts. So that measurement is yet to come. <b>But we
are on the journey together and our students will reap the benefits. </b></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 6pt;"><span lang="EN-US"><b>And it
still feels extraordinary. </b></span></p>
<div style="mso-element: footnote-list;"><br clear="all" />
<hr align="left" size="1" width="33%" />
<div id="ftn1" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="#_ftnref1" name="_ftn1" style="mso-footnote-id: ftn1;" title=""><span class="MsoFootnoteReference"><span lang="EN-US"><span style="mso-special-character: footnote;"><span class="MsoFootnoteReference"><span face=""Calibri",sans-serif" lang="EN-US" style="font-size: 10pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[1]</span></span></span></span></span></a><span lang="EN-US"> </span><span style="mso-ansi-language: EN-AU;">Foundation is the
first year of school in Victoria (formerly called “Prep” or Preparatory. It
corresponds to Reception in South Australia, the Northern Territory and
Queensland; pre-primary in Western Australia; Prep in Tasmania, and Kindergarten
in the Australian Capital Territory. </span></p><p class="MsoFootnoteText"><span style="mso-ansi-language: EN-AU;"> </span></p><p class="MsoFootnoteText"><span style="mso-ansi-language: EN-AU;">(C) Sue Knight; Pamela Snow (2021) <br /></span></p>
<p class="MsoFootnoteText"><span style="mso-ansi-language: EN-AU;"> </span></p>
</div>
<div id="ftn2" style="mso-element: footnote;">
<p class="MsoFootnoteText"><a href="#_ftnref2" name="_ftn2" style="mso-footnote-id: ftn2;" title=""></a><span style="mso-ansi-language: EN-AU;"> </span></p>
</div>
</div>
Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com13tag:blogger.com,1999:blog-673598978629390697.post-26957126491488478942021-07-18T19:45:00.012+10:002021-07-20T21:39:04.532+10:00Masking up in a pandemic and decodable texts for beginning readers: What’s the link? <p> </p><p class="MsoNormal" style="text-align: center;"> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGetk9Z0y2AWZjh7sQSMK9JtaNnA-yllNWXcQ-XTl4Lp19npTkSjfoG3UPhE3YIrN19ckZ62m9KcrQlfvS7FBBB4jME4_D0uiRfDP7pUVZBL22yOFp215ZsciXQjjOym9GgiMOAqE-M1k/s500/mask_reading.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="500" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGetk9Z0y2AWZjh7sQSMK9JtaNnA-yllNWXcQ-XTl4Lp19npTkSjfoG3UPhE3YIrN19ckZ62m9KcrQlfvS7FBBB4jME4_D0uiRfDP7pUVZBL22yOFp215ZsciXQjjOym9GgiMOAqE-M1k/s320/mask_reading.jpg" /></a></p><div style="text-align: center;"> <span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><a href="http://www.ilovelibraries.org/article/keep-calm-and-read-these-library-themed-face-masks"><span style="font-size: xx-small;">Image source </span></a>
</span></div><p></p>
<p>As the world continues, 18 months on, to battle its way through the enormous challenges thrown up by COVID-19, we’ve all had to come to grips with the uncomfortable reality that <b>our talented, knowledgeable and hard-working scientists don’t have an immediate, ready-made answer that also happens to be incontrovertibly right, for every question we ask</b>. <br /></p><p>We have had an opportunity, however, to look at what happens, when different nations approach the same problem in different ways. And we’ve been able to observe in real time how these responses play out against contextual factors such as poverty, density of living conditions, population demographics, and the level of advancement in different health care systems. </p><p>One of the most hotly contested aspects of the COVID-19 debate, from the earliest stages, was the merits, or otherwise of requiring people to wear masks in public. <a href="https://www.phc.ox.ac.uk/team/trish-greenhalgh">Professor Trisha Greenhalgh of the University of Oxford</a> has been both a staunch advocate of masks as well as clear science communicator about why we have to act in the absence of “robust empirical evidence” that unequivocally supports their use. You can read a long, but clear thread about her reasoning and research at <a href="https://twitter.com/trishgreenhalgh/status/1414294003479089154">this link</a>. </p><p>In Tweet No. 11 of the above thread, Professor Greenhalgh states:
The most fundamental error made in the West was to <b>frame the debate around the wrong question</b> (“<i>do we have definitive evidence that masks work?</i>”). We should have been debating “<i>what should we do in a rapidly-escalating pandemic, given the empirical uncertainty?</i>”. </p><p>Professor Greenhalgh goes on to outline why, in this situation, <b>turning to the gold-standard randomised controlled trial (RCT) is not the right response</b>, which may seem like surprising advice from an esteemed public health professor at the University of Oxford. She explains (among other things) that well-controlled RCTs that rely on statistical significance, are likely to miss reductions in spread that make a real-world, practical difference. </p><p><u>Tweets 25 and 26 in thread state</u>: </p><p><span style="font-size: small;"><span style="font-family: arial;">Take the number 1 and double it and keep going. 1 becomes 2, then 4, etc. After 10 doubles, you get 512. After 10 more doubles, you get 262144. Now instead of doubling, multiply by 1.9 instead of 2 (a tiny reduction in growth rate). After 20 cycles, the total is only 104127. </span></span></p><p><span style="font-size: small;"><span style="font-family: arial;">=> if masks reduce transmission by a TINY bit (too tiny to be statistically significant in a short RCT), population benefits are still HUGE. UK Covid-19 rates are doubling every 9 days. If they increased by 1.9 every 9 days, after 180 days cases would be down by 60%. </span></span></p><p><span style="font-size: large;"><b>So – what does this analysis on mask-wearing have to do with reading instruction?</b> </span></p><p>Like many others dedicated to the imperative of better reading outcomes for all children, I understand that <b>reading experts are often in the same boat as public health experts</b>. We have to offer well-considered advice in the absence of all of the empirical evidence that we would like to have available. </p><p>In both public health and reading research, the evidence may be unavailable because the relevant studies have not been done. In other cases, there are studies, but they are judged as insufficiently powered to provide what is regarded as a “definitive answer” (inasmuch as anything is ever “definitive" in scientific research). <b>This does not mean that we are operating in a complete vacuum</b> however, as there are some widely (no, not <i>universally</i>) agreed state-of-play maxims about the nature of the reading process and the skills that novices need to master to be off to a successful start. I have blogged previously about these on this site. </p><p>Like our colleagues in public health, we also need to observe the maxim of “first do no harm”, to minimise the risk that those following our advice inadvertently worsen rather than improve the futures of children learning to read in their classrooms. <b>Not issuing advice can in itself be a form of harm</b>, however, as it tacitly condones a status quo that puts children’s outcomes on a static or downward trajectory. </p><p>Failing to take an educated punt on the best available evidence creates the kind of <b>change paralysis</b> that sustains entrenched practices for which the evidence may be virtually non-existent e.g., the use of so-called <a href="https://www.spelfabet.com.au/2016/08/multi-cueing-teaching-the-habits-of-poor-readers/">Three Cueing (Multi-Cueing)</a> and <a href="https://fivefromfive.com.au/blog/whatarepredictabletexts/">predictable (or leveled) texts</a>, taught alongside banks of so-called “sight words” to be rote-learned by students. Those of us who are privileged to have strong literacy skills simply opting to live with uncertainty and throwing our hands up in the air with an “oh well” resignation, is not, in my view, an acceptable option when children’s lives are literally at stake. </p><p>If we apply Professor Greenhalgh’s <b>number doubling exercise </b>outlined above, it’s not difficult to see how, by the end of three years of formal reading instruction, Western industrialised nations have created so many struggling readers. <b>The learning support resources needed to successfully intervene for struggling readers are akin to the intensive care units and respirators needed to treat people unnecessarily infected with COVID-19.</b> They are expensive and difficult to resource from a human labour-force perspective, and sadly, they do not always work. Like COVID-19, the burden of poor outcomes in classroom reading instruction is disproportionately borne by those who are already disadvantaged in some way. </p><p>To paraphrase Professor Greenhalgh’s analysis of the effectiveness of masks, I would suggest <b>we have been asking the wrong question in early reading instruction</b> with respect to <a href="https://www.nomanis.com.au/single-post/explainer-what-s-the-difference-between-decodable-and-predictable-books-when-should-they-be-used">decodable texts*</a> (<i>Do we have definitive evidence that decodable texts “work”?</i>) and should ask instead: <i>What should we do in the context of widespread poor reading data in English-speaking countries, given the empirical uncertainty? </i></p><p>In the absence of a clear, empirically-derived answer, I can think of no better evidence-and-practice-informed, classroom-friendly advice and guidance than that provided on <a href="https://www.thereadingape.com/single-post/controlling-the-text-the-dilemma-of-decodable-texts">The Reading Ape blog</a> in what seems to be an undated post (reproduced with permission): <b> <br /></b></p><p><b></b></p><div class="separator" style="clear: both; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjplQl_s-TuIfUZ4EEAPn8Ctar88CqzUpM2lGYWVFBtPUxIBtkJ6T9GnqFXWivD52dPf_zbLcwD-ZpPSEvfMpr9CIx5u5nQGguoSwaMk7fpMHRw0VSB2SIXV38OtvIIArD4P_ZA7mJYsn8/s623/Reading+Ape+on+decodable+texts_2.PNG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="472" data-original-width="623" height="484" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjplQl_s-TuIfUZ4EEAPn8Ctar88CqzUpM2lGYWVFBtPUxIBtkJ6T9GnqFXWivD52dPf_zbLcwD-ZpPSEvfMpr9CIx5u5nQGguoSwaMk7fpMHRw0VSB2SIXV38OtvIIArD4P_ZA7mJYsn8/w640-h484/Reading+Ape+on+decodable+texts_2.PNG" width="640" /></a></b></div><p></p><p></p><b></b><p></p><p>Like masks, <b>decodable texts are not a stand-alone “solution” to a population-level problem.</b> Their impact is also difficult to study in isolation from other interventions (e.g., structured and explicit code teaching delivered by knowledgeable educators, using a clear scope and sequence). But if we were asked to place the available practices in a rank order, my Number One vote would be for explicit teaching of how the English writing system works (for both reading and spelling), accompanied by opportunities for practice to support early mastery of automatic decoding, via carefully selected decodable texts**. </p><p>Of course, decodable texts do not represent the full range of morpho-phonemic, syntactic and semantic complexity of the English language. <b>But why should they?</b> We are talking about novices here. Texts of that sophistication are not those we ask 5-and 6-year-old children to read, in the same way that we do not ask beginning pianists at the outset to play pieces that contain all the notes in a chromatic scale (let alone all of the complex rhythmic patterns that exist in the complete musical repertoire).<br /></p><p>The COVID-19 pandemic will no doubt teach us many things, including the<b> importance of making weighty decisions in the face of uncertainty and ambiguity</b>. Professor Greenhalgh backed masks from the outset, applying a mix of scientifically-derived principles and dare I even mention it, common sense.We need to do the same on the use of decodable texts, as part of an explicit approach to teaching the code. Using decodable texts in isolation from other rigorous practices would be like advocating mask use, but not reducing social mobility, rolling out vaccines, and encouraging physical distancing.</p><p><b>My prediction?</b> History will view masks and decodable texts in similarly positive lights at a population level, and 2021 detractors and naysayers will be re-writing their positions to be on the right side of said history. <br /></p><p>COVID-19 achieved pandemic status in early 2020, but <b>low literacy levels have been endemic in English-speaking industrialised nations for decades.</b> If we are waiting for the perfect RCT to illuminate the path, then we may as well pray for a vaccine against poor reading outcomes. Oh wait……we may already have one, albeit one with imperfect efficacy and a continued need for vigilance. I refer of course, to widespread application of practices we already have to hand, that promote (I did say not say <i>guarantee</i>) better outcomes at a population level and reduce the burden borne by those who are already socially and economically disadvantaged. </p><p style="text-align: center;">***** </p><p style="text-align: left;"><b>Information about recommended sets of decodable readers</b> can be obtained <a href="https://dsf.net.au/resources/online-store/little-learners-love-literacy/decodable-readers">on the DSF website</a> and also on <a href="https://www.spelfabet.com.au/phonics-resources/07-decodable-books/">Alison Clarke's Spelfabet website</a>. <br /></p><p> </p><p><span style="font-size: x-small;"><i><span style="font-size: small;"><span style="font-size: x-small;"><i><span style="font-size: small;">*</span></i></span></span></i><span style="font-size: small;"><span style="font-size: x-small;"><span style="font-size: small;">A reader, Berys, has commented (below) that the term "controlled" text is preferable to "decodable" text and I agree with her on this and for the reasons she outlines: in theory, all texts are decodable, for those who know how the code works, but what we are really referring to here is texts that <i>control</i> the text complexity, in a graduated way, to ease novices into the process of reading connected text. Harriet points out below too, that we should be thinking about multiple criteria, not just decodability (e.g. word frequency and literary quality). Both are relevant and important points. Thanks Berys and Harriet! 🙂</span></span></span></span> <br /></p><p><span style="font-size: x-small;"><i><span style="font-size: small;"><span style="font-size: x-small;"><i><span style="font-size: small;">*</span></i></span>* It should go without saying, but I will say it anyway: decodable texts should never be the only books that children are exposed to and once children have mastered the code to automaticity as judged by a knowledgeable teacher, their use can be discontinued. They may, however, be called upon in higher year levels to support struggling older readers.</span></i></span><i><span style="font-size: small;"> </span></i></p><p>© Pamela Snow (2021)
</p><br />Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com8tag:blogger.com,1999:blog-673598978629390697.post-78054484269725679882021-03-07T00:18:00.011+11:002021-03-08T23:18:49.086+11:00Are we there yet? The long, steep, and winding road towards improved reading instruction.<p><br /><!--[if gte mso 9]><xml>
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</p><p class="MsoNormal"><b></b></p><div class="separator" style="clear: both; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjs2dlzZJRLMBRoDlRssdJVfbT4pJHIcGcOHU1Hbd81Q1yB9fjcoBA2xjnflHKEyOv9_PIBExQXNLNeeeULg0mNnfFe9vUUAd-jYBCJMU-fQ0UvLcq21ftxfNuScG9fkRj-bXqgXkhNIbg/s600/are-we-there-yet.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="498" data-original-width="600" height="166" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjs2dlzZJRLMBRoDlRssdJVfbT4pJHIcGcOHU1Hbd81Q1yB9fjcoBA2xjnflHKEyOv9_PIBExQXNLNeeeULg0mNnfFe9vUUAd-jYBCJMU-fQ0UvLcq21ftxfNuScG9fkRj-bXqgXkhNIbg/w200-h166/are-we-there-yet.jpg" width="200" /></a></b></div><b><br /><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"></span></b><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">All parents will be familiar with the pleading question
from the back seat on long (or sometimes not so long) car journeys, normally delivered
in the most whinging (whining for US readers) tone of voice possible: <i>Are we
there yet? </i>As the youngest of four children, growing up in the 1960s and
sitting unrestrained in the back of the family station-wagon, mine may have
been the loudest voice in this chorus. I hope the advent of car air-conditioning, screens
and wireless headphones makes for easier car journeys these
days for parents. However, I have been reminded of the <i>Are we
there yet?</i> plea this week in the context of recent media interest in
the ongoing problem of how we teach children how
to read </span><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">(or in many cases do not)</span>. </span>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">If you’ve missed the recent media offerings, you can
find Rebecca Urban’s piece in The Australian <a href="https://www.theaustralian.com.au/nation/goslow-by-unis-putting-reading-lessons-at-risk/news-story/c5894765b80e302e83c0d742cd3d9a79">here</a>
and Jordan Baker’s Good Weekend feature article <a href="https://www.smh.com.au/national/kids-in-the-crossfire-it-s-not-just-that-they-can-t-read-it-affects-every-minute-of-their-day-20201203-p56kf6.html">here</a><b> </b>(apologies if you strike a paywall).</span></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><b>The journey towards improved reading instruction has been
made unnecessarily long and complicated </b>as a result of those in the front seat
accepting directions from people who may be well-intentioned, but don’t
actually know what the destination looks like, or how to get there. It’s also
been muddied by advice from people who thought we would be better off heading
down a side road because the town down that way is pretty and everyone seems
happy there. Some people don’t necessarily think there’s a destination at all;
rather that wherever we are right now is just fine and there’s no need to move
on to greener pastures. </span></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">I thought it might be timely to check the map, because
there’s been some dead-ends and unnecessary detours that have made this journey
longer and more painful than it ever needed to be. </span></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">So let’s see how we’re travelling and do some <b>misdirection
fact-checking</b> along the way. </span></p><p class="MsoNormal" style="text-align: left;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihwRmyr8ELk_HseGnUTFjGSr85yOA06Yi6oSGM0EpbiayDRjDO9bsAOBm2Zd3_I41DiPtHYXmPIhWtdsi8DvJxNo53WzvzIZYW0wUf7FInAEvQ15PFdfIMrloE1lmOdPyMaa3RUWvUYJQ/s650/synonyms+for+misdirection.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="400" data-original-width="650" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihwRmyr8ELk_HseGnUTFjGSr85yOA06Yi6oSGM0EpbiayDRjDO9bsAOBm2Zd3_I41DiPtHYXmPIhWtdsi8DvJxNo53WzvzIZYW0wUf7FInAEvQ15PFdfIMrloE1lmOdPyMaa3RUWvUYJQ/s320/synonyms+for+misdirection.png" width="320" /></a></div><br /><p></p><h2 style="text-align: left;"><span style="color: #990000;"><span style="font-size: medium;"><b><span style="font-family: "Times New Roman", serif; line-height: 107%;">Misdirection No. 1: Tensions in how to
teach reading are a battle between Whole Language and “phonics”.</span></b></span></span></h2>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><b>This is overly simplistic</b>. The key tension, as I see
it in 2021, is between <b>instruction that is delivered explicitly by teachers who
are highly knowledgeable about all aspects of the English language</b> (spoken and
written) and <b>instruction that is delivered by teachers who have been presented
with an extremely restricted lens on reading </b>and are overly reliant
on a limited and superficial repertoire of classroom materials and routines. Such
materials often include expensive classroom sets of leveled (predictable)
readers that do not follow a scope and sequence with respect to the teaching of
phoneme-grapheme correspondences and sets of “sight” words which children do not have
the tools to analyse at a sub-lexical level, so must over-burden their fragile visual
memory systems by learning them as pictographs. Then there is the all-too-familiar Whole Language throwback, <a href="https://www.spelfabet.com.au/2016/08/multi-cueing-teaching-the-habits-of-poor-readers/" target="_blank">Multi-Cueing (Three Cueing</a>) and some frankly bizarre advice,
