Category Archives: research

A Simple View of the Phonics Debate

If you missed last week’s ACE/CIS Phonics Debate, you can still watch it online, and read these interesting blog posts about it:

Prof Pamela Snow’s latest blog post isn’t about the debate, but instead directly addresses the future with an open letter to student teachers.

The debate took me back to my halcyon, pimply youth at Warrnambool High School, where our public speaking teacher, Mrs Melican, used to say, “You don’t win a debate by ignoring the topic and debating something else”.

The Phonics Debate’s topic was “Phonics in context is not enough: synthetic phonics and learning to read”. The theoretical backdrop to this is the robust, evidence-based Simple View of Reading, first proposed by Gough and Tunmer in 1986, showing that reading comprehension is the product of two separate skills: decoding and listening comprehension.

Here’s my favourite analogy for the Simple View of Reading: reading comprehension (RC, apparently AKA in the Ed Biz as “meaning-making”) is the gold in a treasure chest with two separate locks: a decoding lock (D) and a listening comprehension (LC) lock. Continue reading

Dyslexie font, coloured overlays and Irlen Syndrome

One of the excellent Dyslexia Victoria Support folk was telling me the other day that she’s planning to write to public libraries asking them to stock decodable books.

This seems to work. All my local Yarra, Darebin and Moreland libraries now have some books with simplified spellings for beginning and/or struggling readers.

The DVS person was thinking about how libraries can help people with dyslexia because she found the following information on the Moreland website:

Of course this information is well-intended, but it’s not well-informed. Continue reading

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

The nature of reading development and difficulties

Last day of the school holidays. Time to summarise David Kilpatrick’s third excellent seminar, “The Nature of Reading Development and Reading Difficulties”, presented at the 2017 Reading in the Rockies conference.

Here it is on Youtube, if you just want to cut to the chase:

Numbers in brackets refer to the time on the video clock, to help you find sections of particular interest.

(2:14) Tens of millions of dollars are spent on reading research, and the findings go into journals, never to be heard of again, unless you’re a reading researcher.

Working as both a school psychologist and a university lecturer gave Dr Kilpatrick access to these journals, and made him think about their practical application to kids sitting across the table from him in schools. 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

Things tie together when you have a really good theory

There’s some free online learning that I’d recommend to anyone who works with beginning or struggling readers/spellers. You’ll find it on the Colorado Dept of Education website and was recorded at the 2017 Reading in the Rockies conference (thanks to the organisers!).

However, it’s three videos, each more than an hour long. Teachers are time-poor. They understandably aren’t keen to watch long work-related videos unless they know what they’re about, and believe they and their students will benefit.

So I’ve decided to write a blog about each video, summarising what I think are the key points, and recording the time on the video clock each is made, to assist those skimming to find topics of interest. I hope people will then be motivated to go back and watch the whole thing. Continue reading

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