I wrote an opinion piece in The Age newspaper this week called “Premiers’ Reading Challenge no fun for kids who can’t read“, arguing we need to close the gap between research and practice in early literacy education, so more kids can enjoy, not dread, the Premiers’ Reading Challenge.
I hope it’s helped put another nail in the coffin of common, but extremely poor, literacy-teaching practices like rote wordlist-memorisation (the “magic words” etc) without regard to their structure, incidental-not-systematic phonics, and encouraging kids to guess words from first letter, sentence structure and context/pictures.
I hope it also helps kill off the idea that reading is natural, and replace educational blah-blah about reader identity and teacher literacy philosophy with more interesting discussions about what science tells us about how to best teach reading.
I’m sorry they didn’t include my link to Emily Hanford’s great “Hard Words: why aren’t kids being taught to read” audio documentary, but otherwise happy with it, especially the mention of David Kilpatrick’s seminar on 19 August at Melbourne Town Hall (have you signed up yet? He will also speak in Perth and Cairns, and Sydney and Adelaide, but they’re booked out).
Of course letters to the editor appeared the next day disagreeing with me. People who agree with something they read in the paper don’t generally rush to write to the editor. Editors don’t usually give a right of reply to these letters, so I’m giving myself one here. Continue reading