like telling children to “get your mouth ready” to read an unfamiliar word. </span></p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">None of this would matter of course, if we were successfully teaching 95% of children to read, as the <a href="https://www.tandfonline.com/doi/abs/10.1080/19404158.2013.840887" target="_blank">cognitive psychology research indicates we should be</a>*. We're not even close. <br />* If you cannot access this paper by Dr Kerry Hempenstall, the key quote (pp. 108-109) is this:</span></p><p class="MsoNormal" style="text-align: center;"><i><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><span style="font-family: serif; font-size: 16.6043px; left: 622.578px; top: 1021.43px; transform: scaleX(1.00185);">Acc</span><span style="font-family: serif; font-size: 16.6043px; left: 649.507px; top: 1021.43px; transform: scaleX(1.00124);">ording</span><span style="font-family: serif; font-size: 16.6043px; left: 696.939px; top: 1021.43px; transform: scaleX(0.759843);"> to </span><span style="font-family: serif; font-size: 16.6043px; left: 112.158px; top: 1041.36px; transform: scaleX(1.00297);">researc</span><span style="font-family: serif; font-size: 16.6043px; left: 159.495px; top: 1041.36px; transform: scaleX(0.750196);">h, </span><span style="font-family: serif; font-size: 16.6043px; left: 178.393px; top: 1041.36px; transform: scaleX(0.823151);">we </span><span style="font-family: serif; font-size: 16.6043px; left: 204.187px; top: 1041.36px; transform: scaleX(0.99949);">shoul</span><span style="font-family: serif; font-size: 16.6043px; left: 240.282px; top: 1041.36px; transform: scaleX(0.666841);">d </span><span style="font-family: serif; font-size: 16.6043px; left: 255.022px; top: 1041.36px; transform: scaleX(0.838508);">not </span><span style="font-family: serif; font-size: 16.6043px; left: 282.801px; top: 1041.36px; transform: scaleX(0.793489);">be </span><span style="font-family: serif; font-size: 16.6043px; left: 305.006px; top: 1041.36px; transform: scaleX(0.925792);">content </span><span style="font-family: serif; font-size: 16.6043px; left: 360.658px; top: 1041.36px; transform: scaleX(0.884445);">until </span><span style="font-family: serif; font-size: 16.6043px; left: 397.792px; top: 1041.36px; transform: scaleX(0.834521);">the </span><span style="font-family: serif; font-size: 16.6043px; left: 424.627px; top: 1041.36px; transform: scaleX(1.00382);">read</span><span style="font-family: serif; font-size: 16.6043px; left: 453.445px; top: 1041.36px; transform: scaleX(0.838508);">ing </span><span style="font-family: serif; font-size: 16.6043px; left: 481.129px; top: 1041.36px; transform: scaleX(1.00256);">dif</span><span style="font-family: serif; font-size: 16.6043px; left: 499.743px; top: 1041.36px; transform: scaleX(0.895236);">ficulty </span><span style="font-family: serif; font-size: 16.6043px; left: 548.782px; top: 1041.36px; transform: scaleX(0.862434);">rate </span><span style="font-family: serif; font-size: 16.6043px; left: 580.34px; top: 1041.36px; transform: scaleX(0.875593);">falls </span><span style="font-family: serif; font-size: 16.6043px; left: 615.585px; top: 1041.36px; transform: scaleX(0.759843);">to </span><span style="font-family: serif; font-size: 16.6043px; left: 634.955px; top: 1041.36px; transform: scaleX(1.00153);">aroun</span><span style="font-family: serif; font-size: 16.6043px; left: 672.939px; top: 1041.36px; transform: scaleX(0.666841);">d </span><span style="font-family: serif; font-size: 16.6043px; left: 687.679px; top: 1041.36px;"><span class="highlight begin selected">5</span></span><span style="font-family: serif; font-size: 16.6043px; left: 695.981px; top: 1041.36px; transform: scaleX(0.769124);"><span class="highlight end selected">%</span>....</span><span style="font-family: serif; font-size: 16.6043px; left: 112.158px; top: 1061.3px; transform: scaleX(0.914164);"></span><span style="font-family: serif; font-size: 16.6043px; left: 163.842px; top: 1061.3px; transform: scaleX(0.759843);"></span><span style="font-family: serif; font-size: 16.6043px; left: 183.4px; top: 1061.3px; transform: scaleX(0.911796);"></span><span style="font-family: serif; font-size: 16.6043px; left: 233.763px; top: 1061.3px; transform: scaleX(1.00026);"></span><span style="font-family: serif; font-size: 16.6043px; left: 267.023px; top: 1061.3px; transform: scaleX(0.532223);"></span><span style="font-family: serif; font-size: 16.6043px; left: 278.173px; top: 1061.3px;"></span><span style="font-family: serif; font-size: 16.6043px; left: 288.368px; top: 1061.3px;"></span><span style="font-family: serif; font-size: 16.6043px; left: 296.786px; top: 1061.3px; transform: scaleX(0.925746);"></span><span style="font-family: serif; font-size: 16.6043px; left: 350.928px; top: 1061.3px; transform: scaleX(1.00026);"></span><span style="font-family: serif; font-size: 16.6043px; left: 384.188px; top: 1061.3px; transform: scaleX(0.699783);">. </span><span style="font-family: serif; font-size: 16.6043px; left: 400.441px; top: 1061.3px; transform: scaleX(0.893902);">Until </span><span style="font-family: serif; font-size: 16.6043px; left: 441.259px; top: 1061.3px; transform: scaleX(0.890466);">then, </span><span style="font-family: serif; font-size: 16.6043px; left: 480.659px; top: 1061.3px; transform: scaleX(0.823151);">we </span><span style="font-family: serif; font-size: 16.6043px; left: 506.549px; top: 1061.3px; transform: scaleX(0.83441);">are </span><span style="font-family: serif; font-size: 16.6043px; left: 533.573px; top: 1061.3px; transform: scaleX(0.838508);">not </span><span style="font-family: serif; font-size: 16.6043px; left: 561.352px; top: 1061.3px; transform: scaleX(1.00673);">teachi</span><span style="font-family: serif; font-size: 16.6043px; left: 601.415px; top: 1061.3px; transform: scaleX(0.800209);">ng </span><span style="font-family: serif; font-size: 16.6043px; left: 624.564px; top: 1061.3px; transform: scaleX(0.926066);">reading </span><span style="font-family: serif; font-size: 16.6043px; left: 681.162px; top: 1061.3px; transform: scaleX(0.876039);">well</span></span><span style="font-family: serif; font-size: 16.6043px; left: 362.269px; top: 64.9256px; transform: scaleX(0.974211);"> </span><span style="font-family: serif; font-size: 16.6043px; left: 112.158px; top: 104.704px; transform: scaleX(0.928584);">enough, </span><span style="font-family: serif; font-size: 16.6043px; left: 170.078px; top: 104.704px; transform: scaleX(0.854528);">and </span><span style="font-family: serif; font-size: 16.6043px; left: 198.802px; top: 104.704px; transform: scaleX(1.00381);">man</span><span style="font-family: serif; font-size: 16.6043px; left: 227.621px; top: 104.704px; transform: scaleX(0.666841);">y </span><span style="font-family: serif; font-size: 16.6043px; left: 240.566px; top: 104.704px; transform: scaleX(0.999259);">stud</span><span style="font-family: serif; font-size: 16.6043px; left: 268.345px; top: 104.704px; transform: scaleX(0.866757);">ents </span><span style="font-family: serif; font-size: 16.6043px; left: 299.903px; top: 104.704px; transform: scaleX(0.800209);">do </span><span style="font-family: serif; font-size: 16.6043px; left: 321.258px; top: 104.704px; transform: scaleX(0.838508);">not </span><span style="font-family: serif; font-size: 16.6043px; left: 347.242px; top: 104.704px; transform: scaleX(0.886292);">have </span><span style="font-family: serif; font-size: 16.6043px; left: 383.431px; top: 104.704px; transform: scaleX(0.793489);">an </span><span style="font-family: serif; font-size: 16.6043px; left: 403.934px; top: 104.704px; transform: scaleX(1.00397);">inbuil</span><span style="font-family: serif; font-size: 16.6043px; left: 442.957px; top: 104.704px; transform: scaleX(0.532223);">t </span><span style="font-family: serif; font-size: 16.6043px; left: 452.312px; top: 104.704px; transform: scaleX(1.00198);">resistanc</span><span style="font-family: serif; font-size: 16.6043px; left: 510.705px; top: 104.704px; transform: scaleX(0.644469);">e </span><span style="font-family: serif; font-size: 16.6043px; left: 522.799px; top: 104.704px;">t</span><span style="font-family: serif; font-size: 16.6043px; left: 527.465px; top: 104.704px; transform: scaleX(0.666841);">o </span><span style="font-family: serif; font-size: 16.6043px; left: 540.563px; top: 104.704px; transform: scaleX(0.932735);">learning </span><span style="font-family: serif; font-size: 16.6043px; left: 599.995px; top: 104.704px; transform: scaleX(0.871474);">how </span><span style="font-family: serif; font-size: 16.6043px; left: 633.255px; top: 104.704px; transform: scaleX(0.759843);">to </span><span style="font-family: serif; font-size: 16.6043px; left: 650.923px; top: 104.704px; transform: scaleX(1.00382);">read</span><span style="font-family: serif; font-size: 16.6043px; left: 679.742px; top: 104.704px; transform: scaleX(0.500131);">, </span><span style="font-family: serif; font-size: 16.6043px; left: 688.624px; top: 104.704px; transform: scaleX(0.838508);">but </span><span style="font-family: serif; font-size: 16.6043px; left: 112.158px; top: 124.641px; transform: scaleX(0.913981);">should </span><span style="font-family: serif; font-size: 16.6043px; left: 161.479px; top: 124.641px; transform: scaleX(0.793489);">be </span><span style="font-family: serif; font-size: 16.6043px; left: 182.266px; top: 124.641px; transform: scaleX(1.00157);">consider</span><span style="font-family: serif; font-size: 16.6043px; left: 238.769px; top: 124.641px; transform: scaleX(0.793489);">ed </span><span style="font-family: serif; font-size: 16.6043px; left: 259.461px; top: 124.641px; transform: scaleX(0.7682);">as </span><span style="font-family: serif; font-size: 16.6043px; left: 278.362px; top: 124.641px; transform: scaleX(1.02528);">instructiona</span><span style="font-family: serif; font-size: 16.6043px; left: 358.959px; top: 124.641px;">l </span><span style="font-family: serif; font-size: 16.6043px; left: 368.597px; top: 124.641px; transform: scaleX(1.04236);">casualt</span><span style="font-family: serif; font-size: 16.6043px; left: 416.784px; top: 124.641px; transform: scaleX(1.00166);">ies</span><span style="font-family: serif; font-size: 16.6043px; left: 435.306px; top: 124.641px; transform: scaleX(0.500131);">.</span></i>
</p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">The wrong-turn here that has delayed our journey is
that universities, by a process of steady erosion of teacher knowledge in initial teacher education (ITE) over recent decades,<b> have over-simplified the reading process, for both teachers and children</b>. That means that rather than needing faculty who are knowledgeable about the linguistic basis of
reading, universities have reassured themselves that it's OK for this part of the ITE curriculum to be delivered by academics with backgrounds
in anything from <a href="https://fivefromfive.com.au/wp-content/uploads/2019/07/ITE-REPORT-FINAL.pdf">drama,
art, and secondary English literature</a>. This has resulted in a collective form
of interpretative dance around such fundamental questions as the meaning of the
word “literacy” (insert just about any meaning you like and it will get up; the
more postmodern it sounds, the better). <span style="mso-spacerun: yes;"> </span>I
am yet to meet a primary school teacher who sees an opening for critical literacy, in
their struggle to teach six-year olds how to spell; nor have I met a primary teacher who has asked for assistance in supporting students with multiliteracies. If you want to test these
propositions, it is easy to do so:</span></p>
<ul style="text-align: left;"><li><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Ask some recent graduates what theories of reading they
learned about at university. </span></li><li><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Ask them what they learned about the three national
inquiries into the teaching of literacy that were held between 2000 and 2006. </span></li><li><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Ask them whether reading is a biologically primary or
secondary skill, and why this matters. </span></li><li><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Ask them about the relationship between oral language abilities
and learning to read. </span></li><li><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Ask them to define phonemic awareness and
morphological awareness. </span></li><li><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Ask them about the difference between synthetic and
analytic phonics. </span></li><li><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Ask them what they know about orthographic mapping <br /></span></li><li><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Ask them how they teach spelling.</span></li><li><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Ask them whether they are confident identifying and
supporting struggling readers. </span></li><li><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Ask them whether they need professional learning on
critical literacies, multiliteracies, and/or neoliberal praxis in the early
years’ classroom. </span></li></ul><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Why are students in related disciplines such as speech-language pathology and educational and developmental psychology learning about these fundamental concepts and yet teachers, in most cases, are not? <b>Why have Education faculties given away the family china? </b>If you give away the family china, you can't then complain that others find it useful in their work. I wrote about the issue of education discarding precious knowledge from its teacher education programs back in 2017. You can read that blog-post <a href="http://pamelasnow.blogspot.com/2017/10/please-take-precious-knowledge.html" target="_blank">here</a>. <br /></span><div>
<h2 class="MsoNormal" style="text-align: left;"><span style="color: #990000;"><span style="font-size: medium;"><b><span style="font-family: "Times New Roman", serif; line-height: 107%;">Misdirection No. 2: Calling for improved
reading instruction means advocating for a “phonics only” approach.</span></b></span></span></h2>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">This straw man would be laughable if it were not so disappointing
and exhausting; this is reading instruction's flat tyre that results in a collective moan
from the back seat, as everyone piles out to stand by the side of the road while even more time is wasted.</span></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">As per
Misdirection No. 1, the debate needs to be much more nuanced than this. Advocates
of improved reading instruction spend just as much time <b>talking about the role
of vocabulary, comprehension, fluency, syntax, and discourse</b>, and so on, as they do about
how speech and print map to each other in English. Related to this, it is
inaccurate to suggest that systematic and explicit phonics instruction (whether
synthetic or not) by definition, by-passes vocabulary development. It does not.
Its prime function is to <i>automatise children’s mastery of the code</i>, but if
teachers are teaching decoding without incidentally talking about meanings of
words, putting them in sentences and drawing children’s attention to
morphological markers (e.g., plural -s, present progressive -ing) then there’s
some low-hanging fruit they can access to enrich their teaching as of Monday
morning.</span></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><b>You can decode something you can’t understand particularly
well</b> (like me reading in my rusty school-girl French), <b>but you can’t understand
something <i>at all</i> that you can’t decode</b> (like me being presented with a
page of text written in Arabic). If you don’t a) know that there is a code and
b) know how to decipher the code, then you cannot "<i>read for meaning</i>" and reading will remain an opaque mystery
and your academic success will be jeopardised accordingly. </span></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">If we can’t get past this road-block in the reading
debate, we cannot get on to the pressing and important matters of <a href="https://www.guilford.com/excerpts/beck8_ch2.pdf?t" target="_blank">strengthening vocabulary</a>, getting students over <a href="https://link.springer.com/chapter/10.1007/978-94-011-0425-8_9">David
Corson’s “lexical bar”,</a> and <a href="https://www.thewritingrevolution.org/">improving their writing skills</a>
(to name a few imperatives). </span></p>
<h2 class="MsoNormal" style="text-align: left;"><span style="color: #990000;"><span style="font-size: medium;"><b><span style="font-family: "Times New Roman", serif; line-height: 107%;">Misdirection No. 3 The real culprits here
are parents. They are either too poor, too non-English speaking, or too busy to
teach their children to read themselves. </span></b></span></span></h2>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">This is a pernicious but transparent attempt to shift
responsibility for reading instruction from schools (whose job it is) to
parents (whose job it is not). </span></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Does anyone remember<span style="background-color: white;"> <span style="background-attachment: scroll; background-clip: border-box; background-image: none; background-origin: padding-box; background-position: 0% 0%; background-repeat: repeat; background-size: auto;">this bumper sticker</span> </span>from the 1980s?</span></p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg47dCNvOUXT7iQpphtNpHWgxclxNTKuvzAZYcr-hq9MUjV7pT1XzofybO1cBsKOF2PmKu13es9MHVvPdK5d2iNb0yd0gj5p5K8fYUqaCZ21EtwSDbvoxcBG3MuXQvL8MuQJRv22yBYXlM/s1000/If+you+can+read+this+thank+a+teacher.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="264" data-original-width="1000" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg47dCNvOUXT7iQpphtNpHWgxclxNTKuvzAZYcr-hq9MUjV7pT1XzofybO1cBsKOF2PmKu13es9MHVvPdK5d2iNb0yd0gj5p5K8fYUqaCZ21EtwSDbvoxcBG3MuXQvL8MuQJRv22yBYXlM/s320/If+you+can+read+this+thank+a+teacher.jpg" width="320" /></a></div><br /> <p></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">I wonder why we don’t see it anymore? Could it be that
the inverse is also true – if you can’t read it, did something go wrong in your
early reading instruction? </span></p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">The myth that parents reading to their children will rid the world of illiteracy has been <a href="https://www.goodreads.com/book/show/316571.Reading_Magic" target="_blank">promulgated by children's author Mem Fox </a>and resoundingly <a href="http://pamelasnow.blogspot.com/2018/11/dear-mem-professor-anne-castles-letter.html" target="_blank">rebuffed by Distinguished Professor Anne Castles</a>, of Macquarie University. This particular misdirection is related to the notion of reading being "natural", as discussed further below (see Misdirection No. 5).<br /></span></p>
<h2 class="MsoNormal" style="text-align: left;"><span style="font-size: medium;"><span style="color: #990000;"><b><span style="font-family: "Times New Roman", serif; line-height: 107%;">Misdirection No. 4. Teachers are
professionals and the rest of the community should just trust them to know what’s
best for children in their class.</span></b></span></span></h2><span style="font-size: medium;">
</span><p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">I have written about the issue of professionalism previously
– see <a href="http://pamelasnow.blogspot.com/2018/03/educations-west-gate-bridge.html">here</a>.
This idea is so out of step with community standards and expectations, it’s
hard to know where to start. Doctors, nurses, psychologists, physiotherapists,
engineers, speech pathologists, lawyers etc are not afforded the freedom to <i>do
their own thing</i>. Professionalism is a <b>highly constrained form of
accountability</b>. Members of other disciplines are held to account by professional
bodies when (not if, <i>when</i>) they do not do their jobs properly, through
errors of either omission or commission. </span></p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">When was the last time a teacher was
held to account by a professional body for not teaching reading well enough? I
don’t know either. But this scary reality is what true professionalism entails and perhaps if
education academics had to factor that possibility into their pre-service
curricula there would be some better attention to detail in what is taught.
<b>Academics in medicine, nursing, psychology and a raft of allied health
disciplines know that this is the kind of community accountability they are
preparing their graduates for. <span style="mso-spacerun: yes;"> </span></b></span></p>
<h2 class="MsoNormal" style="text-align: left;"><span style="font-size: medium;"><span style="color: #990000;"><b><span style="font-family: "Times New Roman", serif; line-height: 107%;">Misdirection No. 5 Reading is a natural
thing for children to do. Explicit instruction in phonics kills their enjoyment
of text. We should foster the ability to read through immersion in high-quality
children’s literature. </span></b></span></span></h2><span style="font-size: medium;">
</span><p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">As you can see, there’s a few inter-connected pieces of
mis-information here. If you are unconvinced about the notion that humans have
evolved for spontaneous development of spoken language but not for written
language, I refer you to the work of <a href="https://books.google.com.au/books?hl=en&lr=&id=0HFEi72JQLEC&oi=fnd&pg=PR7&dq=Dianne+McGuiness+why+children+can%27t+read&ots=gGiZSfhu_J&sig=FelvFUtFlSFWYBdpYp6O_7EtqIQ&redir_esc=y#v=onepage&q=Dianne%20McGuiness%20why%20children%20can't%20read&f=false">Diane
McGuinness</a>, <a href="https://www.college-de-france.fr/site/en-stanislas-dehaene/index.htm">Stanislas
Dehaene</a> and <a href="https://www.tandfonline.com/doi/abs/10.1080/00461520802392133">David
Geary</a>. Unfortunately, the late <a href="https://eric.ed.gov/?id=ED155621">Kenneth
Goodman</a> gave education the fanciful but empirically unsupported notion that
reading is “natural”, like oral language. This became something of a meme in
early years education and has been hard to budge. </span></p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">What teachers who have
adopted a <a href="https://www.readingrockets.org/article/structured-literacy-instruction-basics">structured
literacy approach</a> to early reading instruction consistently report is the <i>joy</i>
that children display when they can crack the code and lift words off the page.
All of which does not mean of course that children should not be exposed
to beautiful children’s books on a daily basis: books that expand their vocabularies, their
comprehension of complex sentences, their imaginations, and their knowledge of
the world. That’s a no-brainer.</span></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">We need to remember though, that <b>listening to adults
read beautiful books does no more to teach children how to read than</b> <b>listening
to adults play Mozart sonatas teaches them how to play the piano</b>. There’s
several concepts and skills that children need to master in order to do both
and instruction delivered by knowledgeable teachers is what makes the difference.
