Category Archives: curricula

Nobody advocates phonics-only literacy instruction

An important article by Anne Castles, Kathleen Rastle and Kate Nation summarising the process of learning to read from novice to expert, and seeking to end the “reading wars”, has just been published.

It’s written in plain English and freely available online. It says that phonemic awareness and phonics are vital and central during the early stages of learning to read, but that a lot of other things are involved in becoming a proficient reader. Please read it and share the link around.

Of course, the media’s antennae tend to be tuned to conflict not consensus, so one newspaper reports this with the headline, “Call off the reading wars, phonics wins: study“. The ABC also interviewed one of the authors, Anne Castles, who said a lot of tremendously sensible things as she always does (you can hear her in a radio report here), and also sought comment  from Dr Paul Gardner of Curtin University’s School of Education.

Re ending the “reading wars” he said that, “the problem was with those who advocate phonics as the only approach” and added that “They tend to be people with no classroom experience … from speech pathology, cognitive psychology and think tanks”.

Now, I know not everything is about me, but I reckon I’m probably one of the people he is talking about, since I write a widely-read blog about phonics and am a speech pathologist.

If I wrote a blog about cycling, I’d be very surprised to hear anyone claim I was advocating cycling as the only means of transport. If I wrote a blog about pineapples, I doubt anyone would infer that I was advocating a pineapples-only diet. Continue reading

What is an authentic text?

In linguistics and education, an “authentic text” is a text written for any purpose other than teaching/learning about language.

The word “authentic” doesn’t have its usual meaning in this context, nor its pejorative opposite “inauthentic”. It’s not a value-judgement.

The opposite of an authentic text is a text written for the purpose of language-teaching. This is a valid reason to write a text.

Authentic texts thus aren’t superior to language-teaching texts, they just serve a different purpose. Continue reading

Our goal is to develop phoneme proficiency in kids

This is a summary of the second half of an online video seminar entitled “Assessment and Highly Effective Intervention in Light of Advances in Understanding Word-Level Reading” (the first half I recently summarised here), which I hope encourages you to watch the whole thing.

It’s by Dr David Kilpatrick, was recorded at the 2017 Reading in the Rockies conference, and is on the Colorado Dept of Education website. Thanks so much to all those involved in putting this great information in the public domain.

The talk’s summary and conclusions are a good place to start:

  • We have not been working from a scientifically-established understanding about how words are learned.
  • Our intervention approaches have been around for decades, but are not informed by word-learning research.
  • The “culprit” in poor word-level reading is phonology.
  • Skilled readers have letter-sound proficiency and phonemic proficiency, weak readers do not.
  • Interventions that address these skill deficits have the best results, by far.

Continue reading

Alternative facts about phonics

I’ve just read a new e-book called Reading the Evidence: Synthetic Phonics and Literacy Learning, edited by Margaret M Clark OBE, a UK Visiting and Emeritus Professor who the About The Editor section says “has undertaken research on a wide range of topics and has developed innovate (sic) courses”.

Its announcement elicited some e-eye-rolling from members of the Developmental Disorders of Language and Literacy Network, and jovial suggestions that others buy, read and comment on it, but apparently I’m the only one with nothing more important to do (sigh).

Also on my reading list at the moment is The Influential Mind, about how to persuade people in the face of Confirmation Bias, our tendency to ignore or dismiss evidence that’s not consistent with what we already believe. Confirmation Bias is why presenting scientific data to the climate sceptic in your life never works. You can watch a video about it here.

Reading the Clark et al e-book thus also became an interesting exercise in thinking about my own thoughts. I’d set aside time to read the book in order to write what I hoped would be a thoughtful, informed response, but my brain kept coming up with other ideas. Did it keep switching off because of my own confirmation bias, or because of the standard of what I was reading? Continue reading

Pip and Tim decodable books from Little Learners Love Literacy

Before I buy a book, I like to pick it up and look through it properly myself.

I also like to hear about it from independent reviewers, not rely on information from those  selling it. They’re hardly going to tell me if there’s something wrong with it.

Unfortunately, a lot of excellent books and other resources to help kids learn to read and spell aren’t readily available in mainstream shops.

They’re only available online, or from specialist shops that aren’t always easy to visit. So they’re hard to leaf through, and it’s also difficult to find independent reviews of them.

I’m thus using this blog to help get the message out about good resources I use and recommend from publishers and specialist stores without huge marketing budgets.

I hope this helps more learners get access to them, plus helps those selling them compete with huge companies peddling nasty look-at-the-picture-and-guess books and other dross.

Here’s a video I’ve made about the Pip and Tim decodable books from Little Learners Love Literacy, which I think are perfect for Aussie 4-6 year olds. I use them with some 7-year-old strugglers too. They’re cute, funny and designed to help kids learn to sound out words quickly and well. They’re also available very affordably as iPad apps.

No, I don’t sell these books or get paid any commission on them. I just like them a lot, and hope that (if you have 4-7 year-old literacy learners in your life) you do too.

Balanced Literacy: phonics lipstick is not enough

The ACARA media release on the latest NAPLAN data says, “compared with 2016, there is no improvement in average results across the country that is significant”.

Sigh. So many teachers working so hard to improve results, and still 10% of Australian kids are not meeting basic minimum standards. Add to that the many strugglers who didn’t even sit the NAPLAN tests. Sigh.

Teacher-blogger Greg Ashman writes, “The blame for this situation lies squarely with a widespread adherence to bad ideas“. Whole Language – the idea that literacy is “caught not taught” – was a massively bad idea, inculcated into almost our entire teaching workforce at university, but now thoroughly discredited.

What-works-in-education expert John Hattie even puts Whole Language on his pedagogical “disasters” list, see slide 11 here, whereas Phonics Instruction is on slide 21’s “winners” list.

However, the Whole Language pig still has not been put out to pasture where it belongs. Our literacy education brains trust simply applied a bit of phonics lipstick, changed its name to Balanced Literacy, and carried on much as before. Continue reading

Questions about the ALEA PETAA infomercial on the Year 1 Phonics test

The Australian Literacy Educators Association (ALEA) and the Primary English Teaching Association Australia (PETAA) have just released an “infomercial” about the proposed Year 1 Phonics test. They oppose it, but watching their infomercial left me with more questions than answers.

What’s the point of the Year 1 Phonics test?

Given the way NAPLAN data have been used to encourage schools to compete not collaborate, and teachers’ often crazy workloads, I completely understand that many teachers are wary of yet another mandatory test.

However, the point of the Year 1 Phonics test is to help teachers better identify which children are struggling to read words, in order to provide early, well-targeted intervention. NAPLAN only starts in Year 3, so can’t do this.

Nonsense words are included on the phonics test because they clearly show which children can crack words open by matching sounds to letters/spellings and then blending, and which can’t. Not having ever seen the words before, kids can only tackle them by sounding out.

Early years teachers can try such a test for themselves by downloading the 2016 UK version, available free online. Many Aussie teachers already are, apparently. Continue reading

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