For the last twelve months there has been a small project on Youtube called Bookfighters. Five friends from around the world challenged one another to read a different book each week and share their thoughts on the same youtube channel. What resulted from this was a series of discussions around shared text.
My own response to this project was to create a youtube playlist of my own entitled ‘Book Corner’ where a variety of individuals shared their thoughts on a recent book they have enjoyed.
The same questions were asked of each participant and they are available for download.
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Showing posts with label literacy. Show all posts
Showing posts with label literacy. Show all posts
This week’s hot topic: Phonics
With the publication of research this week the debate continues as to how great a role phonics should play in the teaching of reading.
Related new articles:
- New Zealand study spells out disadvantages of phonics reading education
- Teaching Kids How to Read: 'Sound it Out' May Not Be the Best Method
- Phonics remain a useful tool for effective reading
- Doubts over phonetic reading method
- Phonics ‘still useful’ for reading
Related posts:
fonikx iz not da cea to reedin
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fonikx iz not da cea to reedin
The phonics method of teaching children to read is not necessary past the initial stages of learning.
It would seem that phonics alone is no longer the answer to our ‘learning to read issues’.
What does it say about previoud generations of learners? Surely, if it is true of this NZ/Scottish generation then the same can be said of previous generations around the world. Were we wrong again? Will this prompt another cycle in the ‘roundabout’ of pedagogical ideas and implementation?
On a personal note, phonics worked for me, but then I struggled with reading and was diagnosed with dyslexia at 12 and classified ‘special needs’ for many years, right through my secondary schooling. Even I know that there is more to reading than simply knowing the phonetic structure and rules. There has to be a ‘whole text’, context driven, element to reading.
As an aside a while ago I was in discussion about ‘skimming and scanning’ text. It surprised me when a colleague talked of moving their eyes in vertical fashion down the centre of the page and then was able to pick out the key themes and ideas of a passage of text. No wonder I’m a slow reader. I seems can skim for keywords and phrases but not scan, it would appear. The redeeming feature of this disability of mine is that I can retain larger portions of text over a longer period of time, but then if I have to read every word its hardly a surprise.
Other articles:
Related posts:
What does it say about previoud generations of learners? Surely, if it is true of this NZ/Scottish generation then the same can be said of previous generations around the world. Were we wrong again? Will this prompt another cycle in the ‘roundabout’ of pedagogical ideas and implementation?
On a personal note, phonics worked for me, but then I struggled with reading and was diagnosed with dyslexia at 12 and classified ‘special needs’ for many years, right through my secondary schooling. Even I know that there is more to reading than simply knowing the phonetic structure and rules. There has to be a ‘whole text’, context driven, element to reading.
As an aside a while ago I was in discussion about ‘skimming and scanning’ text. It surprised me when a colleague talked of moving their eyes in vertical fashion down the centre of the page and then was able to pick out the key themes and ideas of a passage of text. No wonder I’m a slow reader. I seems can skim for keywords and phrases but not scan, it would appear. The redeeming feature of this disability of mine is that I can retain larger portions of text over a longer period of time, but then if I have to read every word its hardly a surprise.
Other articles:
- Phonetic reading method not sound, study shows
- Phonics teaching method found less effective
- New Zealand study spells out disadvantages of phonics reading education
- Phonics teaching method downplayed
Related posts:
- Lane Clark Speaks about Teaching and Learning
- Ken Robinson on 'Finding your Inner Passion'
- Special Needs: Shuffling money for the best result
- OECD... Simplifying education... Hoping she writes like Malcolm Gladwell.
Literacy to You
CORE Education in conjunction with South Pacific Press have developed a new online professional learning programme which begins shortly. The Literacy to You programme focuses on increasing teacher knowledge of how to effectively teach reading comprehension strategies to students in the middle years (ages 8-13).
The Literacy to You programme offers each participant:
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The Literacy to You programme offers each participant:
- 10 modules on in-depth literacy learning
- Individual support and feedback from expert facilitators
- Access to a wide range of digital texts for classroom use
- Strategies to increase student engagement
- Instruction to meet the needs of diverse classroom settings
- Increased knowledge on interaction and reflection during literacy
- Practical classroom approaches grounded in the latest research
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Is this the future of the book?
Multimedia capability is going to supersede the written word. There is a thought out there that the ability to read and write will become obsolete in a generation. Oral language and technology literacy will be all that is required for a successful, fulfilled, economically productive existence. Communication will be via video, audio and image manipulation.
However IDEO has an interesting take on the future of the written word.
The Future of the Book. from IDEO on Vimeo.
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However IDEO has an interesting take on the future of the written word.
The Future of the Book. from IDEO on Vimeo.
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