Would parents knowingly pay for piano lessons taught by someone who does not
understand musical notation and the logic behind it? No, and they should not have
to buy into a lottery of hoping that classroom teachers have received adequate
preparation for the specialised knowledge and skills required to support
children’s early reading success.</span></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">If reading was as natural as acquiring oral language,
why is it taught in schools at all? And if it’s so easy for everyone to
acquire, why are there so many illiterate people in the world (<i>who have
completed primary school</i>)?</span></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">******************</span></p>
<p class="MsoNormal"><b><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">Perhaps it’s time for education faculties
to claim reading, and all aspects of how children are best taught how to do it,
as their own.</span></b><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"> This would entail fully embracing the
fact that reading is a complex skill that requires teachers to be <i>knowledgeable
experts</i>, not guides on the side. </span></p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">It would entail acknowledging that the
English writing system is an imperfect representation of spoken language and teachers
need to understand these imperfections so they are not glossed over with an
awkward “because English” wave of the hand. </span></p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">It would entail some humility in
the face of the fact that knowledgeable language scholars have been tinkering with the
English writing system for hundreds of years, yet we ask children at the tender
age of five to start mastering it and give then approximately 36 months to do
so. </span></p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwKSphVWTBHE7afuDVBvxoH_VYnk6KQtHAsLnBjVpub-GuJjWPCkyWFLzs62KVOJqbVp3F5ooO0dhvpmBJRJYb05atOdpxg7f2wgBE7S5OF9CeGc2AD_YYIlOqH-Jm0Hz5qUcJmAfBh_0/s512/two-way+arrows_confusing.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="296" data-original-width="512" height="116" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwKSphVWTBHE7afuDVBvxoH_VYnk6KQtHAsLnBjVpub-GuJjWPCkyWFLzs62KVOJqbVp3F5ooO0dhvpmBJRJYb05atOdpxg7f2wgBE7S5OF9CeGc2AD_YYIlOqH-Jm0Hz5qUcJmAfBh_0/w200-h116/two-way+arrows_confusing.jpg" width="200" /></a></div><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">These are only <b>some of the unfortunate misdirections</b>
that reading policy makers and university academics have provided to schools in
recent decades. They have made the journey unnecessarily long (never-ending some
might say), treacherous, and time-wasting for teachers, parents, and students
of all backgrounds and education sectors. </span>
<p></p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;">As with real-life journeys, adults can generally cope
better with distance, detours, and delays, but children will be the ones who
experience the pain of an unnecessarily long drive and the seemingly
non-existent destination.</span></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><span style="font-size: medium;"><i>So dear reader, no, we are not there yet, but we are
not abandoning the journey either.</i></span></span></p><p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12pt; line-height: 107%;"><span style="font-size: medium;"><span style="font-size: small;">(C) Pamela Snow (2021)</span><i> </i></span> </span></p>
</div>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com27tag:blogger.com,1999:blog-673598978629390697.post-76948282027282090592021-01-14T23:48:00.010+11:002022-04-01T22:36:40.234+11:00The Science of Reading and Chesterton's Fence<p align="center" class="MsoNormal" style="tab-stops: 291.0pt; text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiSKSeSCX5qHnNY2A7XfJ-ObhnM2mIfL1rQRzqKJcn_atO3nYDsLvLXpnVBTMu0-R_oaPiyiJnPgzfiUh_bjSBtpRioY6C5UaN5npsMjmt6FGHpM1jk2-8VRHwh_wKB-PEw1gk5mFUvAM/s850/Chestertons+Fence_1.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="400" data-original-width="850" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiSKSeSCX5qHnNY2A7XfJ-ObhnM2mIfL1rQRzqKJcn_atO3nYDsLvLXpnVBTMu0-R_oaPiyiJnPgzfiUh_bjSBtpRioY6C5UaN5npsMjmt6FGHpM1jk2-8VRHwh_wKB-PEw1gk5mFUvAM/s320/Chestertons+Fence_1.jpg" width="320" /></a></div><p></p><p align="center" class="MsoNormal" style="tab-stops: 291.0pt; text-align: center;"><span style="font-size: xx-small;"> <a href="https://www.azquotes.com/quote/935154">Image source</a></span></p>
<p>It’s January 2021 and as I’m sure you've noticed, the world’s best and brightest microbiologists, virologists and immunologists are working around the clock to throw everything that science has at a microbe that at the time of writing has caused <a href="https://en.wikipedia.org/wiki/Template:COVID-19_pandemic_data">1.98 million deaths</a>, wreaked havoc in people’s lives and damaged global economies. This is not a blogpost about COVID (<i>collective sigh of relief</i>) but it is a blogpost about science, and how we humans have a peculiar tendency to work against our own best interests in some aspects of improving life on earth. </p><p>One of the ways in which we make life hard for ourselves is by destroying things because we don’t understand their value or original purpose. In 1929, English writer, philosopher and polymath Gilbert Keith Chesterton (1874-1936) wrote a book called The Thing, <a href="https://wiki.lesswrong.com/wiki/Chesterton%27s_Fence">in which he stated</a> (emphasis mine):
<i> </i></p><p style="margin-left: 40px; text-align: left;"><i>In the matter of reforming things, as distinct from deforming them, there is one plain and simple principle; a principle which will probably be called a paradox. There exists in such a case a certain institution or law; let us say, for the sake of simplicity, a fence or gate erected across a road. <b>The more modern type of reformer goes gaily up to it and says, “I don’t see the use of this; let us clear it away.” To which the more intelligent type of reformer will do well to answer: “If you don’t see the use of it, I certainly won’t let you clear it away. Go away and think</b>. Then, when you can come back and tell me that you do see the use of it, I may allow you to destroy it.</i> </p><p>Now I know many readers of this blog will be familiar with the history of reading instruction and will see parallels here in how reading “reform” occurred during the twentieth century. Whole Language advocates (later followed by their Balanced Literacy descendants) wandered into the field (literally and metaphorically) and saw some fences and gates, such as explicit teaching of how speech and print map to each other, could not see their point, and so ordered their removal. And removed they were.
This is a classic example of what Chesterton described as “<b>first order thinking</b>”, as noted by the team at <a href="https://fs.blog/2020/03/chestertons-fence/">Farnam Street</a>. Resonance with the history of reading instruction will become even stronger as you read on (emphasis is mine):
<i> </i></p><p style="margin-left: 40px; text-align: left;"><i>When we seek to intervene in any system created by someone, it’s not enough to view their decisions and choices simply as the consequences of first-order thinking because we can inadvertently create serious problems. Before changing anything, <b>we should wonder whether they were using second-order thinking. </b>Their reasons for making certain choices might be more complex than they seem at first. <b>It’s best to assume they knew things we don’t or had experience we can’t fathom, so we don’t go for quick fixes and end up making things worse.</b>
Second-order thinking is the practice of not just considering the consequences of our decisions but also the <b>consequences of those consequences.</b> </i></p><p style="margin-left: 40px; text-align: left;"><i>Everyone can manage first-order thinking, which is just considering the immediate anticipated result of an action.<b> It’s simple and quick, usually requiring little effort</b>. By comparison, second-order thinking is more complex and time-consuming. The fact that it is difficult and unusual is what makes the ability to do it such a powerful advantage.
<b>Second-order thinking will get you extraordinary results</b>, and so will learning to recognize when other people are using second-order thinking</i>. </p><p><b>First order thinking in reading instruction</b> yielded the apparent simplicity of a field without what seemed like an unnecessary fence in the middle of it. Decades later, we can see the forethought of those who put the fence there, as well as the downstream havoc created by its impulsive and reactive removal. <b>Examples of this havoc</b> are a current teaching workforce who were themselves subjects of the Whole Language experiment and were not taught to spell, were not taught the rules of grammar and lack an explicit understanding of how spoken and written language work. Sure, some have picked these things up along the way, but hit-and-miss is hardly a strategy for teaching children, let alone preparing a workforce and guarding against the loss of cultural capital that is encoded in spoken and written language. <br /></p><p>Since the 1980s, many teachers, academics, clinicians and policy makers have struggled valiantly to <b>explain to decision-makers why this first-order thinking was so gravely flawed</b>. There’s been three national inquiries (the USA in 2000, Australia in 2005 and the UK in 2006) all one way or another stating that the fence should not have been removed and recommending its reinstatement. </p><p>There’s been the <b>ongoing march of reading science</b>, affirming the need for this fence if all children, not merely a fortunate subgroup are to learn to read. There’s been ground-up action by parents, despairing of the distress and shame experienced by their struggling offspring. </p><p>And still in 2021, we see first-order thinking manifesting itself in statements such as <b>“there is no science of reading*”. </b>
Back to Farnam Street (emphasis mine):
<i> </i></p><p style="margin-left: 40px; text-align: left;"><i>Chesterton went on to explain why this principle holds true, writing that <b>fences don’t grow out of the ground, nor do people build them in their sleep or during a fit of madness.</b> He explained that fences are built by people who carefully planned them out and “<b>had some reason for thinking [the fence] would be a good thing for somebody.</b>” Until we establish that reason, we have no business taking an ax to it. The reason might not be a good or relevant one; we just need to be aware of what the reason is. Otherwise, <b>we may end up with unintended consequences: second- and third-order effects we don’t want, spreading like ripples on a pond and causing damage for years.</b></i><b> </b></p><p><b>So – why do we continue to be plagued by first-order thinking in reading instruction?</b> It’s not uncommon to hear claims such as “<i>there is no science of reading</i>”, “<i>every child learns differently</i>”, and “<i>teachers should be trusted to use a range of approaches</i>”. Reading instruction has been the subject of close human inquiry for decades (at least), and over time, brick-by-brick, we’ve amassed a body of knowledge about what reading is, how best to teach it so that all children, not just a lucky subset succeed, and how to identify and support those who struggle. </p><p style="margin-left: 40px; text-align: left;"><i>Is this knowledge base complete, perfect and settled?</i> No, of course not. </p><p style="margin-left: 40px; text-align: left;"><i>Do we know enough to be able to recommend system-wide practices that should be adopted or ceased?</i> Yes. </p><p style="margin-left: 40px; text-align: left;"><i>Do we systematically work from the same songbook on this? </i>No. </p><p>Like Chesterton’s Fence, this knowledge was not created by accident or on a whim. No one built it in their sleep. Rather this particular fence was built slowly and carefully, and like all scientific endeavours, with imperfections and the need for repair and revision along the way.
<b> </b></p><p><span style="font-size: medium;"><b>If, however, in 2021, you claim “there is no science of reading”</b></span> you are saying you don’t understand the need for the fence that was built by our predecessors and you will be prone to do wilful damage to it, or at best, to neglect its maintenance. </p><p> <b>If you assert that “there is no science of reading”, then these are the kinds of first-order <i>Chesterton’s Fence</i> thinking errors you are making:</b> </p><p>1. Decades of generally rigorous research conducted by knowledgeable, well-motivated and disciplined cognitive scientists, educational psychologists, neuroscientists and so on tells us nothing about what reading is as a human skill. </p><p>2. Because you don’t understand the science, it can be neglected or torn down. </p><p>3. Because you don’t understand the reading fence, you can also dismiss related bodies of knowledge in human cognition, perception, learning, language and memory. </p><p>4. We’ve learnt nothing in the last 50-plus years that can be usefully applied by teachers and so should be consistently taught to pre-service teachers when they are at university. </p><p>5. Teaching is really just a craft, not guided by a body of scientific knowledge (metaphorical fences), but in spite of this, teachers should be afforded high professional standing in the community.</p><p> 6. We know nothing about how to identify and support struggling readers. </p><p>7. Some children can’t be taught / were not read to enough as infants / don’t have enough books at home / don’t want to learn / will get there when they are ready. </p><p>8. All children learn differently. </p><p>9. Becoming a reader is no different from developing oral language and we will poison children against reading if we use formal instruction. </p><p>10. The orthography of English is too complex for formal instruction so children should be encouraged to memorise “sight words” and guess unfamiliar words using picture and context cues. </p><p>11. Systematic synthetic phonics instruction excludes vocabulary and other aspects of language development </p><p>12. Phonics can only be taught properly using a commercial program, or alternatively, advocacy for phonics instruction is purely motivated by commercial forces. (<i>Have you looked at the business models behind levelled texts lately?</i>) </p><p>13. As long as phonics is “in the mix”, children will learn to decode. </p><p><b>History will be the judge of how we cooperate on the re-construction of a fence whose purpose was poorly understood by some of our predecessors</b>, but there is no excuse, in 2021, for continuing to neglect or damage the science of reading fence, no matter how imperfect it may be. Children’s lives literally depend on being given every opportunity to become readers without the hindrance of depression and anxiety, low self-worth, behavioural comorbidities, suspensions and expulsions, and trying to access sparse, generally inadequate intervention services.
<b> </b></p><p><b>The fence was put there to protect children but was impulsively demolished by adults who were not using second-order thinking. The grown-ups need to re-instate it and care for it properly.</b></p><p><b> </b></p><p><b></b></p><div class="separator" style="clear: both; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIQc2YHnaeV2QcbOyglMSuxJUgJFggu1TXANQxKZPg8R_us7U9ZkRef63IPRnPIWfF_EHgj7RE2hf_ebYz2ayYFQq9wzlBEEYaucDl7scErB19_ppZ09o2DSFum_6sY3fNLcfANHiOHyw/s276/Chesteron+fence+2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="183" data-original-width="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIQc2YHnaeV2QcbOyglMSuxJUgJFggu1TXANQxKZPg8R_us7U9ZkRef63IPRnPIWfF_EHgj7RE2hf_ebYz2ayYFQq9wzlBEEYaucDl7scErB19_ppZ09o2DSFum_6sY3fNLcfANHiOHyw/s0/Chesteron+fence+2.jpg" /></a></b></div><p><b></b></p><p>*At La Trobe University, we <b>prefer to use the term Science of <u>Language</u> and Reading. </b>You can read more about our recently established <a href="https://www.latrobe.edu.au/school-education/solar-lab">SOLAR Lab short courses here</a> and about the SOLAR Lab's <a href="https://journals.sagepub.com/doi/10.1177/0265659020947817">theoretical basis here</a>. </p><p><b><br /> </b>(C) Pamela Snow (2021)
</p><p></p>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com3tag:blogger.com,1999:blog-673598978629390697.post-17563884785188146702020-08-16T21:14:00.013+10:002021-06-16T21:39:59.171+10:00GUEST BLOG: But what if there was a screening test for COVID-19?<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="" style="font-family: "times new roman", serif;"><span style="font-family: arial;"><span style="color: #990000;">This Guest Blog was written by</span> <span style="color: #2b00fe;"><b><a href="https://scholars.latrobe.edu.au/display/tserry">Associate Professor Tanya Serry*,</a></b></span> <span style="color: #990000;">Co-Director of the newly-established <b>Science of Language and Reading (SOLAR) Lab</b> in the School of Education at La Trobe University, Australia.</span> </span><br /></span></p><p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="" style="font-family: "times new roman", serif;"> ********************************************************************************</span></p><p class="MsoNormal" style="line-height: 150%; text-align: center;"><a href="goog_2081531543"><span style="font-size: x-small;"><span lang="" style="font-family: "times new roman", serif;"></span></span></a></p><div style="text-align: center;"><img alt="" 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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="page number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of authorities"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="macro"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
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<![endif]--></div><p></p><p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;">While COVID-19 plays
havoc with our minds, our health care workers and our economy, let’s just
imagine that a COVID-19 Screening Check was available from tomorrow. We’ll call
it CSC for short. In the spirit of any screening check (think breast screening,
hearing screening, antenatal ultrasound screening), the CSC acts as a
population-based <a href="https://knowpathology.com.au/2018/07/26/what-is-a-screening-test/#:~:text=The%20purpose%20of%20screening%20is,be%20found%20to%20have%20prediabetes.">preventative
measure</a> for early detection of the virus. While your imagination is running
wild about the CSC, let’s also assume that those identified as positive on the
CSC, will be eligible for early, evidence-based medical care. Let’s also assume
that for most people, (say about 80%), the treatment is short, sharp and effective;
well before the virus causes fever, fatigue and fear. What a huge relief and
wonderful safety net that would be. What a cause for celebration.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;">But what if we
substituted CSC for PSC: the <b><u>P</u></b>honics <b><u>S</u></b>creening <b><u>C</u></b>heck?
Would there be as much fanfare? Unfortunately, the answer is no, even though
the PSC performs a similar function as our imagined CSC, but in relation to
identifying students who are not tracking as expected in learning how to decode.
It’s just that <b>reading difficulties are a slow-burn virus</b><span style="mso-spacerun: yes;"> </span>that can take a lot longer to declare
themselves, unlike COVID-19, which has a short incubation period. More about that
later. </span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span style="font-size: x-large;"><b><span lang="" style="font-family: "times new roman", serif;">Background to the
Phonics Screening Check</span></b></span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;">The Phonics Screening
Check <a href="https://www.cambridge.org/core/journals/educational-and-developmental-psychologist/article/national-intervention-in-teaching-phonics-a-case-study-from-england/F484C91C418A05ECFB8502F3FE02DA30">commenced</a>
in the UK in 2012. According to the South Australian Department for Education,
which had the foresight in 2018 to trial the check statewide across publicly
funded schools, the check is ‘… <a href="https://www.education.sa.gov.au/sites/default/files/2019-phonics-screening-check-fact-sheet.pdf">a
short, simple assessment that helps teachers to measure how well students are
learning to decode and blend letters into sounds - one of the building blocks
for reading</a><span class="MsoHyperlink">’</span>.</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;">The Check (note the word
<i>check</i> and not <i>test</i>)<i> </i>is conducted towards the latter half
of Year 1 to monitor students’ progress in learning to decode words and in
particular, to achieve the early identification of children struggling with
decoding. The PSC takes between four and seven minutes to administer and consists
of 40 items: 20 real words and 20 pseudowords. Herein lies the rub: <i>pseudowords</i>; loved by some, despised by others, <b>misunderstood by many</b>. </span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;">Real words could be for
example: ITS, SUM or THIRD while pseudowords could be OSK, PAB or DARP. You’ll
see that the pseudowords are all <a href="https://link.springer.com/article/10.3758/BF03211930">phonologically
legal</a> and <a href="https://www.definitions.net/definition/PHONOTACTICS">phonotactically
identical</a> (respectively). I can’t show you a picture of test items as they
are not labeled for reuse. However, the reality is that every word that
children encounter, real or pseudo, is new for a novice reader <i>at least once</i>.
