tag:blogger.com,1999:blog-25541994.post1284227961484912002..comments2024-03-26T14:44:37.985-04:00Comments on D-Ed Reckoning: Decodable vs. Predictable TextsKDeRosahttp://www.blogger.com/profile/06853211164976890091noreply@blogger.comBlogger5125tag:blogger.com,1999:blog-25541994.post-17228945651129968512008-10-22T16:46:00.000-04:002008-10-22T16:46:00.000-04:00Declaring that a text is "decodable" doesn't make ...Declaring that a text is "decodable" doesn't make it so. As Ken and palis... have explained, "decodability" depends on whether or not a child has been taught/learned how to handle the letter/sound (grapheme/phoneme) correspondences, and the syllabication of the words that comprise the text. <BR/><BR/>Any text is decodable if a kiddo can handle all of the 170ish Correspondences that comprise the Alphabetic Code that links written and spoken English. There are NO "irregular words"--just some complexity that is a function that there are fewer letters in the Alphabet (26) than there are sounds (40ish, depending upon who's counting). <BR/><BR/>Sorting out this discrepancy requires the 170ish correspondences, but the good news is that the correspondences that cause the most confusion--the ones used to show how "irregular" English is--are encountered in very few words. This permits the sequencing of instruction, and there are a handful of proven ways of going about the sequencing.<BR/><BR/>Teaching/learning to read per the Alphabetic Code is THE most parsimonious and reliable instructional orientation. However, some children learn to read without any formal instruction. Others learn despite the mis-instruction of "Whole Language" or WL masquerading as "Balanced Literacy."<BR/><BR/>The thing is, absent instruction per the Alphabetic Code from the get-go, there is a risk that kids will not learn to read. We're providing "high risk instruction" and attributing the consequences to "high risk kids." The prevail practice is creating academic and psychological consequences that plague later instruction, leading to "dyslexia" (kids who can't read), "dropouts" "watered down instruction" and on down the litany of "failure."<BR/><BR/>As Ken has said, "It's the instruction, Stupid. But the government-academic-publisher complex is thriving under prevailing conditions, using empty terms such as "reform," "science," "intervention," and bastardizing terms such as "basic" and "proficiency." To date, the media have swallowed and promoted the gobbledygook, and have bought into pinning "accountability" on teachers, kids, and parents.<BR/><BR/>Sooner or later, the travesty will be recognized At the moment, the odds seem to favor "later," rather than "sooner," but futures are difficult to predict.<BR/><BR/>Dick Schutz<BR/>3RsPlus@usinter.netAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-22742671890513897472008-10-22T14:18:00.000-04:002008-10-22T14:18:00.000-04:00It is absolutely crucial that children learn to re...It is absolutely crucial that children learn to read. Yet the migration from decodable texts to predictable texts has let our children down. That is why California adopted the decodable text approach. You can find detailed explanations of decodable text vs. the Whole Language approach here.<BR/>http://www.kidslike.info/teaching_reading<BR/><BR/>that page lists discussion about why decodable text is better, and also privides about 200 decodable passages that you can use with your children<BR/><BR/>if you have a child who is struggline, definitely try the decodable text approach. I used it with my child and it worked.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-2770916310870983332008-05-16T00:42:00.000-04:002008-05-16T00:42:00.000-04:00I should have said...The spelling of the sounds ki...I should have said...The spelling of the sounds kids learn in Exploring are...& the kids are first taught the spelling of the sound 'ar.'Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-25541994.post-44607969204527119492008-05-15T19:17:00.000-04:002008-05-15T19:17:00.000-04:00My older (second-grade) son loved the "Man who cou...My older (second-grade) son loved the "Man who could not hear" story in Zig Engelmann's "Teach your child to read in 100 Easy Lessons" -- he couldn't stop laughing about the old man mishearing in various amusing ways. It wasn't hard for him, but I don't think it was worthless as practice either, and was decodable text. The ones I'm going through with my younger son (a line or two, right now) are not thrilling, but I hope to get him to reading more meaningful stuff this summer. He's not in kindergarten yet. And his first language isn't English.CrypticLifehttps://www.blogger.com/profile/05313033952671292402noreply@blogger.comtag:blogger.com,1999:blog-25541994.post-63255597356027369372008-05-14T20:32:00.000-04:002008-05-14T20:32:00.000-04:00Here’s a story from Lippincott Basic Reading’s Exp...Here’s a story from Lippincott Basic Reading’s Exploring, a first grade decodable book last published in 1981. Exploring is the second of three first grade books. The other two are Starting Out and Reaching Higher. The sounds kids learn in Exploring are: ar, er, the three sounds of ed, w-warn, warm, want water, etc., aw, ow, l/ll, b, -le (apple), k, ck, nk, a_e, are (care), ee, ea, ai, i_e, ie, ir, o_e, or, ore, oa, oe, j, and v.<BR/><BR/>Kids are first taught the sound ‘ar’ and practice reading a list of ‘ar’ words which include arm art car card hard harm farm part start garden, etc. There are also vocabulary and dictation activities. Then the kids read the following story titled “Martin.” (The illustrations are of a young Asian boy, his parents, and a female doctor at the doctor’s office, in Martin’s bedroom, and in the front yard)<BR/><BR/><BR/>Martin must go to Dr. Hartman.<BR/>Mom starts the car.<BR/>Martin gets in.<BR/><BR/>It is not far.<BR/>Mom and Martin go in.<BR/><BR/>Dr. Hartman nods at Mom.<BR/>Martin has the mumps!<BR/><BR/>Martin must not get up.<BR/>It is hard for him to rest.<BR/><BR/>Pat sends Martins a card.<BR/>Pat did the art on the card.<BR/>It has a red star on it.<BR/><BR/>Grandma sent a card from the farm.<BR/>Grandma’s card has a gift in it.<BR/><BR/>Martin’s dad is in Barton.<BR/>Mom and Martin miss him.<BR/><BR/>A car stops.<BR/>It is Dad!<BR/><BR/>Dad and Martin rest on the grass.<BR/>Martin shows Dad his cards.Anonymousnoreply@blogger.com