In the 1960s and '70s, basal-reader programs drilled children in phonics skills. Ken Goodman is one of the most important reading researchers of the last hundred years.
McKenna fears a return to the phonics-first programs of the past. To become readers, children must learn the connections between letters of the alphabet and the sounds they represent, says Jeanne Chall, professor emerita of Harvard's Graduate School of Education and author of Learning to Read: O'Keefe used their interest to encourage them to reflect systematically on patterns in written language.
It's difficult for children to remain interested in phonics if they don't see the connection to reading literature. Isolating variables to show cause and effect is fraught with difficulties.
It is as prescient today as it was when Goodman first wrote it. Children read bland stories with strictly controlled vocabulary, then filled out an unending stream of worksheets.
Then they take a closer look at phrases and words, noticing features such as initial consonants.
Subscribe To Our Newsletter Join our mailing list to receive the latest news and updates from our team. It has drawn fire, however, for its approach to teaching skills such as spelling, punctuation, grammar—and especially phonics.
Ousting the propaganda, they shed light on what really happened to progressive educators and whole language teachers at the end of the 20th century. They shift the political discourse of reading research and teaching young children to read.
Some children who are taught through an intensive, analytical phonics approach learn to decode but dislike reading, warns Dale Hayes, professor of reading and special education at Brandon University in Brandon, Manitoba.
The insights of these scholars, who include Frank Smith and Jeanne Chall, are profound. These skills should be taught in the context of authentic reading and writing activities, whole language advocates believe.
Subscribe Now. After pupils have become acquainted with a text, they examine all the conventions of print, such as periods and question marks.
The insights of these scholars, who include Frank Smith and Jeanne Chall, are profound.