All the PSC is doing is determining whether Year 1 students can decode
phonologically legal combinations. Perhaps in an ideal world, where there was overarching
support for the concept of a PSC, the entire check could be pseudowords. That
would really be the purest way of tracking students’ decoding abilities; but
for now, a bridge too far. It would mean however that we would <i>not</i> see <b>ill-informed
comments reported in newspapers</b> such as <a href="https://www.smh.com.au/education/words-fail-me-phonics-test-just-the-latest-assault-on-children-s-minds-20200805-p55irk.html"><span style="background: white none repeat scroll 0% 0%;">Apparently, puzzling over the sounds of "flisp"
is going to help children learn to read and write</span></a><a><span style="background: white none repeat scroll 0% 0%; color: #0a1633;">.</span></a></span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span style="font-size: x-large;"><b><span lang="" style="font-family: "times new roman", serif;">So how does the Phonics
Screening Check stack up against the CSC?</span></b></span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;">If we reflect on the
likely support for the imagined CSC and the real-life PSC, it would go
something like this:</span></p>
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</span></p><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: medium none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="background: rgb(191, 191, 191) none repeat scroll 0% 0%; border: 1pt solid; mso-background-themecolor: background1; mso-background-themeshade: 191; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; text-align: center; width: 155.8pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><b><span lang="" style="font-family: "times new roman", serif;">Properties of the
check</span></b></p>
</td>
<td style="background: rgb(191, 191, 191) none repeat scroll 0% 0%; border: 1pt solid; mso-background-themecolor: background1; mso-background-themeshade: 191; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; text-align: center; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><b><span lang="" style="color: black; font-family: "times new roman", serif; mso-color-alt: windowtext;"><span style="mso-spacerun: yes;"> </span>(Imagined) CSC</span></b></p>
</td>
<td style="background: rgb(191, 191, 191) none repeat scroll 0% 0%; border: 1pt solid; mso-background-themecolor: background1; mso-background-themeshade: 191; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; text-align: center; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><b><span lang="" style="color: black; font-family: "times new roman", serif; mso-color-alt: windowtext;">(Real) PSC</span></b></p>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border: 1pt solid; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.8pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">Provides early detection of risk?</span></p>
</td>
<td style="border-color: currentcolor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">Yes: for COVID—19.</span></p>
</td>
<td style="border-color: currentcolor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">Yes: for ongoing difficulties
learning how to decode words.</span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="border: 1pt solid; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.8pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">May identify some false positives?</span></p>
</td>
<td style="border-color: currentcolor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">Yes: but better safe than sorry.</span></p>
</td>
<td style="border-color: currentcolor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">Yes: but better safe than sorry.</span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="border: 1pt solid; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.8pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">May identify some false
negatives?</span></p>
</td>
<td style="border-color: currentcolor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">Yes; it’s a possibility but
managed by close progress monitoring of COVID-19 ‘symptoms’.</span></p>
</td>
<td style="border-color: currentcolor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">Yes; it’s a possibility, but
managed by close progress monitoring of ‘signs’ of reading struggles.</span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="border: 1pt solid; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.8pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">Offers intervention options?</span></p>
</td>
<td style="border-color: currentcolor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">Yes: evidence-based treatment to
significantly reduce the virus taking hold.</span></p>
</td>
<td style="border-color: currentcolor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">Yes: evidence-based treatment to
boost the word decoding abilities of children .</span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 5;">
<td style="border: 1pt solid; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.8pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">Effective for everyone?</span></p>
</td>
<td style="border-color: currentcolor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">About 80% will benefit from the
treatment. The remaining 20% are likely to need more intensive treatment.</span></p>
</td>
<td style="border-color: currentcolor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%;"><span lang="" style="font-family: "times new roman", serif;">About 90-95% will benefit from a
brief but intensive <a>Tier-2
reading intervention</a>. The remaining 5-10% of students will need more
intensive, more enduring Tier-3 treatment.</span></p>
</td>
</tr>
<tr style="mso-yfti-irow: 6; mso-yfti-lastrow: yes;">
<td style="border: 1pt solid; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.8pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="" style="font-family: "times new roman", serif;">Reasons not to use it?</span></p>
</td>
<td style="border-color: currentcolor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="" style="font-family: "times new roman", serif;">None identified.</span></p>
</td>
<td style="border-color: currentcolor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 155.85pt;" valign="top" width="208">
<p class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="" style="font-family: "times new roman", serif;">None identified
although there is much misinformation about its use.</span></p>
</td>
</tr>
</tbody></table>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;"> </span><span style="font-size: x-large;"><b><span lang="" style="font-family: "times new roman", serif;">The good news</span></b></span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;">On August 2nd, a media
release was circulated by the Hon Dan Tehan MP (Federal Minister for Education)
headed <a href="https://ministers.dese.gov.au/tehan/free-phonics-check-all-year-1-students">2020, Free phonics check for all Year 1 students</a>. In this release, the Minister
was quoted as saying “<b><i>Importantly, Phonics Check results provide teachers
with a useful picture of where individual students are at in their reading, so
they can implement the right support for those who are struggling</i></b>…” </span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;">How good is that?</span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;">Well yes, it’s good if
you support the Phonics Check (like I do). And if you do support the Phonics
Check, implicitly that means that you understand:</span></p>
<ul><li><span lang="" style="font-family: "times new roman", serif;">That the ultimate
aim of reading is to gain meaning;</span></li><li><span lang="" style="font-family: "times new roman", serif;">That Gough and Tunmer's (1986) <a href="https://www.tandfonline.com/doi/full/10.1080/19404158.2019.1609272">Simple
View of Reading</a> (which states that reading is a product of being able to
decode words and understand spoken language), is theoretically sound;</span></li><li><span lang="" style="font-family: "times new roman", serif;">That novice readers (5-6
year old students) need to be taught how to “<a href="https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=tll_misc">crack
the code</a>” of English.</span></li><li><span lang="" style="font-family: "times new roman", serif;">That learning to decode
accurately and efficiently is the first, crucial step to becoming a competent
reader;</span></li><li><span lang="" style="font-family: "times new roman", serif;">That not all children
will learn to “crack the code” without explicit teaching, but these children do
not necessarily have a learning difficulty;</span></li><li><span lang="" style="font-family: "times new roman", serif;">That structured literacy
using a <a href="https://link.springer.com/article/10.1007/s11145-011-9323-x">synthetic</a>
phonics approach is the safest way to ensure that children learn to decode
words;</span></li><li><span lang="" style="font-family: "times new roman", serif;">That a systematic scope
and sequence is superior (safer and more trustworthy) to a non-systematic
approach (see <a href="https://www.tandfonline.com/doi/pdf/10.1080/10888430903001308">here</a>
and <a href="https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=tll_misc">here</a>;
and</span></li><li><span lang="" style="font-family: "times new roman", serif;">That humans were <a href="https://www.psychologytoday.com/au/blog/the-elusive-brain/201810/the-reading-brain">not
born “wired to read</a><span class="MsoHyperlink">”</span> (and spell) and
therefore need to be taught, ideally in a systematic and explicit way.</span></li></ul><p class="MsoNormal" style="line-height: 150%; text-align: left;"><span style="font-size: x-large;"><b><span lang="" style="font-family: "times new roman", serif;">Why the backlash?</span></b></span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif; mso-bidi-font-style: italic;">Those
who challenge the value of the PSC use the <b>straw-man argument</b> that says “decoding
alone does not a good reader make”. </span><span lang="" style="font-family: "times new roman", serif;">But that’s just not correct as shown by the evidence
(see for example <a href="https://www.tandfonline.com/doi/pdf/10.1080/10888430903001308">here</a> and <a href="https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=tll_misc">here</a>).
Take the <b><a href="https://www.readingrockets.org/article/simple-view-reading">Simple View of Reading</a></b> which states, in the most elegant way, that being
a competent reader comes about by being able to (i) decode well <b>and</b> (ii)
have a solid grasp of oral language comprehension. Then there is the very
important work of <a href="https://www.youtube.com/watch?v=F8libVuN-uo&feature=youtu.be">Professor
David Kilpatrick</a> who has demystified for us all, that critical step of
moving from decoding in a rather mechanistic; <i>sound-it-out</i> way to developing
orthographic mapping skills for fluent effortless word reading (the 70min
investment in the hyperlinked YouTube video above is well worth it). <span style="mso-spacerun: yes;"> </span> </span></p><p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;">The <i>sound-it-out</i>
decoding part, which is all the PSC is used for, opens the door to becoming
a competent reader. That’s all. In the same way that we would be fist-punching
for that imagined CSC, universal acceptance of the PSC, which is at our
fingertips and on our iPads, should elicit the same joy. <b>The joy of reading, in
fact</b>. </span></p><p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIvc3Ano1cp9JCGF_aVpNmaj1yG1dASg3qcYCPpOURuOrDGAI05LnVbazfKiCBcj0fXiisNgrM9yjGw3HVte5S38nnTC1-jKIGs1O3hHNtRw2kuI096OhWCMhRjf_57Jr735eWIU-aHBw/s825/Tanya_2.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="825" data-original-width="538" height="314" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIvc3Ano1cp9JCGF_aVpNmaj1yG1dASg3qcYCPpOURuOrDGAI05LnVbazfKiCBcj0fXiisNgrM9yjGw3HVte5S38nnTC1-jKIGs1O3hHNtRw2kuI096OhWCMhRjf_57Jr735eWIU-aHBw/s640/Tanya_2.jpg" width="204" /></a></div><div style="text-align: center;"> <span style="font-size: x-small;"><a href="" id="Unsplash" name="Unsplash">Image source</a></span><br /></div><p></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><i><span lang="" style="font-family: "times new roman", serif;">*Associate Professor Tanya Serry
is an Advisory Panel Member for the Australian Government Department of
Education, Skills and Employment in relation to the development of the 2020
online Phonics Screening Check. All views expressed in this blog are opinions
of the author alone.</span></i></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;"> </span></p>
<p class="MsoNormal" style="line-height: 150%; text-align: left;"><span lang="" style="font-family: "times new roman", serif;">© Tanya Serry (2020)</span></p>
</div>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com11tag:blogger.com,1999:blog-673598978629390697.post-42490292685606161602020-08-11T13:00:00.015+10:002020-08-12T20:52:32.599+10:00“I now understand that for many Australian primary school students, learning to read is a game of luck”: Stories from the reading instruction front line.<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">I have learnt so
much in recent years from my interactions on Twitter with colleagues, and nowhere
is the more the case than with my engagement with teachers. Recently, I asked
some early career primary school teachers who have “crossed over” to structured literacy instruction
(sometimes referred to as the<i> science of reading</i>) about their journeys. I
provided some question prompts, and gave them carte blanche on how to respond. I
would have loved to have chatted for hours with them all in person, but
COVID-19 meant we needed to do this a little differently. They have all been
open and generous in sharing their stories, which are reproduced here in an unedited form. Where they name their schools, they
have done so with their principal’s knowledge and consent. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">There’s onl<span style="background-color: white;">y<span style="color: red;"> <span style="color: black;">four</span></span></span> stories and they are simply presented here as a way of giving voice to teachers who want <i>to know better and do better</i> (with thanks to <a href="https://www.thereadingleague.org/">The Reading League</a> for the use of their by-line) and are living that mantra every day in their work. I think you will agree, their stories are powerful and compelling. </span></p><p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Here’s
what they told me. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;"> </span></p>
<p class="MsoNormal"><b><span face="" style="font-family: "cambria", serif; font-size: 15pt; line-height: 107%;">DAVID MORKUNAS</span></b></p><p class="MsoNormal"><b><span face="" style="font-family: "cambria", serif; font-size: 15pt; line-height: 107%;"></span></b></p><div class="separator" style="clear: both; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKh_jp2EXKx43t587qNWrBxBE3I1m7V3XIK950iQU4Y4qXtwEIOT0a08z0maGpIEzQX3RkecwcbywewDLTTsXSBh-8sDXCRzZwGrfFo2BDwhYODsVe6VwfOBTVeyqFls4pZHfLW-6WyC4/s2048/headshot.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKh_jp2EXKx43t587qNWrBxBE3I1m7V3XIK950iQU4Y4qXtwEIOT0a08z0maGpIEzQX3RkecwcbywewDLTTsXSBh-8sDXCRzZwGrfFo2BDwhYODsVe6VwfOBTVeyqFls4pZHfLW-6WyC4/s640/headshot.jpg" width="159" /></a></b></div><b> </b><p></p>
<p class="MsoNormal"><i><span face="" style="font-family: "cambria", serif;">My name is
David Morkunas, and I have been teaching full-time for four years.<span style="mso-spacerun: yes;"> </span>Before studying my teaching degree, I
completed a commerce degree and worked for a time as a financial auditor for
one of the Big 4 accounting firms.<span style="mso-spacerun: yes;"> </span>When
I’m not teaching, I love playing and listening to music (I even played in a
prog rock band when I was a long-haired 20-something bohemian).<br />
</span></i><span face="" style="font-family: "cambria", serif;"><br />
<b>Tell us about the school that you currently teach in.</b> </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">This is my fourth
year teaching Grade 4 at Bentleigh West Primary School, where I was fortunate
enough to land a position after spending a term as a relief teacher in the
south-east suburbs of Melbourne.<br />
<br />
Bentleigh West Primary School (BWPS) is located in the south-east suburbs of
Melbourne.<span style="mso-spacerun: yes;"> </span>It is in an affluent area;
our parents are largely educated, working professionals.<span style="mso-spacerun: yes;"> </span><br />
<br />
BWPS prides itself on delivering evidence-based instruction.<span style="mso-spacerun: yes;"> </span>We use Explicit Direct Instruction (EDI) as
our pedagogical model in all subjects, and we have a robust Response to
Intervention model in order to help students who require additional support for
their learning.<span style="mso-spacerun: yes;"> </span>We receive many
enquiries from other educators about our approach to teaching and learning, and
several of our staff (myself included) have delivered presentations, webinars
and workshops about our methodology.<br />
<b><br />
How would you characterise your understanding of reading instruction when
you finished your teaching degree? Tell us about your early experiences of
reading instruction. What seemed to work? What didn't? How did you come to
these conclusions? Are there particular children or classes who stick in your mind
regarding this process?<br />
</b><br />
My understanding of reading instruction upon finishing my degree is best
described as <u>manifestly inadequate</u>.<span style="mso-spacerun: yes;">
</span>Throughout my course, I can recall a single, fleeting mention of the
word “phoneme”, buried beneath long hours spent discussing the correct way to
implement Running Records.<br />
<br />
My early experiences trying to teach students to read are best characterised by
strong feelings of hopelessness and frustration, both for me and my
students.<span style="mso-spacerun: yes;"> </span>I remember long days as a
relief teacher watching in dismay as students in the upper years of primary
school failed to decode even the simplest of words.<span style="mso-spacerun: yes;"> </span>I had no tools up my sleeve to assist these
students besides words of encouragement and demands that they “try again”, or
“skip this word and come back to it”.<span style="mso-spacerun: yes;"> </span><br />
<br />
It wasn’t until the latter stage of my time as a relief teacher that I managed
to make some headway with reading instruction.<span style="mso-spacerun: yes;">
</span>Despite my lack of phonics knowledge, I began asking students to
identify each letter and their sounds, leading to them sounding through the
entire word.<span style="mso-spacerun: yes;"> </span>I didn’t know at the time
that I had been encouraging students to blend phonemes, and obviously this
approach wasn’t perfect (I had no idea what to do when given words containing
tricky spelling or exceptions to the rules), but this small amount of success
made me question why I wasn’t taught this strategy at university.<br />
<b><br />
Did you have an "aha" light-bulb moment about reading instruction,
or was it more a gradual awakening? Tell us how this happened.<br />
</b><br />
My increased understanding of reading instruction was gradual and happened as I
was exposed to the instructional program at BWPS.<span style="mso-spacerun: yes;"> </span>I still remember watching my students recite
the sound deck that we used during my first day at the school and being
horrified that they knew their sounds better than I did!<span style="mso-spacerun: yes;"> </span>The first couple of terms at BWPS were
humbling, as I began to realise just how much I didn’t know about reading
instruction.<br />
<br />
I’m still fairly early in my career, and I’m yet to teach lower than Grade 3 as
a full-time teacher.<span style="mso-spacerun: yes;"> </span>As a result, I’m
still not prepared to say that I have a solid understanding of reading
instruction.<span style="mso-spacerun: yes;"> </span>That being said, I am
infinitely more comfortable teaching students to read than I ever was as a
student or relief teacher.<i><br />
</i><b><br />
What are the theories or texts that influence your current understanding of
the reading process and how best to support it? How do you keep yourself
up-to-date and constantly refine your knowledge and practice?</b><br />
<br />
Rosenshine’s Principals of Instruction is the single most influential text I
have read during my career.<span style="mso-spacerun: yes;"> </span>It provides
an excellent overview of the approach we have adopted at BWPS, and while it
doesn’t mention reading instruction specifically, the ideas and methodology contained
therein can be applied to any content area.<br />
<br />
Other texts and resources that have influenced my current understanding of the
reading process are Scarborough’s Reading Rope and Tumner and Gough’s Simple
View of Reading.<span style="mso-spacerun: yes;"> </span>These both provide an
excellent analysis of the requisite parts of reading and helped me to develop
an overall picture of how students become fluent readers.<br />
<br />
I am fortunate that the executive team at BWPS regularly send through articles
and research papers to the teaching staff in order to keep our knowledge
up-to-date. <span style="mso-spacerun: yes;"> </span>My team and I also discuss
research and pedagogy regularly; these conversations, along with regular
observations, help me to refine and improve my understanding and practice.<br />
<b><br />
What happens when a pre-service teacher is sent to your school on placement?
How do you resolve the differences/tensions in what they are taught at
university, and the way in which you practice?<br />
<br />
</b>Our pre-service teachers are onboarded by our principal during the first
couple of days with us.<span style="mso-spacerun: yes;"> </span>This process
provides them with an overview of our teaching approach and philosophy.<span style="mso-spacerun: yes;"> </span><br />
<br />
The pre-service teachers that I have mentored have all arrived in my classroom
sporting ideas from their studies that have no supporting evidence, like
learning styles and Reading Recovery. As a mentor it falls to me to teach them
about explicit teaching and support them in the classroom.<span style="mso-spacerun: yes;"> </span>Thankfully, my pre-service teachers have all
been receptive to constructive criticism and willing to modify their approach,
thus avoiding any awkward conversations.<i><br />
</i><b><br />
What is the message you would like to convey to Deans of Education around
Australia (and beyond) about how we prepare pre-service teachers for the task
of teaching reading?<br />
</b><br />
It is clear from Australia’s woeful literacy statistics that the current status
quo simply isn’t working.<span style="mso-spacerun: yes;"> </span>Universities
have a wonderful opportunity to help drive positive change in this space by
equipping their pre-service teachers to become effective practitioners in the
reading space.<br />
<br />
At a bare minimum, methods of instruction without evidence behind them should
be scrapped from courses immediately.<span style="mso-spacerun: yes;">
</span>Reading Recovery/Balanced Literacy should be the first on the chopping
block.<span style="mso-spacerun: yes;"> </span><br />
<br />
At this point, the evidence base in support of teaching the Big 6 is robust and
well-accepted, and this should form the bedrock of literacy units in teaching
degrees.</span><i><br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
</i></p>
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<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><i><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">I am a Year 1 Teacher
in a Government P-6 School in Melbourne’s south bayside region. We have
currently have just over 400 students at our wonderful school, approximately 12
students enrolled as part of the Program of Students with Disabilities (PSD).
Just over 15% of our students have a language background other than English. I
am a father of two primary school aged children. I haven’t always been a teacher
it is a second career for me in many ways. Prior to becoming an educator I
spent much time in the corporate world in communications and marketing and also
in my earliest days, I was involved in harness racing, at Harness Racing
Victoria. </span></i></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Upon graduation, my understanding of
reading instruction, unfortunately, would be fairly typical to most I would
say. Throughout the course there were five mandatory English units that covered
oral language, writing and reading theory and instructional practices. The main
themes of these practices were not crystallised to me at the time, but, looking
out the rear vision mirror, I now see clearly. These theoretical approaches
were based essentially on this idea of Balanced Literacy [BL]. I know that this
approach [BL] can mean different things to different teachers. Balanced sounds
wonderful, but sadly that’s where the good news ended, I am afraid. I now
understand that for many Australian primary school students, learning to read
is a game of luck.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Unfortunately, my Initial Teacher
Education [ITE] Program failed to provide me with evidence-based practices
including knowledge about the Science of Reading [SoR] and also how we learn
through Cognitive Science. My initial studies never covered systematic
synthetic phonics and how or why it is important apart from a sprinkling of
analytic phonics reserved for special cases. I did not learn vital instruction
or knowledge in areas such as morphology/etymology. To non-educators, reading
this must sound quite far-fetched especially for a primary school trained
teacher. How could a teaching degree not prepare a graduate teacher to
adequately and effectively teach one of the most imperative skills a teacher
needs? It’s unfathomable. </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">So what was I taught? Well, much of the
theory that I was taught at university about reading was based around this idea
of Balanced Literacy which I associate with a scatter gun. We were taught to
scatter gun our instruction far and wide in hope of things sticking.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">One example of this notion is that if
we get students ‘doing’ things, such as memorising lists of words, immersing
them in lots of books, in theory they will eventually pick it up. Children were
often put in to levelled groups according to their Fountas and Pinnell
benchmark level or running record assessment result. Predictable texts were
commonly used for beginning readers, which when I look back, had
phoneme-grapheme correspondences that the children had never encountered nor
been taught. Decodable books were almost never on the menu and if considered,
we reserved only for children that were deemed very special cases. If a student
was not at the right level, it was explained that they just needed more of the
same and reading for them would eventually ‘click’. When it didn’t ‘click’
which in my experience was for many, many students, it was almost always put
down to the fact that the student needed more of the same. Instructional
practice and or methods were never questioned.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">I knew things were not quite right but
at the time I couldn’t pinpoint exactly. Initially, I learned this through
observing my students’ actions. Two of the main areas of concern I witnessed
were children guessing at words and skipping unknown words altogether. Often
students would be taught to skip an unknown word and come back to it, to see
what might make sense after attempting to read the rest of the sentence. My
inclinations grew considerably as time went on, but none more so than on the
day I witnessed a student who said, ‘goat’ for the word ‘lamb’ because he
looked at the pictures. This is when I knew something was terribly wrong. These
words are not close phonetically. This did not occur just once, it occurred a
several times before I started to seriously question the strategies being used
and the methods of instruction that had been widely promoted.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Then it hit home. I have two sons in
primary school and the story was also the same for them. Their current school
does not use evidence-based practices. My youngest son is in Year 1 and many of
the above strategies I have witnessed in the classroom as a teacher I have also
witnessed with him. I spend much of my downtime counteracting their work using
systematic synthetic phonics to teach him the code. I also use decodable
readers at home and send back the predictable readers that are sent home each
week. I also send back the copious amounts of word lists that are sent home for
him to memorise. These practices are not effective and the research is very
clear on these things.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Ultimately this led me to doing a lot
of reading and searching on the internet for reading practices. Fortunately, by
absolute chance I stumbled across the SoR and also read many articles that
Jennifer Buckingham and Kerry Hempenstall had written on reading instruction in
Australia. It also led me to this debate that has being going on for decades
called “The Reading Wars”. I was never exposed to this during my ITE Program.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">This led me to discover a whole
community of people that were advocating for best practices and essentially the
SoR. At the time, it was like Christmas, I finally started to find out the
truth about reading instruction and I have not stopped upskilling myself since.
