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View Diary: What happens in Texas does not stay in Texas - “strengths and weaknesses.” (258 comments)

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  •  exactly.... (2+ / 0-)
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    Spoc42, Dichro Gal

    that way you can teach with simple worksheets and druggery and plus to non english speakers the phonics of the letters are not quite what we teach in phonics.
    Remember the shwa.....

    donate to a shelter box please

    by TexMex on Wed Jun 04, 2008 at 05:52:09 AM PDT

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    •  oh and English speakers too! (1+ / 0-)
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      know how the Buffalonians say


      plus if your are just pushing worksheets and bubble in sheets you can have aids supervised that and they can't complain because they need their job.

      plus then you don't have to have credentialed teachers .... so no job security, less pay, no unions....etc

      Right wing hates public education so then it is about "killing the beast"
      "Drowning government in the tub"
      dumb people don't know they are getting ripped off...

      donate to a shelter box please

      by TexMex on Wed Jun 04, 2008 at 06:42:33 AM PDT

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    •  drudgery... (0+ / 0-)

      If you teach phonics right the first time, you should be done with it by midway through the second grade. Even after the first few months of first grade, kids should be reading little primary readers using the skills they've acquired and developing new skills such as the ability to decode unfamiliar words or words that don't follow the basic ruleset. If you're seeing simple worksheets and endless drudgery, that's not because of phonics; that's because of either poor teaching or a horrible curriculum.

      Non-native English speakers need phonics instruction more than anyone besides dyslexic kids. Remember that "see-and-say" whole language instruction is an attempt to key word shapes directly to meaning. The meaning, to an English speaker, is keyed to the English word sound, so an English speaker can produce something that looks like reading, and possibly eventually learn to read if/when they figure out that letters are associated with specific sounds.

      But to a non-native English speaker, the meaning is keyed to the word in their native language; a Spanish-speaking kid sees "cat" by a picture of a cat and thinks "gato." He/she may be able to translate that into English to produce something that looks like reading, but will likely never make the correct sound/letter connection because (for instance) in their own head, "cat" triggers "gato" but "fat" triggers "gordo." This prevents effective development of new vocabulary through context. It may also interfere with learning to read in the native language if it also uses the Roman alphabet.

      The quasi-phonetic nature of the English language can be dealt with. After the initial set of rules is learned, readers can decode a large number of words accurately. The schwa rules can be taught, as can the dipthong and consonant-blend rules. The rest can be dealt with on a case-by-case basis. Students can learn to be flexible and recognize context clues when trying to match a written word to a known spoken word. But with phonics, they have enough tools and enough clues available to them that they can narrow down the available selection - and when presented with a completely unfamiliar word they've never heard spoken, they can come up with a reasonable pronunciation for it that they can use to store the contextually-derived meaning in their own head. A reader without those tools is stuck just trying to memorize the word's shape or spelling.

      During times of universal deceit, telling the truth becomes a revolutionary act. - George Orwell

      by kyril on Wed Jun 04, 2008 at 02:47:12 PM PDT

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