The work of our GIANTS - How often do we have to evidence the same results? What matters the most now?

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Debbie_Hepplewhite
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The work of our GIANTS - How often do we have to evidence the same results? What matters the most now?

Postby Debbie_Hepplewhite » Sun Jan 06, 2019 1:13 am

At the time of starting this thread, the names of some real GIANTS in the field of reading science and moving the reading debate forwards are cropping up on Twitter with great appreciation. For example, the work of Robert Sweet Jnr, Reid Lyon, Geraldine Rodgers, Professor Diane McGuinness, Jeanne Chall, Marilyn Jager Adams, Dr Louisa Moats and Don Potter.

To name but a few.

I feel unbelievably privileged to know, or to know of, these pioneering greats. There are so many others, too, that I thought I would start a thread to which we can add further names and simple statements and links to their work.

Robert Sweet Jnr, that is, Bob Sweet, wrote this message below and I asked his permission to add it here as it summed up so succinctly some of the developments in America and his view on what is needed now:

I became aware of the NICHD research in the mid 80’s. It was before much attention was paid to it. I met Reid Lyon and others at Yale University where they had tested 40,000 students over 25 years. At that point I thought that would change the way Reading was taught.

Then I worked with Reid in 1999 to get the report of the National Reading Panel distributed to all school districts in the US.

Later I had the privilege in 2000 of writing Reading First under George W Bush. Again I had hopes that research would convince teachers that whole language would change things.

More than $6 billion in federal funds were distributed to all 50 states to change to Phonics.

I had lots of contact with professors at major Universities about brain research and how the brain changes when taught Phonics rather than whole language.

Here we are more than 30 years later and we still are debating how many angels dance on the head of a pin.

How to teach Reading is settled science. Further debate is not needed. One can hope it won’t take another 30 years.

The way Reading should be taught and putting that into practice is the essential issue facing us.

We need to highlight how teachers can become successful and apply the reading science we know!


Bob Sweet is the founder of the National Right to Read Foundation (NRRF) in America:

http://www.nrrf.org/about-us/#mission




See IFERI's 'Inform Factsheets':

Research Findings in Reading Instruction are Settled Science


http://www.iferi.org/wp-content/uploads ... cience.pdf

How Children Learn to Read


http://www.iferi.org/wp-content/uploads ... -Read2.pdf

READING RECOVERY Is it efficacious and effective?


http://www.iferi.org/wp-content/uploads ... covery.pdf

The Synthetic Phonics Teaching Principles


http://www.iferi.org/wp-content/uploads ... ciples.pdf

Why Book Bands and Levelled Reader Books Should Be Abandoned


http://www.iferi.org/wp-content/uploads ... oned-1.pdf
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Debbie_Hepplewhite
Posts: 1808
Joined: Sat May 23, 2015 4:42 pm

Re: The work of our GIANTS - How often do we have to evidence the same results? What matters the most now?

Postby Debbie_Hepplewhite » Thu Jan 17, 2019 12:19 am

Here is a very informative article by guest columnist, Scott A. McConnell, in Education News. Note that Scott mentions so many greats from America and also makes references to people and events in Australia in England:

TEACHING PHONICS VS. BEING TAUGHT HOW NOT TO READ

Jan 8, 2019
by Scott A. McConnell

The Nature of the Alphabet Must Be Obeyed


http://www.educationviews.org/teaching- ... t-to-read/

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