If you are reading this and my journey sounds familiar here are some key people
that have helped me understand more about reading instruction: Louisa Moats,
Mark Seidenberg, David Kilaptrick, Lorraine Hammond, Greg Ashman, Emina McLean,
Reid Smith, Sarah Asome, Learning Difficulties Australia, ResearchED and
The Reading League, just to name a few!</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Not long after, I made a commitment to
some serious upskilling. I commenced a Master’s degree at Melbourne University
with a focus on Specific Learning Difficulties at the Melbourne Graduate School
of Education. At the time of writing, I have almost completed my master’s
course. The course specifically exposed me to evidence-based practices and how
to implement effective learning interventions for students with a range of
difficulties, such as Dyslexia.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">What was pivotal in my development was
seeing this in action. My Master’s degree required me to complete a
professional placement and I was very fortunate to have been placed at
Bentleigh West Primary School [BWPS] in Melbourne. This is when it all made
sense. BWPS use Multisensory Structured Language and Orton-Gillingham
approaches to Literacy instruction and they have implemented an Explicit Direct
Instruction [EDI] model for learning. Another impressive feature of their
program was their support team. A dedicated Learning Enhancement Centre with a
team of truly remarkable staff to help support students that require
additionally assistance.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">All the staff are trained in structured
literacy practices and they all preach from the one hymn book. There is no
patchwork fixes or eclectic and counterproductive programs running
simultaneously. They are all moving forward together as one. Their results,
well, they speak for themselves. If I was setting up a school tomorrow, without
fail I would be using them as a blueprint. EDI and evidence-base practices in
every single learning area. I would also recommend systematic synthetic phonics
instruction from day one of Foundation, including instruction in morphology and
in later year’s etymology. These elements along with others, such as phonemic
awareness, vocabulary and comprehension are all critical components of a
structured literacy program. Teaching reading, writing and spelling is
fundamentally at the heart of what it means to be literate and the best way to
teach it is systematically and explicitly.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Another key point which dawned on me,
was the fact that the number of students requiring intervention and extra
support could be decreased dramatically, if the core classroom instruction for
reading was aligned to what the research tells us about how children acquire
the ability to read. So my advice, is to check what is occurring in the
classroom, both the what and also the how. The how is key! Because if teachers
are not teaching the essential components of reading, such as the ones
mentioned above, then as an educator, I am not sure what it is they are
actually teaching children.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">In my downtime, which is rather scarce
at the moment, I enjoy spending time with my boys, they are the reason I do
what I do each day. I read a lot of books when I am not reading research
papers. Most recently I have been enthralled with Katharine Birbalsingh, the
founder of the Michaela Community School in the U.K. Their story is remarkable
and their ethos of teaching the key fundamentals exceptionally well through the
use of EDI has been an outstanding success. It is of particular interest
because they deal with some of the UK’s most at-risk students. If it works so
well with the most at-risk, imagine what the possibilities could be for every
student. There are many lessons to be learned. As Mark Seidenberg states,</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p align="center" class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; text-align: center; vertical-align: baseline;"><i><span style="background: white; color: black; font-family: "Cambria",serif; font-size: 12.0pt; letter-spacing: .1pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">“The evidence
that the phonological pathway is used in reading and especially important in
beginning reading is about as close to conclusive as research on complex human
behaviour can get” </span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p align="center" class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; text-align: center; vertical-align: baseline;"><i><span style="background: white; color: black; font-family: "Cambria",serif; font-size: 12.0pt; letter-spacing: .1pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">(2017, p.124,
para. 3).</span></i><span style="background: white; color: black; font-family: "Cambria",serif; font-size: 12.0pt; letter-spacing: .1pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="background: white; color: black; font-family: "Cambria",serif; font-size: 12.0pt; letter-spacing: .1pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Therefore,
instructional practices must align with the SoR and Initial Teacher Education
Programs surely owe this to all aspiring educators.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 6.0pt; vertical-align: baseline;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">My further education journey has
provided so much rich information that I was not previously privileged to. I am
so thankful that I have made these connections and I hope also that the
community of people I mentioned earlier can be of benefit to other educators
out there who may have felt like I did many years ago. I know the students I
teach are receiving the most effective practice possible and that makes me feel
so proud.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><span style="color: black; font-family: "Cambria",serif; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Unfortunately, teachers are still being sold many
mistruths during their ITE programs about how children learn to read and
acquire Literacy. A scatter gun approach to Literacy instruction leaves almost
all essential components to chance. Not learning to read has life changing
consequences, which is why it is malpractice to leave it to chance. I
call on educators of all levels to dig and keep digging until you find the
truth about reading instruction, because all students and all educators deserve
nothing less than evidence-based practices, anything else is leaving it to
disastrous game of luck.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> </span></p>
<br /><span face="" style="color: black; font-family: "cambria", serif; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> </span>
<p class="MsoNormal"><b><span face="" style="font-family: "cambria", serif; font-size: 15pt; line-height: 107%;">TROY VEREY <br /></span></b></p><p class="MsoNormal"><b><span face="" style="font-family: "cambria", serif; font-size: 15pt; line-height: 107%;"> </span></b></p><div class="separator" style="clear: both; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9gB-zZW4_m009nzDOAqjcits7vVvf3Za_NG7VJzPZivHvMhHWVD5F7TX3mfP1NpOz5BEuQ-hjdsDDoAbfFa1DTLvWA4qZt-dCTEybmnDbS4W9xH7fHC-1PnsddLgoOJPwbbtDY6Atf-Q/s2048/TV_portrait.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1365" height="293" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi9gB-zZW4_m009nzDOAqjcits7vVvf3Za_NG7VJzPZivHvMhHWVD5F7TX3mfP1NpOz5BEuQ-hjdsDDoAbfFa1DTLvWA4qZt-dCTEybmnDbS4W9xH7fHC-1PnsddLgoOJPwbbtDY6Atf-Q/s640/TV_portrait.jpg" width="195" /></a></b></div><p></p><p class="MsoNormal"><b><span face="" style="font-family: "cambria", serif; font-size: 15pt; line-height: 107%;"> </span></b></p>
<p class="MsoNormal"><i><span face="" style="font-family: "cambria", serif;">I grew up in
West and South West Sydney. I lived at Seven Hills until I was six and then
moved to Narellan Vale, where I lived until moving out of home. I finished
school in 2003 and enrolled in a Bachelor of Science. After finding out
university science was not for me, I was unsure of what to do with myself. </span></i></p>
<p class="MsoNormal"><i><span face="" style="font-family: "cambria", serif;">It was a chat
with my grandfather that made me consider teaching. I looked up to my
grandfather; he was a navy war veteran and I always wanted to be like him. After
explaining that science was not for me, we talked about things I was good at
and careers that would be rewarding. It was a long, drawn out discussion but
all I remember is him saying “You’re good with kids. You should be a teacher.”
And that was the first step on my way into a teaching career.</span></i></p>
<p class="MsoNormal"><i><span face="" style="font-family: "cambria", serif;">I graduated
from university in 2008 and moved to London to teach and travel in 2009. I
spent my time teaching mainly year 1 children in West London, where I learnt
all about phonics. After two years, I moved back to Australia in 2011 and I’ve
been teaching in South West Sydney ever since. </span></i></p>
<p class="MsoNormal"><i><span face="" style="font-family: "cambria", serif;">I spent about a
year and a half teaching in Campbelltown before gaining a permanent teaching
position at Marsden Road Public School in 2013. Since gaining permanency at
Marsden Road, I’ve taught kindergarten all the way through to year 6. For the
last four years I have been lucky enough to hold the role of Instructional
Leader: Literacy and Numeracy. </span></i></p>
<p class="MsoNormal"><i><span face="" style="font-family: "cambria", serif;">In my free-time
I like to do a variety of things that keep me busy. What wouldn’t surprise most
is I love to read. Along with reading about reading, I cannot live without my
Kindle. I read all types of novels, from classics to Star Wars, but the main
books I’m reading right now are the Pulitzer Prize fiction winners – so far,
I’ve read twenty-three.</span></i></p>
<p class="MsoNormal"><i><span face="" style="font-family: "cambria", serif;">One other pass-time
is sport. My favourite sports are basketball, football and AFL. While I don’t
play as often as I use to, I follow my favourite teams – the Chicago Bulls,
Fulham FC and Sydney Swans. They often keep me up late at night and see me
waking up at the crack of dawn to watch them play. </span></i></p>
<p class="MsoNormal"><i><span face="" style="font-family: "cambria", serif;">To destress and
keep fit, I regularly attend a hybrid impact training gym where boxing is one
of my favourite classes. I also walk my dog, a Boston Terrier, most days. We
only miss out when it rains – he doesn’t like getting his fur wet! </span></i></p>
<p class="MsoNormal"><i><span face="" style="font-family: "cambria", serif;">My guilty pleasure
is collecting sneakers, which grew from my interest in sport. To date I own 20
pairs of sneakers - two have never been worn! They come in a range of colours, I’m
forever cleaning them, and I sometimes spend too long trying to choose which
pair to wear. While I can only wear one pair at a time, it’s important to have
options! </span></i></p>
<p class="MsoNormal" style="margin-top: 6pt;"><b><span face="" style="font-family: "cambria", serif;">Tell
us about the school that you currently teach in.</span></b></p>
<p class="MsoNormal" style="margin-top: 6pt;"><span face="" style="font-family: "cambria", serif;">I
currently teach at Marsden Road Public School (MRPS), Liverpool. It is a NSW
Department of Education school that was established in 1962 and is built on the
traditional lands of the Cabrogal of the Darug Nation. MRPS has an enrolment of
700 students and the school serves a diverse community, 89% of whom come from a
language background other than English. The school is proud of its varied
multicultural population, with 57 cultural backgrounds represented. 1% of
students identify as Aboriginal or Torres Strait Islander and 18% of the total
student enrolment is made up of people who have been through the refugee
experience. The Index of Community Socio-Educational Advantage (ICSEA) of MRPS
is 970, placing it in the 31<sup>st</sup> percentile. The Distribution of
Socio-Educational Advantage places 46% of families in the bottom quartile and
9% in the top quartile. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Approximately 46%
of students have been speaking English for 3 years or less. To support newly
arrived students with an inclusive learning environment, a New Arrivals Program
(NAP) class operates for Years 1–6. These classes provided targeted support for
students who were in their first year of Australian schooling and spoke a
language or dialect other than English. NAP allows students to settle in and
adjust to a new learning environment in a small supportive setting. The purpose
of NAP is to empower the students with Basic Interpersonal Communication Skills
– (BICS), which includes survival and basic academic language. By providing a
specialised leaning experience, NAP students are better able to move into a
mainstream classroom, where they are then assisted by support teachers and teaching
aids. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Approximately 24%
of students receive supplementary learning adjustments and 6% receive
substantial adjustments. All teachers implement school policies that support
the engagement and full participation of students with additional learning
needs. Parents/carers and their children are encouraged to be an active
stakeholder in the development and application of an Individual Education Plan
(IEP). All teachers promote a culture of high expectations for all students,
including those with additional learning needs. Experienced teachers, in
consultation with the Learning and Support Team, ensure compliance with
legislative and system policies. MRPS also engages Occupational Therapists and
Speech Therapists to screen students and provide strategies to support
individual students. They also collaborate with teachers to provide
professional development specific to the learning needs of their students. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">My current role is
Instructional Leader: Literacy and Numeracy. I lead the professional learning
of teachers in effective literacy and numeracy teaching practices and contribute
to organisational management in planning appropriate support and resources for
students to become literate and numerate. I also work with the school executive
to determine the professional learning needs of staff and strategically plan
appropriate interventions in literacy and numeracy.</span></p>
<p class="MsoNormal"><b><span face="" style="font-family: "cambria", serif;">How would you
characterise your understanding of reading instruction when you finished your
teaching degree? Tell us about your early experiences of reading instruction.
What seemed to work? What didn't? How did you come to these conclusions? Are
there particular children or classes who stick in your mind regarding this
process?</span></b></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">My initial teacher
education left me with a poor understanding of reading instruction. Of the
thirty-two subjects I studied, only three of them were about reading. I was
taught about the wholistic view of language and literacy learning in
sociocultural contexts. The main model of reading that was recommended was put
forward by Alan Luke and Peter Freebody; a model which portrays reading as a
set of social practices. The main message was that the optimal conditions for
reading involved learners being in an active role, learned in a similar fashion
to the way in which children learn to speak. I was also taught about the three
cuing-systems of language that encourage readers to break through to meaning by
using semantic, syntactic and graphophonic cues.</span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">After achieving my
teaching degree, I was left with more questions than answers. These questions
included: How do I teach novice readers to read? How do novice readers learn
the alphabetic code? How does guessing a word using the first phoneme help a
reader? What happens when there are no pictures to help guess a word? How can a
reader make meaning if they cannot decode the words?</span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">As I made my way
into the classroom, my early teaching of reading didn’t make sense. The
children were taught to use the three cuing-system to predict words if they
didn’t know them: look at the picture, check if it made sense, reread with a
substitute word and guess using the initial sound. Many struggled with these
multiple strategies being taught to them. While I persisted with these strategies,
student understanding and skill development was inconsistent. Students could
read levelled texts but found it difficult once texts did not follow
predictable structures or were complex. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Of my early
teacher experience, there are two classes that stick in my mind regarding the
teaching of reading. A year 1-2 class and a kindergarten. For both classes, I
used a mixed approach of phonics and balanced literacy. I would spend 20
minutes each day explicitly teaching decoding skills using a synthetic phonics
approach. The students responded well to these lessons and data showed they
were learning to identify Grapheme-Phoneme Correspondences (GPCs) and use them
to read. Most of these skills would all go out the window when it came to guided
reading. I would promote the use of the 3-cueing system and encourage students
to look at the picture use the initial sound to guess the word when reading. At
the time, I could not understand why my students were not transferring the skills
they demonstrated in phonics lessons to reading lessons. They could recognise
GPCs and decode words but when reading a book, they didn’t use the knowledge of
the alphabetic code. </span></p>
<p class="MsoNormal"><b><span face="" style="font-family: "cambria", serif;">Did you have an
"aha" light-bulb moment about reading instruction, or was it more a
gradual awakening? Tell us how this happened.</span></b></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">My understanding
of the science of reading was a gradual awakening; a bit like a dimmer light.
It started with a little bit of light shining through and, over seven years,
the dimmer switch was slowly turned up to maximum brightness. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">My understanding
of reading science started by chance. I finished university with a wholistic
view of reading and moved to London in 2009 to live and work. At that time, the
British government was determined to raise the standard of reading in the first
years of primary school so that children could master the basic decoding skills
of reading early and then spend the rest of primary school reading to learn.
They had looked at the science of reading and found that while there is more to
reading than phonics - there was a weight of evidence that systematic synthetic
phonics, taught in the first years of a child’s education, gave children key
building blocks they need to read words. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">I spent two years
learning about graphemes and phonemes, how crucial GPCs are when learning the
alphabetic code and slowly learnt how to teach synthetic phonics. The students
in my class could use the GPCs they knew to decode texts and all students
showed an ability to blend. Despite the students showing an ability to decode
most texts they read, comprehension was inconsistent. I could not understand
why this was happening. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">In 2011 I returned
to Australia and I was shocked to find schools did not explicit teach any type
of phonics. Many schools I taught at used a program called L3: Language,
Learning & Literacy. This program perscribed the use of the 3-cueing
system. I felt rogue at times teaching explicit phonics lessons in L3 schools. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Only in 2016 did my
understanding of reading instruction reach maximum brightness. My school began
working with a reading consultant, Jo-Anne Dooner. She taught the staff about
the science for reading. We learnt about the simple view of reading and the five
components of effective reading instruction: Phonological awareness, phonics,
fluency, vocabulary and comprehension. Since then, I’ve gradually built up a
solid understanding of the science of reading and how to effectively use it to
teach children how to read. </span></p>
<p class="MsoNormal"><b><span face="" style="font-family: "cambria", serif;">What are the
theories or texts that influence your current understanding of the reading
process and how best to support it? How do you keep yourself up-to-date and
constantly refine your knowledge and practice?</span></b></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">The basis for my
current understanding of the reading process, and its final goal of comprehension,
is Gough & Tunmer’s Simple View of Reading and Scarborough’s Reading Rope.
These two theories give a simple explanation of what it takes to be a
successful reader: word recognition/decoding and language comprehension. By understanding
these two theories, I have read a range of texts that support (and some that
don’t) the idea that comprehension requires automatic word recognition and a
wide range of schema. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">To further
understand the development of word recognition, the main texts I’ve read and
continue to go back to are:</span></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Why
Our Children Can’t Read: And What We Can Do About It. (1997). Dianne McGuiness,
Ph.D.</span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Proust
and the Squid. (2007). Maryanne Wolf</span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Language
at the Speed of Sight: How We Read, Why So Many Can’t, and What Can be Done
About It. (2017). Mark Seidenberg</span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">The
Reading Mind: A Cognitive Approach to Understanding How the Mind Reads. (2017).
Daniel T. Willingham.</span></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Ending
the Reading Wars: Reading Acquisition From Novice to Expert. (2018). Anne Castles,
Kathleen Rastle, and Kate Nation </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">To further
understand the development of language comprehension, the main texts I’ve read
and continue to go back to are:</span></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Cultural
Literacy: What Every American Needs to Know. (1987). E.D. Hirsch, Jr.</span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">The
Knowledge Deficit: Closing the Shocking Education Gap for American Children.
(2006). E.D. Hirsch, Jr.</span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Language
at the Speed of Sight: How We Read, Why So Many Can’t, and What Can be Done
About It. (2017). Mark Seidenberg</span></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Ending
the Reading Wars: Reading Acquisition From Novice to Expert. (2018). Anne
Castles, Kathleen Rastle, and Kate Nation </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">While the above
texts helped developed my understanding of the reading process, I’ve also
gained a deeper understanding of what it means to best support learning to
read. The following reviews of reading are very important:</span></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Teaching
Children to Read: An Evidence-Based Assessment of the Scientific Research
Literature on Reading and Its Implications for Reading Instruction. (2000).
