Attack! 27 The battle for primary school reading – is the phoneme on the wall? Part 4

Welcome to ATTACK! 

ATTACK! is a two-page occasional publication giving attention to the curriculum – the holistic curriculum.Screen Shot 2016-03-23 at 3.37.29 PM

ATTACK! is for you, also to introduce to your colleagues. Each issue will be restricted to two pages. A cover graphic for a file or folder to store ATTACK! issues is available.

Most of ATTACK! will be concerned with the holistic curriculum which, if acted on, is a fundamental way to undermine the present undemocratic education system. Don’t be discouraged if opportunities to teach holistically are limited, do your best, be a guardian, and act as a witness to this culturally significant and inspiring way of teaching and learning.

To get in touch for comment, questions, and the ATTACK! issues to be sent to you personally:

Attack! 27 The battle for primary school reading – is the phoneme on the wall?  Part 4

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3 Responses to Attack! 27 The battle for primary school reading – is the phoneme on the wall? Part 4

  1. Kelvin says:

    To: ‘Kelvin Smythe’
    Subject: Great clear, logical and holistic.

    Kia ora,
    Thank you for your continued exposition on NZ Education. Now retired to do the things in life I couldn’t do as a dedicated teacher I greatly appreciate your work and that of QPEC. I agree with the points you make.
    I agree that the suspense and motivation is in the message as with Greedy Cat which has entranced so many children.
    I also wonder why the emphasis is on print to sound which requires decoding which is fine once the reader learns to effectively decode. Where is the sound to print which enables the reader to write their thoughts and validate their ideas and experience. However, such an approach would need systematic teaching and some resources as very few teachers have any knowledge of how to record the 43 sounds in the English language.
    There is also the commercial incentive of phonic as a number of companies make very handsome profits from computer programmes whilst a holistic approach to reading requires highly trained teachers who are part of on-going education linked to real communities of learning and a society that meets the needs of children and their families requires fundamental political and economic changes.
    I look forward to the day when children, our most precious resource, and their families are put first in economic and political prioritising of our nation.
    To the future.
    Kia kaha

  2. Roger Young says:

    Evidence has shown in many studies that the NZ whole language approach to learning to read is far more successful tan any single-method system such as the phonics approach. This makes sense as reading isn’t simple its a complex operation.
    Perhaps more important, the balanced NZ approach is successful over time and learning to read doesn’t happen overnight as some academics claim in their short term studies.
    The success of the NZ way of teaching reading demonstrates that it is not the system purchased and used that works, it is the teacher who makes the difference.
    That relationship between the teacher and the learner where the many facets of reading, including really important stuff like the joy of reading, are all interwoven into the classroom programme. The teacher also controls other important factors like the classroom environment where there is little noise pollution, there is good classroom management and routines, there is no bullying or put-downs and there is plant of parent support. You can’t purchase any of those factors from a corporate giant.
    The people leading NZ education at present are too attracted to profit making, self-promotion, academic interference and university needs to fill seats. too often they ignore the voice of the people who can and are actually teaching reading successfully.
    Is this because the good teachers of reading are mostly women and their opinions, judgments and experience are not valued by the men at the top?

  3. Kelvin says:

    Both my correspondents above are on fire.

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