National Reading Panel</span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Teaching
Reading: Literature Review - A review of the evidence-based research literature
on approaches to the teaching of literacy, particularly those that are
effective in assisting students with reading difficulties. (2005). Commonwealth
of Australia.</span></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -18pt;"><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Independent
Review of the Teaching of Early Reading. (2006). Jim Rose.</span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">From these three
reviews, I understand successful reading instruction requires the teaching of
the five following components:</span></p>
<p class="MsoListParagraphCxSpFirst" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -18pt;"><span face="" style="font-family: "cambria", serif; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;"><span style="mso-list: Ignore;">1.<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Phonological
Awareness</span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -18pt;"><span face="" style="font-family: "cambria", serif; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;"><span style="mso-list: Ignore;">2.<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Phonics</span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -18pt;"><span face="" style="font-family: "cambria", serif; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;"><span style="mso-list: Ignore;">3.<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Fluency</span></p>
<p class="MsoListParagraphCxSpMiddle" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -18pt;"><span face="" style="font-family: "cambria", serif; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;"><span style="mso-list: Ignore;">4.<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Vocabulary
</span></p>
<p class="MsoListParagraphCxSpLast" style="margin-left: 35.45pt; mso-add-space: auto; mso-list: l2 level1 lfo3; text-indent: -18pt;"><span face="" style="font-family: "cambria", serif; mso-bidi-font-family: Cambria; mso-fareast-font-family: Cambria;"><span style="mso-list: Ignore;">5.<span style="font: 7pt "times new roman";">
</span></span></span><span face="" style="font-family: "cambria", serif;">Comprehension</span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Knowing all of
this, I do my best to keep up-to-date and constantly refine my knowledge and
practice in a variety of ways. The easiest way I do this is through education
networks. The main one is Twitter. There are so many helpful people in “EduTwitter”
that share their knowledge about learning to read. I find it helpful to follow
researchers, authors, associations, educators and reporters in the field of
reading; I even have notifications turned on for some of the more prominent people!</span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Another network is
through schools that share a similar understanding of teaching reading. My
school has managed to develop strong connections with schools all over
Australia. Through these school networks, we can share best practice discuss
planning and programming, and open classrooms for each other to view teachers
in action. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">I also find many education
departments are developing reviews and professional learning opportunities for
the teaching of reading. The Centre for Education Statistics and Evaluation
(CESE), within the NSW Department of Education, has developed some great
resources to improve teacher understanding of effective reading. Their paper
‘Effective Reading Instruction in the Early Years of School’ is an excellent literature
review for novices to gain an understanding of effective reading.</span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Finally, I keep an
eye out for new books or research papers from well-known authors and follow
their recommendations. Twitter is helpful for this. I’m currently reading ‘How
Learning Happens’ by Paul A. Kirschner and Carl Hendrick. There’s some great
information about the need for schema to help learning. I’m also looking
forward to Doug Lemov’s new book ‘The Coach’s Guide to Teaching’. A previous
book of his, ‘Reading Reconsidered’, provided great ideas for improving
comprehension for upper primary aged students.</span></p>
<p class="MsoNormal"><b><span face="" style="font-family: "cambria", serif;">What happens
when a pre-service teacher is sent to your school on placement? How do you
resolve the differences/tensions in what they are taught at university, and the
way in which you practice?</span></b></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">For all pre-service
teachers we hold an induction into the ‘Marsden Way’ of teaching. This involves
spending time briefly explaining the evidence-informed pedagogies we use at
MRPS. For reading, we explain the Simple View of Reading and the five
components of effective reading instruction. We keep this as brief as possible
and send them off with CESE’s paper ‘Effective Reading Instruction in the Early
Years of School’. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Once they’ve had
the induction, we pair them with an experienced teacher. All our teachers know
the importance of teaching the five components of effective reading instruction
and can support pre-service teachers in developing their teaching of reading.
Throughout their time in the classroom, pre-service teachers can see how we
implement reading and are given plenty of opportunity to develop their
understanding of effective teaching of reading. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Along with the
induction and time with an experienced teacher, all pre-service teachers at
MRPS engage with our ongoing professional development. We hold weekly
professional learning for all staff. This ranges from presentations, to
workshops, coaching, teacher data meetings, and even a book club – our current
book is Daniel T. Willingham’s ‘Why Don’t Students Like School?’. </span></p>
<p class="MsoNormal" style="margin-top: 6pt;"><span face="" style="font-family: "cambria", serif;">We
have been lucky to date and have not encountered major tensions from what
pre-service teachers are taught at university, and the way in which we practice
the teaching of reading. When differences do occur, we usually have evidence that
informs our practice to present to the pre-service teacher. We always aim to show
the them what the research demonstrates, how their current view stands when
compared to the research and leave them with a better understanding of the
research and its implication in the classroom. In the past, we’ve used CESE’s
paper ‘Effective Reading Instruction in the Early Years of School’, Daniel
Willingham’s ‘Knowledge & Practice: The Real Keys to Critical Thinking’, Hart
& Risley’s ‘The Early Catastrophe: The 30 million word gap by age 3’, E.D.
Hirsch, Jr.’s ‘Reading Comprehension Requires Knowledge - of words and the
world’, and many more articles and papers to enlighten a pre-service teacher. </span></p>
<p class="MsoNormal" style="margin-top: 6pt;"><b><span face="" style="font-family: "cambria", serif;">What
is the message you would like to convey to Deans of Education around Australia
(and beyond) about how we prepare pre-service teachers for the task of teaching
reading?</span></b></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">My message: Stop
leaving reading to chance. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Deans of
Education, around Australia and beyond, need to ensure they utilise the
valuable research into the science of learning. Daniel T. Willingham said it
perfectly in ‘Why Don’t Students Like School?’:</span></p>
<p class="MsoNormal" style="margin-left: 18pt;"><i><span face="" style="font-family: "cambria", serif;">‘It
would be a shame indeed if we did not use the accumulated wisdom of science to
inform the methods by which we educate children’</span></i></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">This is especially
important when it comes to preparing pre-service teachers for the monumental
task of teaching reading. Ideologies must not take precedence over
evidence-informed practices. I endured subjects on the social practices of
reading, the four jobs of a reader and the 3-cueing system. I hope all future
pre-service teachers do not endure a university degree that lacks the evidence
of reading instruction. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Maryanne Wolf, in
her 2007 book ‘Proust and the Squid’, stated: </span></p>
<p class="MsoNormal" style="margin-left: 18pt;"><i><span face="" style="font-family: "cambria", serif;">‘The
sheer amount of evidence showing the efficacy of phoneme awareness and the
explicit instruction in decoding for early reading skills could fill a library
wall.’ </span></i></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">If there is a
plethora of evidence, it needs to make its way into the universities. Teaching
degrees need to spend time developing an understanding of the Simple View of
Reading, Scarborough’s Reading Rope and the five components of effective
reading instruction. Pre-service teachers will then take this knowledge into
the education sector and help children become successful readers. </span></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Finally, one quote
that has stayed with me is from Mark Seidenberg, in Reading at the Speed of
Sight. He hit it out of the park when he said:</span></p>
<p class="MsoNormal" style="margin-left: 18pt;"><i><span face="" style="font-family: "cambria", serif;">‘The
absence of a strong commitment to basic science as a source of evidence within
the culture of education has had detrimental effects on reading
education.’<span style="mso-spacerun: yes;"> </span></span></i></p>
<p class="MsoNormal"><span face="" style="font-family: "cambria", serif;">Deans of Education
need to keep this in mind when making decisions that affect pre-service
teachers. Don’t leave it to chance that a pre-service teacher will learn about
the science of reading. We know how important it is for every child to learn to
read. Don’t leave it to chance that a child wins the education lottery and has
a teacher that knows about the science of reading.</span></p><p class="MsoNormal"><span face="" style="font-family: "cambria", serif;"><b> </b></span><b><span face="" style="font-family: "cambria", serif; font-size: 15pt; line-height: 107%;">JOHN KENNY</span></b></p><p class="MsoNormal"><b><span face="" style="font-family: "cambria", serif; font-size: 15pt; line-height: 107%;"> </span></b></p><p class="MsoNormal"><b><span face="" style="font-family: "cambria", serif; font-size: 15pt; line-height: 107%;"></span></b></p><div class="separator" style="clear: both; text-align: center;"><b><span face="" style="font-family: "cambria", serif; font-size: 15pt; line-height: 107%;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6PQXZmPIXIaAZ0dUKPdwBGvO0XDh0ay14YteRPqgcHA5dxRcgfoyli_kfYtvCZvL-sir67Be0u6Qti0y7cYq36Y3xFTBimOuHGSBh8RvynyE3dEOaPV7ysnoZbZCBCr_hyphenhyphenEaX1NwAMlI/s400/John+Kenny.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="400" data-original-width="400" height="285" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6PQXZmPIXIaAZ0dUKPdwBGvO0XDh0ay14YteRPqgcHA5dxRcgfoyli_kfYtvCZvL-sir67Be0u6Qti0y7cYq36Y3xFTBimOuHGSBh8RvynyE3dEOaPV7ysnoZbZCBCr_hyphenhyphenEaX1NwAMlI/s0/John+Kenny.jpg" width="285" /></a></span></b></div><b><span face="" style="font-family: "cambria", serif; font-size: 15pt; line-height: 107%;"> </span></b><p></p><p class="MsoNormal"><span face="" style="font-family: "cambria", serif;"><b>
</b></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><b><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Tell us about the
school that you currently teach in</span></b><b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">I teach in a
public primary school in inner Sydney. The teaching and leadership staff
are very young compared to the average with almost all teachers and leaders
having less than 10 years’ experience. We have around 450 students. Most
come from high-income backgrounds, but we do have a significant population of
kids that are amongst the most vulnerable in the state. The school has seen a
huge influx of students. In 2010, less than 50 students attended the school.
This has meant that the school's culture and identity have had the opportunity
to grow and evolve with its current staff. The school has a particular focus on
the Arts and we care deeply about the wellbeing of our kids. It's a great place
to work. </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><b><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">How would you
characterise your understanding of reading instruction when you finished your
teaching degree? Tell us about your early experiences in reading instruction.
What seemed to work? What didn't? How did you come to these conclusions? Are
there particular children or classes who stick in your mind regarding this
process?</span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">My understanding of
reading instruction was limited when I left university, but I did not
understand that at the time. Having finished my studies, I assumed I knew
enough to get started. That simply was not the case. A lot of the kids I taught
found it really difficult to read passages of text fluently. There was a lot of
stumbling and stopping. I remember one time we needed the kids to fill out a
survey about what they thought of the school (a bit like the Tell Them From Me
survey for those NSW readers), and a boy simply looked at me, huffed, and said,
"Sir, what you want me to do? I CAN'T READ!" The thing is, he was not
wrong. He really could not read. It was confronting for me as a new teacher
to realise that many kids struggle like that. </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><b><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Did you have an
"aha" light-bulb moment about reading instruction, or was it more a
gradual awakening? Tell us how this happened.</span></b><b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">The beginning of my
career was unique in that I started it in London, England; in fact, I did not
work a paid day teaching in NSW before I left for the UK. The school I worked
in was in one of the most deprived areas in southern England. It was a very
tough place to work, and the leaders at the school were trying desperately to
turn around the life chances of the kids in our care. I remember vividly
sitting in a workshop on phonics and direct instruction during my first
training day and thinking, "this is ridiculous, don't they know this is
all wrong? No wonder things are so bad." But that attitude didn't last
long. Students in my Year 6 class proved to have difficulty decoding even the
most basic of words. Meanwhile, the younger classes were getting some amazing
results teaching the phonics program I brushed on day 1. </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">My experiences
teaching reading started to clash with what I had learnt about reading at
university, and this led to a lot of cognitive dissonance. Naturally, I wanted
to believe that the time I spent learning to be a teacher was valuable. I
wanted to feel like I was becoming a professional, yet I felt incompetent. One
evening, I took the 'plunge'. I decided to go digging for answers and
discovered an article by Jennifer Buckingham, Robyn Wheldall and Kevin Wheldall
titled <i>Why Jaydon Can't Read. </i>It was so hard to read because I had to
face the fact that I did not know anything, but it changed everything for me.
From that point on, I've basically self-taught myself how to teach reading. I'm
still learning, naturally, but I know enough now to feel comfortable teaching
it across the grades. </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><b><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">What are the theories
or texts that influence your current understanding of the reading process and
how best to support it? How do you keep yourself up-to-date and constantly
refine your knowledge and practice?</span></b><b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">After my year in
England, I came back to Australia and won a spot at my current school on
a kindergarten class. At this point, I knew I did not know how to teach these
kids to read, so I went on a bit of manic reading frenzy to figure out how to
do it well. I really wanted to do the best for the kids in my care, so I really
did go all in learning as much as I could. My greatest source of information
was and still is Twitter. Everything I read and learnt stemmed from there.
Having read <i>Why Jaydon Can't Read, </i>I got really interested in what
Jennifer Buckingham had written herself and what she was promoting online. Her
leadership and advocacy in this area helped me so much.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"> I've read a
lot, but texts and articles that stick out as giving the most clarity
include <i>Language at the Speed of Sight </i>by Mark Seidenberg, <i>Speech
to Print </i>by Lousia Moats, <i>Bringing Words to Life </i>by Beck, Kucan and
Mckeon, <i>Reading Comprehension Requires Knowledge </i>by E.D
Hirsch and <i>Read About It</i>, a paper by Kerry Hempenstall on evidence-based
reading instruction. The list goes on, but the aforementioned reads are
seminal. I am constantly going back to them.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><b><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">What happens when a
pre-service teacher is sent to your school on placement? How do you resolve the
differences/tensions in what they are taught at university, and the way in
which you practice?</span></b><b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">This question isn't
really relevant. I can't give an answer because I'm not involved in placements
(never had one myself, and I'm not a school leader so therefore not involved in
the process) and my school isn't as far along the evidence-based journey like
Bentleigh West et al. We are getting there, but the leadership group isn't as
interested in evidence-based instruction as I would like. </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><b><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">What is the message
you would like to convey to Deans of Education around Australia (and beyond)
about how we prepare pre-service teachers for the task of teaching reading?</span></b><b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">When I first started
writing about and discussing reading instruction, I was very critical of
universities. Upon engaging in dialogue with people within teacher training, I
now know that it is not as simple as it may seem to ensure every teacher learns
everything they need to be 'classroom ready'. However, we do need to do much
better than what we are doing now. Even if it can't be perfect, it can be so
much better. New teachers are leaving university with very little theoretical
or practical knowledge on how to teach reading effectively, and that needs to
change. I fully understand that fixing the training courses won't fix the
problems in schools. Complex problems are never fixed so simply. But I believe
that new teachers deserve to be taught the very latest evidence-based
practices. It's the right thing to do, and it's not happening. There are many
reasons why it is not happening but one key reason is that teacher educators
have an ideological bent that stands in opposition to what actually works. It's
not acceptable in my opinion and I would like to see that change.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><b><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">Any other thoughts?</span></b><b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;">My message to new
teachers is that they shouldn't be worried about asking good questions about
how we do things. I've been quite vocal about my own journey and what I think
and believe about how we do things in schools. I have only benefited from
putting my ideas out there and I encourage any teacher to do the same. Your
engagement with the discussion on reading instruction will only benefit
everyone in the long run - teachers and students alike - so don't be
intimidated by sharing your questions, thoughts and ideas. </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-AU;"></span></p>
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<![endif]--> </b> </span></p><p class="MsoNormal"><span face="" style="font-family: "cambria", serif;"><span style="font-size: small;">(C) Pamela Snow (2020)</span> <br /></span></p>
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Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com3tag:blogger.com,1999:blog-673598978629390697.post-46045830017539303842020-07-02T00:01:00.000+10:002020-07-02T18:59:42.640+10:00NCTE Whole Language beliefs: Would you like some science with that?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5ausP4zP4L8HhWUxF4by5jrE4UG-5_GKaTqTyaKA2wYzCyYyP5FnCEpv-qs7Px91k_lnbiHbpfhapjt8UMKNaVifvGLYRXiFnWkLn_3xcz-XKkTftVjAnVi3bY5h-CavCxNXt_e9rrSY/s1600/The+Power+of+your+Belief+System.webp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="480" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5ausP4zP4L8HhWUxF4by5jrE4UG-5_GKaTqTyaKA2wYzCyYyP5FnCEpv-qs7Px91k_lnbiHbpfhapjt8UMKNaVifvGLYRXiFnWkLn_3xcz-XKkTftVjAnVi3bY5h-CavCxNXt_e9rrSY/s200/The+Power+of+your+Belief+System.webp" width="200" /></a></div>
<div style="text-align: center;">
<a href="http://www.happeemindz.com/the-power-of-your-belief-system"><span style="font-size: xx-small;">Image source</span></a></div>
<br />
<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;">My attention was drawn today (thank you <a href="https://www.parkerphonics.com/">StephenParker</a>) to <a href="https://ncte.org/groups/lla/beliefs/">this page,</a> on the
(US) <b>National Council of Teachers of English (NCTE)</b> website, providing a
summary of <b>Whole Language beliefs</b>. Yes, that’s right, <i>beliefs</i>, like the idiosyncratic
personal values that we all hold on matters such as morals and religion. In 2020,
however, when we’re talking about the life-changing lottery that is early
reading instruction, beliefs are not enough. The date on this page (</span><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;">which is headed <i>Literacies and Languages for All</i>)</span> is not
stated, but it links to <a href="https://ncte.org/app/uploads/2017/06/WLU_Beliefs_Flier-2014.pdf">a pdf
that is dated 2014</a>. Given that it is currently displayed on the NCTE website, we can only infer that it reflects the organisation's current views. </span><br />
<br />
<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;">The heading <i>Literacies and Languages</i> is something of a red-flag in itself, gently fogging the lens on discrete sub-skills that make up successful reading. In fact, <b>the word "reading" appears only <i>once</i></b> on the page. </span><br />
<br />
<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;">Let's look more closely at these beliefs and see how well they withstand scrutiny. I have reproduced the NCTE beliefs below, and have responded
to each in turn: </span><br />
<br />
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="footer"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="index heading"/>
<w:LsdException Locked="false" Priority="35" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="caption"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of figures"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="envelope address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="envelope return"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="footnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="line number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="page number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of authorities"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="macro"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
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<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><b>NCTE Belief</b></td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b><span style="font-family: "times new roman" , serif; font-size: 12.0pt;">My Response</span></b><span style="font-family: "times new roman" , serif; font-size: 12.0pt;"> </span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301">Whole Language is a set of principles and teaching practices that draws
upon scientifically based research from many areas including: first and
second language development, early literacy, the relationship between
language and culture, children’s and adolescent literature, digital literacy,
and on-going classroom research. Whole language pedagogy embraces goals of
democracy and social justice.<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">These
are broad, sweeping statements for which there is simply not an empirical
basis. WL was roundly dismissed by three national inquiries into the teaching
of reading: the <a href="https://www.nichd.nih.gov/publications/pubs/nrp/smallbook">US National
Reading Panel</a> in 200, the <a href="https://research.acer.edu.au/tll_misc/5/">Australian National Inquiry
into the Teaching of Literacy</a> (2005), and the <a href="https://dera.ioe.ac.uk/5551/2/report.pdf">UK Rose Report</a> in 2006. I’m
not sure how many times this needs to be re-stated. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">If
by democracy the NCTE means every child reads as poorly as the next one, they
may be right, but that does not address the social justice imperative. <b>The
only way for reading instruction to exert force on social justice levers is
for it to be fail-safe for the overwhelming majority of students. </b></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">Given
the dominance of Whole Language (WL) and Balanced Literacy (BL) approaches in
most industrialised western nations in recent decades, where does responsibility
lie for the <a href="https://www.tandfonline.com/doi/full/10.3109/17549507.2015.1112837">appalling
disparities in reading skills as a function of socio-economic status and
other social determinants of health?</a></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">Please,
no-one respond with some version of <i>“parents need to do more”</i>, <i>“families
need to step up”</i> and so on. <b>It’s not the job of families to teach
children to read, it is the job of schools.</b> It is one of the key reasons
children go to school. When parents themselves cannot read, using low-impact WL/BL
instructional approaches merely feeds the social injustice monster that lurks
in every classroom, waiting to be fed. </span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 2;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><b>Whole language educators know that language is always first and
foremost about the construction of meaning.</b> Whole language
classrooms provide learners with opportunities to question, investigate,
discover, agree or disagree, and pursue individual or communal interests.
When students are engaged in authentic language use, three things happen
simultaneously: they learn language, they learn about language, and they use
language to learn.<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
</td>
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<i><span style="font-family: "times new roman" , serif; font-size: 12.0pt;">Of
course</span></i><span style="font-family: "times new roman" , serif; font-size: 12.0pt;">
language is first and foremost about the construction of meaning. It is a
representational system, providing a vehicle for symbolising thought, desire,
memories, intentions, questions, instructions, requests, and so much more.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">What
WL advocates do not appear to understand however, is <b>the important neurobiological
difference between oral language and written language.</b> Where humans have an
evolutionary advantage for acquiring oral language, such that it is sometimes
described as biologically “natural” or “primary” (<a href="https://www.tandfonline.com/doi/full/10.1080/00461520802392133?casa_token=aINlwD77UjcAAAAA%3AIHl8Cp4DVTTRbB5s02QGp8ZLYQR8i4URDKoZfDchm-Fe1Rd1HkSDxlyazGZHrAJzRygZy7FbGd8S9SM">see
the work of David Geary</a>), written language is recent in evolutionary terms,
being only about 6000 years old, and is biologically “unnatural” or “secondary”.
</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">If
written language is natural, how do WL/BL advocates account for the high
rates of low literacy in first-world, English-speaking nations?</span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 3;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><b>Whole language educators believe literacy learning takes place in meaningful
contexts. </b>Listening, speaking, reading, and writing are best learned
in an integrated fashion for real purposes rather than as separate subjects.
Students learn phonics, grammar, punctuation and other conventions of
language as they apply them within authentic experiences.<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">This
is an extension of the belief above – the fallacy that there is no pedagogically
important distinction between oral language and written language. There are
certainly classroom contexts in which language enrichment is the goal, as
this will foster oral language development which is important in its own
right, and contribute to the background knowledge that is essential for reading
comprehension. However, teaching children how to read is not like making a
casserole. It’s not a case of “a bit of this, and a bit of that”, and we’ll
be happy with the outcome however it turns out. We can tolerate (and even enjoy) variability
in casseroles but we need low variability in reading skills. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">The
casserole approach to reading instruction is one that requires little or no
specialised knowledge on the part of teachers about the core linguistic principles
that drive early reading mastery. It does a double-disservice by keeping
teachers in the dark about what should be highly-prized and specialised
professional knowledge, and ensures that <a href="https://theconversation.com/why-every-child-needs-explicit-phonics-instruction-to-learn-to-read-125065">around
40% of students are left behind</a> as instructional casualties. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">This
blunderbuss approach no doubt explains why <a href="https://pamelasnow.blogspot.com/2020/06/this-is-not-sentence.html">university
lecturers grapple with the frustration of trying to teach first-year students
who do not know the basics of how to construct a sentence</a>, in spite of
the fact that they have studied English for 13 years and have passed Year 12.
</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">As
for “authentic experiences”, <a href="https://pamelasnow.blogspot.com/2017/05/the-authentic-illusion-in-early.html">here’s
a blogpost I wrote on this furphy</a> in 2017. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><b>Whole language educators create welcoming spaces for all learners.</b>
They celebrate the uniqueness of each individual’s linguistic, intellectual,
physical, cultural, and racial characteristics. Whole language educators
support bilingual and multilingual programs as they help students understand
the richness of knowing more than one language.<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">All
schools, teachers and classrooms should create welcoming spaces for learners.
There is nothing special to see here, but nor is there anything special about
providing a space that is aesthetically pleasing (mostly to the adults) while
pedagogically lacking for the children. </span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 5;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><b>Whole language educators believe learning is social activity.</b>
Whole language educators believe learning happens best in a community of
learners where students interact and collaborate with each other rather than
as individual students seated quietly at separate desks. In a whole language
classroom, learners actively question, hypothesize, experiment, seek
information, and present their learning across a wide range of disciplines
including science, social sciences, math, and the arts.<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">There
is no evidence, of which I am aware, that says that novice readers are best
taught the processes of decoding and understanding text in a social context.
This belief betrays a complete lack of understanding of the role of <a href="https://www.cese.nsw.gov.au/publications-filter/cognitive-load-theory-research-that-teachers-really-need-to-understand">cognitive
load</a> in early learning, and the fact that novices need complex constructs
broken down into small, manageable units, with repeated opportunities for
mastery, repetition and consolidation, so that automaticity is achieved. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;"><a href="https://childmind.org/topics/concerns/executive-function/">Executive
functions</a> such as attention, concentration, planning, and organisation
are fragile for young learners, so social interactions actually work counter
to the business of learning complex novel material. Asking young children to
learn how to read in a social context is lining them up for the same kind of <a href="https://www.nytimes.com/2019/07/14/opinion/multitasking-brain.html">performance
decay adults experience when they attempt to multi-task</a>. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">The
prioritising of socialisation in classrooms is also <b>an excellent way of
creating an illusion of busyness</b>, without necessarily providing any
substantive evidence of actual learning taking place. US teacher and blogger
<b>Jon Gustafson</b> has written about this problem <a href="https://mrgmpls.wordpress.com/articles/">on his excellent blog</a>. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">As
for <b>seating arrangements</b>, there is longstanding evidence that this
should be configured according to the nature of the skills being taught, not
the other way around. If children are engaging in an activity such as
creating and sharing oral narratives, then social seating might be
appropriate. If they are trying to derive meaning from a written text they
have not encountered before, or trying to write a sentence, <b>minimising cognitive
load is the sensible thing to do</b>, and arranging desks in rows facing the
front is the way to do this. <a href="https://www.tandfonline.com/doi/abs/10.1080/0144341870070405?casa_token=tcH3fk62MkUAAAAA:LnKllgdupgJs9TwClFkRO9Cd647mwxK2DqzCX9O2qEIkcuj4VyRph5AE5yyDtsTwSM1Ajx8atx_UiIk">This
has been known for decades</a>. </span></div>
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<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><b>Whole language educators know that behind every text is an author
with personal values.</b> They help their students stand back from texts
and identify the author’s values and underlying messages, as well as the
voices that are not present in a text. They support their students’
thoughtful use and consideration of all types of media, including digital
sources.<br />
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<br /></div>
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<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">This
should be a given in all reading and language arts / literature instruction.
WL does not own this. Nothing to see here.</span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 7;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><b>Whole language educators know learning language involves risk
taking. </b>Learners invent rules about language use, try out their
rules, and gradually move toward conventional language use. The learner’s
approximations inform whole language educators about how to help their
students continue to grow as language users.<br />
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<br /></div>
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">Thank
you, yes, as a university professor, I see evidence of entrenched inventions
in young adults’ writing every day and they are truly <b>cringe-worthy and
time-wasting for everyone.</b> <span style="mso-spacerun: yes;"> </span>Learners’
approximations are only useful if they are followed up with corrections (yes,
actual <i>corrections</i>) and opportunities for repetition and mastery to
the point of automaticity. In this way, <b>cognitive capacity can be diverted
to higher-order processes </b>such as inferencing and resolving ambiguity.</span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b><span style="font-family: "times new roman" , serif; font-size: 12.0pt;">Children
do not learn to play the piano by sitting at the keyboard for hours and <i>approximating</i>
a Mozart sonata</span></b><span style="font-family: "times new roman" , serif; font-size: 12.0pt;">.
They learn by having a complex task broken down into units they can handle,
practice, and master. Over time, skills are consolidated and the degree of
complexity increases. These same learning principles apply in many other life
domains, such as learning how to drive. </span></div>
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<tr style="mso-yfti-irow: 8;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><b>Whole language educators hold high expectations and respect for
all students.</b> They work to address individual needs and differences,
and build curriculum that is rooted in research and national goals as stated
by professional teaching organizations and that makes sense at a personal and
local level for their students.<br />
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<br /></div>
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">This
is a <b>motherhood statement</b> that should not even need to be articulated.
Why would proponents of any pedagogical approach <i>not</i> hold high
aspirations for their students? </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">The
problem here is the dominance of WL/BL approaches in western, industrialised
nations over the last five decades and the consistent slide in levels of
achievement. This claim does not stack up. </span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 9;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><b>Whole language educators recognize that the role of assessment in
the classroom is to inform teaching.</b> Assessment involves talking
with students, listening to them read, examining their writing, and observing
their work over a period of time. In this way, whole language educators
recognize and build upon their students’ strengths. Informed by their
assessments and their knowledge of research, theory, and practice, whole
language educators are in the best position to make curriculum decisions for
the students they teach.<br />
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<br /></div>
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">What
do proponents of other pedagogical approaches think the role of assessment
is, I wonder? </span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">Notice
<b>what is missing here</b> though – mention of the use of psychometrically
robust measurement tools that actually indicate the extent to which mastery of
key identified sub-skills is being achieved. This is because when the
teaching using the casserole approach, you don’t worry too much about how browned the potatoes are, or whether the carrots should be diced more finely.
There is <b>no scope and sequence</b>, and sometimes the casserole turns out
OK and sometimes it doesn’t. Oh well. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">Note
too, the reference to WL teachers being in the “best position to make
curriculum decisions for the students they teach”. This is a veiled reference
to the late <a href="https://books.google.com.au/books/about/What_s_whole_in_whole_language.html?id=30EmAQAAIAAJ&redir_esc=y">Dr
Kenneth Goodman’s undermining of the role of academic research in classroom
practice</a>, as the <b>teacher is positioned as the supreme expert</b>,
whose judgement is above question. Imagine if we applied this anti-science
thinking to the decision-making of health professionals in hospitals. <span style="mso-spacerun: yes;"> </span></span></div>
</td>
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<tr style="mso-yfti-irow: 10; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 225.4pt;" valign="top" width="301"><b>Whole language educators are knowledgeable about teaching and
learning.</b> They are members of professional organizations, read
constantly about the most recent findings relevant to their teaching, and
attend professional development events that further support their learning.
They endeavor to be informed about their students and their families and the
communities from which they come. Evaluation of educators should be based on
multiple measures that take into consideration the entirety of their
professional abilities and responsibilities, and never on student test
scores.<br />
<br /></td>
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">The
problem is that there’s <a href="https://pamelasnow.blogspot.com/2016/04/reading-is-verb-literacy-is-not.html">abundant
evidence</a> that in the main <b>teachers are not highly knowledgeable about
teaching and learning as this applies to reading</b>. </span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt;">Increasingly,
individual teachers are discovering for themselves, that there is a science of
reading instruction, and organisations such as <a href="https://www.thereadingleague.org/">The Reading League</a> are doing an outstanding
job of supporting such teachers on professional journeys away from WL/BL teaching. </span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<b><span style="font-family: "times new roman" , serif; font-size: 12.0pt;">Individual
teachers should not have to have painful, expensive epiphanies</span></b><span style="font-family: "times new roman" , serif; font-size: 12.0pt;">, however, in
order to be able to deliver on that most basic of parental expectations: that
they can teach the overwhelming majority of children to read, and can
identify and support those who struggle, doing so in a timely manner
that does not waste valuable curriculum time and create complex mental health
sequelae for students and their families.</span></div>
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<span style="font-size: large;"><b><span style="font-family: "times new roman" , serif; line-height: 107%;">One of the problems with beliefs, is their
lack of accountability in the face of contradictory evidence. </span></b></span></div>
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<br /></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;">History will be the judge of belief
systems such as this one espoused by the NCTE</span></b><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;">, but children in
classrooms around the world in 2020 are not historical case studies or education
experiments. In the same way that we expect scientific advances to be applied
in medicine, nursing, psychology, and a raft of other professions, education cannot
ignore the inconvenient denting of <i>belief</i> systems by the march of
science. The stronghold of Whole Language and Balanced Literacy <i>beliefs</i>
needs to give way to adherence to empirically tested science. As the science
changes, so too the classroom practices should evolve. In addition to lifting
children’s achievement levels, it is difficult to believe this would not have
an immensely positive impact on teacher professional satisfaction, well-being, and retention. </span></div>
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<div class="MsoNormal">
<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;">The longstanding reading instruction knowledge-translation
failure is slowly beginning to crumble, but until this empire crashes
completely, children will continue to be needlessly turned into educational casualties.
As <a href="https://www.tandfonline.com/doi/full/10.3109/17549507.2015.1112837">I
have noted previously</a>, first world economies have shrinking employment
markets for semi-literate workers. This is a looming crisis of epic
proportions. </span></div>
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<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;">We need a class action (pun intended) to see Whole
Language and Balanced Literacy relegated to the pages of history. <b>Peak bodies
such as the NCTE need to be trail-blazers not resistance fighters in this most
important of endeavours. </b></span></div>
<br />
<span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"><span style="font-size: x-small;">(C) Pamela Snow (2020)</span> </span>Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com7tag:blogger.com,1999:blog-673598978629390697.post-69966847170375810652020-06-05T23:09:00.002+10:002020-08-12T21:25:09.902+10:00This is not a sentence.<br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoZr7LNagTJk-JXgtiVHJxN0ZEKqmxsnJIiV9lONszrUFCN99QAXD4ubEkeKIiZJomVumw5amf-TFWWuSBuUP6TdJBCNzTmO_p_pdmn2AnTeZjsYVU9BfZy7Vs3EJtG3BkMo3I_-LBcFU/s1600/the-art-of-writing-a-sentence-1024x767.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="767" data-original-width="1024" height="149" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoZr7LNagTJk-JXgtiVHJxN0ZEKqmxsnJIiV9lONszrUFCN99QAXD4ubEkeKIiZJomVumw5amf-TFWWuSBuUP6TdJBCNzTmO_p_pdmn2AnTeZjsYVU9BfZy7Vs3EJtG3BkMo3I_-LBcFU/s200/the-art-of-writing-a-sentence-1024x767.jpg" width="200" /></a></div>
<div class="MsoNormal" style="text-align: center;">
<a href="https://saganmorrow.com/rhetorically/the-practical-guide-the-art-of-writing-a-sentence/"><span style="font-size: xx-small;">Image source</span></a></div>
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<br /></div>
<div class="MsoNormal">
I have often shared a story in professional presentations
about when I was 12 years old and doing my grammar homework one night (yes, I do
realise that in educational epochs, as well as human years, this was a long
time ago). <span style="mso-spacerun: yes;"> </span>I looked up from said homework
and asked my Dad “What’s syntax”? Without missing a beat, my mischievous Dad
retorted “It’s what people have to pay when they go to a massage parlour”. Apart
from the usual eye-roll that pubescent girls reserve for their parents, my Dad’s
response probably did more for my semantic than my syntactic skills at that particular
moment. However, the important point is that at 12 years old, I was grappling
with the intricacies of how words go together and the mystery of the rules that
govern this process.</div>
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<br /></div>
<div class="MsoNormal">
Fast-forward a number of decades, and I am still thinking
about the componentry of language: phonemes, graphemes, morphemes, vocabulary,
syntax, discourse, and in particular, that most ubiquitous collection of words, <b>the
humble sentence.</b></div>
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<br /></div>
<div class="MsoNormal">
“Sentence” is one of those value-added words in the English
language that pays the rent twice by being <i>polysemous</i> – having two (superficially
at least) unrelated meanings. It can obviously refer to a term of imprisonment (and/or
the process by which a judge commits a convicted offender to a prison term), or
it can mean a collection of words arranged together in a rule-governed way to
form a clause, made up of a subject and a predicate.</div>
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<br /></div>
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Now some of you might already be thinking that this blog
post is getting a bit technical and be zoning out, but stay with me. Why am I
thinking about sentences on a wintry Friday night? Because I have spent the
better part of the last week reviewing and grading first year university
students’ essays and <b>I am calling out the rot (another useful polysemous
word) on the low functional literacy levels of students when they enter University.</b></div>
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<br /></div>
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Lest there be any temptation here to blame the University for
<i>accepting</i> said students, let me emphasise that these students, in the
overwhelming majority of cases, are <b>school leavers who have successfully
completed Year 12.</b> In the case of Victoria, where I live, this means
compulsory study, at Year 12 level of one of three English options. We don’t
need to drill down here on the content of these subjects. The important thing
is that all students have to complete 13 years of study in English, ranging
from the basics of reading, writing, and spelling, to understanding and employing
genre, and being able to understand and produce narrative, expository and persuasive
text. So far so good, but Houston, we have a problem. </div>
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<br /></div>
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<b>These students cannot write in sentences. </b></div>
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<br /></div>
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What do they do instead? They pretty much write as if they
are speaking, connecting words in a rough stream of consciousness, adding punctuation
(plus or minus capital letters) to taste. Some essays contain more sentence
fragments than actual sentences. If you are not sure what a sentence fragment
looks like, here’s some examples (with minor edits to prevent
re-identification):</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; text-indent: -18pt;">
<span face="" style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"> <span style="font: 7pt "times new roman";"></span></span></span><i>Such as smells, eye contact, sounds, touches,
and language. </i><span face="" style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"></span></span></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo1; text-indent: -18pt;">
<span face="" style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7pt "times new roman";"> </span></span></span><i>Thus resulting in long periods of infant distress.</i><span face="" style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"></span></span></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo1; text-indent: -18pt;">
<span face="" style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7pt "times new roman";"> </span></span></span><i>For example, a child starting to remember a
favourite book. </i></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo1; text-indent: -18pt;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo2; text-indent: -18pt;">
Many of the essays contain <b>homophone errors</b> (yes, we
all make them, myself included, but not in the abundance I am seeing them this
week). Think: effect / affect; <span face="" style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7pt "times new roman";"></span></span></span>principle / principal; their / there; to / too; roll / role; adolescents / adolescence.</div>
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And of course, we must not forget the inevitable star
appearance of <b>apostrophe errors</b>. However, the stand-out feature for me
is that these <b>students do not have an explicit rule in their long-term
memories that tells them what a sentence is.</b></div>
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<b> </b> </div>
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My first conscious awareness of this problem was in the late
1990s when I supervised psychology Honours students for the first time. I found
myself writing (yes, literally writing; with a pen) in the margins “This is not
a sentence” <i>over and over again</i>. I still recall the exasperation of one
student, “Gemma” in a supervision session when she told me:</div>
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<i>“You know, when you write ‘this is not a sentence’, I
stare at it and stare at, trying to make sense of what you mean. But I have no
rule in my head that tells me what a sentence is”.</i></div>
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<br /></div>
<div class="MsoNormal">
So – how do students acquire explicit grammatical rules that
guide them in their learning? Some are fortunate to gain a working <i>implicit</i>
knowledge about how sentence structure works, but they would struggle to
articulate the rule. Others, like Gemma, have inadequate implicit knowledge and
hence no rules and no problem-solving tools. Note here too, that I am not even trying to cover
the more macro issue of overall text cohesion, because most students are stuck
in the primary-school weeds of trying to write a grammatically complete sentence.</div>
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<br /></div>
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<b>Words live in sentences and behave in rule-governed ways
that are clearly mysterious and random to many University students.</b> Obviously,
the inner workings of sentences, just like the inner workings of words, need to
be systematically and incrementally explained to students, in both primary and
secondary school years, if they are to arrive at University ready for the
challenges of higher education. </div>
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<br /></div>
<div class="MsoNormal">
<b>Must we accept, though, that in 2020, many students have to go to University to learn what a sentence is?</b></div>
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<b> </b> </div>
<div class="MsoNormal">
If so, we won’t have time to properly immerse them in the
complex, beautiful, and challenging ideas that sentences, paragraphs and full
texts embody. We will not be able to equip them to interrogate the major theories
in their disciplines, let alone to prepare written critiques and develop their
own well-argued responses and adaptations to those theories. </div>
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<br /></div>
<div class="MsoNormal">
<b>If secondary schools cannot deliver Year 12 students who
can reliably demonstrate the <u>basics</u> of mastery in their language, then students
must pay tertiary fees to back-fill this content alongside (and in some cases
instead of) their core content. </b>In the case of students who are themselves studying
to be teachers, it is difficult to see how they can both master their curriculum
content <i>and</i> back-fill the gaps in the previous 13 years. Indeed, it seems
hardly fair to ask them to do so.</div>
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<br /></div>
<div class="MsoNormal">
A sentence in one sense of the word is a judgement. <b>The
world makes judgements on the sentences we produce</b> in spoken and written
language and employers understandably expect university graduates to have well-developed skills in these domains. </div>
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<br /></div>
<div class="MsoNormal">
My La Trobe University (Bendigo) colleague, <a href="https://scholars.latrobe.edu.au/display/ejmclean">Emina McLean</a> recently
published a related piece on her blog: <a href="https://www.eminamclean.com/post/the-sins-of-the-fathers-shall-be-visited-upon-the-children-literacy-in-higher-education-and-beyond">The
sins of the fathers shall be visited upon the children: Literacy in higher
education and beyond</a>. Emina points out that Whole Language and Balanced
Literacy pedagogies create inter-generational erosion in the extent to which the
inner workings of language are passed from one cohort of students to the
next. </div>
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<br /></div>
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The epi-genetic fall-out from 40 years of constructivist, discovery-based
learning in the “language arts” has sentenced University academics to teaching
content that, a mere generation ago, was consolidated in the primary and secondary
school years. <b>We are all the poorer for this sentence, in both senses of the
word. </b></div>
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<br /></div>
<div class="MsoNormal">
(C) Pamela Snow (2020)<b><br /></b></div>
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<br /></div>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
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<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
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<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
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<w:LsdException Locked="false" Priority="30" QFormat="true"
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
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<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
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<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="52"
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Name="List Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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</w:LatentStyles>
</xml><![endif]--><!--[if gte mso 10]>
<style>
/* Style Definitions */
table.MsoNormalTable
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mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-parent:"";
mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
mso-para-margin-top:0cm;
mso-para-margin-right:0cm;
mso-para-margin-bottom:8.0pt;
mso-para-margin-left:0cm;
line-height:107%;
mso-pagination:widow-orphan;
font-size:11.0pt;
font-family:"Calibri",sans-serif;
mso-ascii-font-family:Calibri;
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<![endif]-->Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com23tag:blogger.com,1999:blog-673598978629390697.post-65140451547304673462020-05-23T17:10:00.000+10:002020-07-02T21:53:23.891+10:00Reading instruction in Australia can be informed by a pandemic. Here's how. <div style="text-align: center;">
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<div style="text-align: center;">
<span style="font-size: xx-small;"><span style="font-size: x-small;"><b>LOW LITERACY AS A PUBLIC HEALTH THREAT</b></span><br /><a href="https://worldliteracyfoundation.org/low-literacy-levels-impact-on-the-community/">Image source</a></span></div>
<br />
<span style="font-family: "cambria" , serif; font-size: 12.0pt; line-height: 107%;">When 2020 dawned in Australia, we recoiled in horror at the
unfolding tragedy associated some of the worst bushfires in decades. According
to <a href="https://en.wikipedia.org/wiki/2019%E2%80%9320_Australian_bushfire_season">Wikipedia</a>,
“As</span><span class="e24kjd"> </span><span style="font-family: "cambria" , serif; font-size: 12.0pt; line-height: 107%;">of 9 March 2020, the fires burnt an estimated
18.6 million hectares, destroyed over 5,900 buildings (including 2,779 homes)
and killed at least 34 people”. The devastation was catastrophic, but
pleasingly, in terms of lives lost, we did considerably better than in the 2009
Black Saturday fires, in which the <a href="https://knowledge.aidr.org.au/resources/bushfire-black-saturday-victoria-2009/">death
toll (174 people),</a> was five times higher. Adoption of at least some of the
recommendations of the <a href="http://royalcommission.vic.gov.au/finaldocuments/summary/PF/VBRC_Summary_PF.pdf">Royal
Commission into the 2009 fires</a> contributed to our improved ability to
preserve people’s lives, if not property. <b>A win for science-informed policy
and practice, you might say. </b></span><br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "cambria" , serif; font-size: 12.0pt; line-height: 107%;">Even while the fire season was still with us however, we
became aware of a new threat looming, this time on the world stage: COVID-19. At
the time of writing, there’s been <a href="https://www.worldometers.info/coronavirus/">5.3 million cases of COVID-19</a>
and 340,047 deaths, a staggering 96K of which have occurred in the USA and 33K
in the United Kingdom. In Australia, we took advantage our geography as well as
the narrow window of opportunity for some vicarious learning by enforcing a
range of emergency public health measures: locking national and some state
borders, closing spaces in which effective social distancing is impossible (schools, universities, places of worship, sporting,
hospitality and entertainment venues) and requiring people to work from home.
At the time of writing, <a href="https://www.health.gov.au/news/health-alerts/novel-coronavirus-2019-ncov-health-alert/coronavirus-covid-19-current-situation-and-case-numbers">we
have had 101 deaths</a>. <b>Another win for science-informed policy and
practice, you might say. </b></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "cambria" , serif; font-size: 12.0pt; line-height: 107%;">As someone who lives in Victoria (which along with New South
Wales, has seen the highest number of cases), I have been impressed with the leadership
and firm stance of our state government. While aspects of the restrictions had
quirky inconsistencies in them, and there was a degree of frustrating back-tracking
in the early days of lock-down, in general, <b>our leaders have demonstrated
two important qualities:</b></span></div>
<div class="MsoNormal">
<span style="font-family: "cambria" , serif; font-size: 12.0pt; line-height: 107%;"><b> </b> </span></div>
<ul>
<li><span style="font-family: "cambria" , serif; font-size: 12.0pt; line-height: 107%;">the
ability to be guided by experts who can “see” things in data that the average
person cannot, and</span><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 107%;"><span style="mso-list: Ignore;"></span></span></li>
<li><span style="font-family: "cambria" , serif; font-size: 12.0pt; line-height: 107%;">a
willingness to stand firm in response to resistance and push-back from a range
of quarters (some more informed than others), even in the face of inevitable uncertainty about the merit of decisions made. </span></li>
</ul>
<div class="MsoNormal">
<span style="font-family: "cambria" , serif; font-size: 12.0pt; line-height: 107%;">So, this just goes to show that <b>when we all agree that the
stakes are high, we can use scientific principles and bear down to effect
necessary change and avert disaster</b>. Not only that, we can respond in a reasonably
nimble way. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: "cambria" , serif; font-size: 14.0pt; line-height: 107%;">Why then can this same disciplined thinking not be
brought to bear on the teaching of reading?</span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b><span style="font-family: "cambria" , serif; font-size: 12.0pt; line-height: 107%;">Let’s have a look what we might take away for
reading instruction, from lessons learned from protecting a community from a
deadly microbe:</span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 17.85pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; text-indent: -17.85pt;">
<span style="font-family: "cambria" , serif; font-size: 12.0pt;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "cambria" , serif; font-size: 12.0pt;">In
both cases, we need to be <b>thinking at the level of the population</b>, i.e., of what will
produce the best outcomes for the largest number of people. In responding to a pandemic, we have not
been <b>side-tracked and distracted by anecdotes about exceptions</b>, such as
Aunty Glad and Uncle Warren who went on a cruise, had a lovely time, came home
unscathed and are looking forward to cruising again next year. Such exceptions
do not mean that cruise-ships responded well to the unfolding saga, any more
than you having a cousin who “learnt to read without any phonics instruction”
means that applying scientific evidence in reading instruction does not matter
in the face of the unfolding catastrophe of educational failure. </span></div>
<div class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 17.85pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; text-indent: -17.85pt;">
<span style="font-family: "cambria" , serif; font-size: 12.0pt;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "cambria" , serif; font-size: 12.0pt;">In
responding to COVID-19, <b>we have made a priority of protecting the vulnerable,</b>
such as elderly people and people with chronic illnesses. We have known from
the outset that they would bear a disproportionate burden of a flawed response
to this public health threat and we have not blamed them for their
vulnerability. Sadly, we know that some children come from positions of vulnerability
with respect to early reading success, yet <b>we do not put our public health
thinking caps on and expose them to the most effective preventative
interventions in our toolkit</b>. Instead, we let them fail and blame this on their vulnerability, their poor families, and/or the presumed failure of their
parents to read to them in the pre-school years. </span></div>
<div class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 17.85pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; text-indent: -17.85pt;">
<span style="font-family: "cambria" , serif; font-size: 12.0pt;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><b><span style="font-family: "cambria" , serif; font-size: 12.0pt;">We have scorned anti-science thinking</span></b><span style="font-family: "cambria" , serif; font-size: 12.0pt;">. This has been nowhere
more evident than in our response to the <a href="https://www.bbc.com/news/world-us-canada-52407177">US President suggesting that it might be worth us all having a go at injecting ourselves with disinfectant</a>. This is an extreme
example of anti-science thinking for sure, but it is unfortunate that
commentators are not as quick to respond to the pervasive and established anti-science
thinking of those teachers and education academics who promote early reading
instruction approaches that directly poison children’s chances of becoming
successful readers (see <a href="https://pamelasnow.blogspot.com/2020/03/anti-science-and-science-of-reading.html">here</a>,
<a href="https://www.nytimes.com/2016/12/28/books/language-at-the-speed-of-sight-mark-seidenberg.html">here</a>
and <a href="https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read">here</a>.
</span></div>
<div class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 17.85pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; text-indent: -17.85pt;">
<span style="font-family: "cambria" , serif; font-size: 12.0pt;"><span style="mso-list: Ignore;">4.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "cambria" , serif; font-size: 12.0pt;">Our
state leaders have made <b>short-term discomfort and inconvenience play second
fiddle to the demands of science</b>. This has meant that when the community
has had the logic of restrictions explained, they have complied, even though inconvenience resulted and
</span><span style="font-family: "cambria" , serif; font-size: 12.0pt;"><span style="font-family: "cambria" , serif; font-size: 12.0pt;">significant </span>behaviour change was required. Why then, can we not
have a <span style="mso-spacerun: yes;"></span>conversation with the community
about the logic of changing our approach to early reading instruction, so that
we <a href="https://theconversation.com/why-every-child-needs-explicit-phonics-instruction-to-learn-to-read-125065">see
something closer to 95% success</a> rather accepting that some children will just
have to be instructional casualties?</span></div>
<div class="MsoListParagraph" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 17.85pt; margin-right: 0cm; margin-top: 0cm; mso-list: l1 level1 lfo1; text-indent: -17.85pt;">
<span style="font-family: "cambria" , serif; font-size: 12.0pt;"><span style="mso-list: Ignore;">5.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "cambria" , serif; font-size: 12.0pt;">Like
a virulent microbe such as COVID-19, <b>low literacy is a public health threat</b>.
It just runs at a slower burn with respect to the rate at which it destroys
lives and communities. There is currently no vaccine for COVID-19, but if there
was one that offered protection to the majority of the community, taxpayers
would want it backed. This is especially the case if the vaccine costs no more
than usual public health measures in place to keep the population well. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<b><span style="font-family: "cambria" , serif; font-size: 12.0pt;">There is protection
against illiteracy available for the majority of the community, and it comes in
a capsule labelled “<i>effective reading instruction</i>”</span></b><span style="font-family: "cambria" , serif; font-size: 12.0pt;">. It is a slow-release
formulation with no side-effects and it works effectively for most, when administered by
skilled, well-trained practitioners. </span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt;">
<span style="font-family: "cambria" , serif; font-size: 12.0pt;">In first-world nations, we
have long been lulled into the false security of not having to think much about
public health principles in our day-to-day lives. COVID-19 has changed that by
posing an immediate threat to life and showing us that it means business. In a
world in which opportunities for unskilled, semi-literate workers are vanishing,
I hope that we will see clever policy makers applying public health principles to
the slow-burn pandemic of low reading achievement. </span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "cambria" , serif; font-size: 12.0pt; line-height: 107%;"><span style="font-size: x-small;">(C) Pamela Snow (2020)</span> </span></div>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
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<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
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<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
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<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
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<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
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<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
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<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="21" QFormat="true"
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<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
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Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 6"/>
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<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 6"/>
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<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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</w:LatentStyles>
</xml><![endif]--><!--[if gte mso 10]>
<style>
/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-parent:"";
mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
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<![endif]-->Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com3tag:blogger.com,1999:blog-673598978629390697.post-32038369180256643742020-03-21T13:14:00.000+11:002020-03-22T10:26:41.147+11:00Anti-science and the science of reading. <!--[if gte mso 9]><xml>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirZZQv17YYB4rUmQiT-Yqt4f8c6sNcT0Z9-SciG2JfaLBIV0yP-0aGrvQOmLBbgDGJJ9JjCZ6XFr4_QwV3roZg4C3oIjIPCm390d7FM5hM0BCwUrBUXvblNsXmoufs5A8kgcRZbSxuFDQ/s1600/Close+enough.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="210" data-original-width="396" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirZZQv17YYB4rUmQiT-Yqt4f8c6sNcT0Z9-SciG2JfaLBIV0yP-0aGrvQOmLBbgDGJJ9JjCZ6XFr4_QwV3roZg4C3oIjIPCm390d7FM5hM0BCwUrBUXvblNsXmoufs5A8kgcRZbSxuFDQ/s400/Close+enough.jpg" width="400" /></a></div>
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<i><span style="font-size: 12.0pt; font-style: normal; line-height: 107%;"> <a href="https://geneticsandhomosexuality.weebly.com/rhetoric-of-the-science.html"><span style="font-size: xx-small;">Image source</span></a> </span></i></div>
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<span style="font-size: small;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">Professor Dianne Ravitch, who describes herself as “</span></i><i><span style="line-height: 107%;">a historian of education and Research
Professor of Education at New York University” </span></i><i><span style="font-style: normal; line-height: 107%;">has written <a href="https://dianeravitch.net/2020/03/19/nepc-there-is-no-science-of-reading/">a
brief blog-post</a> this week headlined “There is no science of reading”. Her blog-post is an endorsement of the US </span></i></span></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;"><a href="https://nepc.colorado.edu/">National Education Policy Center (NEPC) March 20 Policy Statement on the Science of Reading</a>.</span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">The inescapable problem for the NEPC, Professor Ravitch and those who sing from the same songbook, is that <b>there <u>is</u> a science of reading</b>, in the same way
that there is a science of memory, a science of cognition, a science of
perception, a science of language, and a science of learning. <b>And the science of reading is not going away. </b></span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">In all of these fields (as indeed, in the science of reading
field), scientific endeavours are ongoing, building incrementally on knowledge
which is released via academics to practitioners. Practitioners then apply it,
to be part of the knowledge translation loop that results in ongoing refinements
of theories and their implications for policy and practice. </span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">However, <b>the science of reading has been the Cinderella of knowledge
translation</b> because of the resistance of some influential players to adopting
the scientific method and changing their messaging as shifts in evidence occur.</span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">If we left debate about reading instruction solely in the
hands of Whole Language and Balanced Literacy advocates, it’s difficult to see
how the discourse would have shifted at all in recent decades. <b>What, for example,
are most pre-service teachers learning in 2020, that is materially
different from what they were learning in 2010?</b> Or 2000? Or even earlier? </span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><br /></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><b><span style="font-style: normal; line-height: 107%;">If we interrogate Balanced Literacy practices employed in
the late 1990s what would we find? </span></b></i></span></span></div>
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><br /></span></span>
<br />
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">An emphasis on Three Cueing (Multi-Cueing) that encourages
guessing rather than decoding; </span></i></span></span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">banks of de-contextualised sight words that have no scope
and sequence with respect to their phoneme-grapheme correspondences; </span></i></span></span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">reliance on predictable levelled readers;</span></i></span></span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">reluctance to apply phonics-based instruction of any kind,
but begrudging acceptance of analytic phonics as a final resort;</span></i></span></span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">advice to parents that they should discourage children from
decoding through the word, because this is not true engagement with text; </span></i></span></span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">progress monitoring tools such as <i>Running Records</i> rather than psychometrically valid alternatives. </span></i></span></span></li>
</ul>
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><br /></span></span>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><b><span style="font-style: normal; line-height: 107%;">And if we interrogate Balanced Literacy practices 30 years
later in 2020, is anything different?</span></b></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><br /></span></span>
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">Back to the future.</span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">Telling teachers that </span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><br /></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="line-height: 107%;">The
truth is that there is no settled science of reading. The research on reading
and teaching reading is abundant, but it is diverse and always in a state of
change.</span></i><span style="line-height: 107%;"> </span></span></span></div>
<div class="MsoNormal">
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">is designed to foster <b>knowledge translation paralysis</b> and
keep teachers in the dark with respect to shifts in understanding that occur in
research circles about approaches that are optimal for </span></i><i><span style="line-height: 107%;">all children</span></i><i><span style="font-style: normal; line-height: 107%;">, not merely for
those who will likely succeed, irrespective of their backgrounds and the pedagogical
rigour to which they are exposed. </span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><br /></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">When children do not succeed in Balanced Literacy classrooms
the next step is to make blanket calls for better school funding, which understandably
chimes with most teachers. Who would not want more money for their school? But
there is a fixed cost to the tax-payer of having a teacher in a classroom.
Would it not be better use of everyone’s resources for that teacher to be an
expert on the current sate of play in the science of reading so s/he can apply
this, in the tradition of scientist-practitioner that we promote in other
fields such as medicine and psychology? </span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><br /></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">Ravitch also quotes and endorses the NEPC statement that:</span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><br /></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="line-height: 107%;">This
key idea of a “balanced literacy” approach stresses the importance of phonics,
authentic reading, and teachers who can teach reading using a full toolbox of
instructional approaches and understandings. It is strongly supported in the
scholarly community and is grounded in a large research base.</span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">I have written previously about the self-described <a href="https://pamelasnow.blogspot.com/2017/05/balanced-literacy-instructional.html">instructional
bricolage that is Balanced Literacy</a>. Having everything in the mix does not
constitute systematic instruction by knowledgeable teachers. And just who is
the “scholarly community” that is being swept up into one convenient collective
bundle by this generalisation? I am part of the scholarly community and I for
one, did not sign up to have my views appropriated in this way. </span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">Ravitch also endorses the NEPC argument that </span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="line-height: 107%;">Education
legislation should address guiding concepts while avoiding prescriptions that
will tie the hands of professional educators.</span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">This is just another way of saying “<b>let a thousand flowers
bloom</b>”, or “choose your own adventure” and is what sustains this ongoing mess.
If Balanced Literacy was a success-story, why are such large proportions of
children in English-speaking industrialised nations not reaching their reading
(and academic) potential? Where will the jobs be for these future unskilled workers
as our economies replace unskilled roles with artificial intelligence and other
forms of technology?</span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small;"><i><span style="font-style: normal; line-height: 107%;">Posts such as this recent one by Ravitch (and the NEPC policy statement on which it is based) are a <b>blatant
attempt to slow the march of science</b> and in particular, to retard its transfer
into the classroom, via transmission to pre-service teachers. Many in education
bemoan what is sometimes seen as the <b>low professional standing of teaching as a
profession</b>. There is no more sure way of keeping education in the professional
esteem shadows than preaching flat-earth mis-truths such as “there is no
science of reading”. </span></i></span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small; line-height: 107%;">Some years ago, in Australia, there was a proposal prior
to a federal election, to bring in a goods and services (consumption) tax. Do
you know how this proposal was rolled? By a clever political slogan: “<b>If you
don’t understand it, don’t vote for it</b>”. </span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small; line-height: 107%;">Exactly the same meme is being plied at teachers with
respect to the science of reading. </span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small; line-height: 107%;">Unfortunately, there is abundant <b>evidence
that teachers in the main, are not exposed to the science of reading in their
pre-service years</b> (see <a href="https://pamelasnow.blogspot.com/2016/04/reading-is-verb-literacy-is-not.html">references
at this link</a>). It is not surprising, therefore that many do not have an
explicit grasp of such linguistic concepts as phonemes, morphemes, graphemes, syllables,
phonemic awareness, phoneme-grapheme correspondences, digraphs, trigraphs,
schwa vowels, and the need to teach these explicitly, with a scope and sequence
in play.</span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small; line-height: 107%;">But perhaps <b>there’s another group who don’t understand
it and so don’t vote for it</b>: those in the academy and government who are stuck
in a 1990s vision of what they would <i>like</i> the process of reading to be,
rather than a 2020 science-informed position about its complexity and optimal
ways of unlocking this for students. </span></span><br />
<br />
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: small; line-height: 107%;">The only reason that we are not closer to a consensus on what constitutes the science of reading (what the reading process is and optimal ways of teaching it) is the <b>deliberate obfuscation and anti-science rhetoric </b>of some in pre-service teacher education and influential policy roles. </span></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: large;"><b><span style="line-height: 107%;">We don’t have a science problem. </span></b></span></span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><span style="font-size: large;"><b><span style="line-height: 107%;">We have a rhetoric problem. </span></b></span></span></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinT_C8ixbyTHEUJ0Q3PqMQJ_basa04plonYCUkGqiP7_ibC_RSQ2hcux9zDcv9xNlujqun1M_Y5hlBu6QZ8i5UlzMjfjyQuPVfL3qqcc7Kv4IqbGSLtsuTisMcxfdD_j9Wpcdf23jsRsU/s1600/rhetoric.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="400" data-original-width="400" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinT_C8ixbyTHEUJ0Q3PqMQJ_basa04plonYCUkGqiP7_ibC_RSQ2hcux9zDcv9xNlujqun1M_Y5hlBu6QZ8i5UlzMjfjyQuPVfL3qqcc7Kv4IqbGSLtsuTisMcxfdD_j9Wpcdf23jsRsU/s320/rhetoric.gif" width="320" /></a></span></b></div>
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<b><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"> <a href="http://ontrack-media.net/english_gateway/E3/g_E3RdM2L03/g_E3RdM2L03s1.html"><span style="font-size: xx-small;">Image source</span></a></span></b></div>
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<span style="font-family: "times new roman" , serif; font-size: x-small; line-height: 107%;">(C) Pamela Snow (2020)</span><b><span style="font-family: "times new roman" , serif; font-size: 12.0pt; line-height: 107%;"> </span></b></div>
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Pamela Snow | The Snow Reporthttp://www.blogger.com/profile/17754222675609183221noreply@blogger.com6