Coby T. Chapter 5 Reflection
In Chapter five Taberski says the two things that Greg has been telling us in class all along. Graphophonics are not the most important aspect of reading and those who say it is are "oversimplifying" and "devaluing" the reading process. The second thing is that for children to learn how to read they need to practice by reading books that are just right for their reading level. Only by reading and experience will they themselves learn how to read.
When I was in elementary school I had to go for tutoring lessons because my reading level was always a grade lower than I was. The private tutor that I had basically read books with me and helped me with my reading homework. When she moved away my mom sent me to Sylvan Learning Center and they taught me how to read using phonics. It was a good experience for me because I could finally read and when I read the text made sense to me. For this reason I always thought phonics were so great.
Now I am being told that phonics are not as important as I once thought they were. As I look back on my experience now I can see that the problem I had was that I thought I had to remember every word's spelling to read as quickly as the other kids. It seems to me that I had a handle on meaning and structure a lot more than I did with graphophonics and learning phonics actually worked in my favor. Either that or after I got better at graphophonics then I got better in meaning and structure. It could be a little bit of both theories.
Taberski's point is that meaning, structure, and graphophonics are equals who have their own place and one should not be lifted up above the others. Experience in reading is the key and the only way for children to gain experience in reading is to read. In the same way the just right books to a reader are like just right weights to a weight lifter. If it is always too light then time is being wasted and if it is too heavy then something can be broken.
The moral of the story is to teach children how to read with "just right" books and teach them to use all of the cuing systems. Well that sounds like a plan.
When I was in elementary school I had to go for tutoring lessons because my reading level was always a grade lower than I was. The private tutor that I had basically read books with me and helped me with my reading homework. When she moved away my mom sent me to Sylvan Learning Center and they taught me how to read using phonics. It was a good experience for me because I could finally read and when I read the text made sense to me. For this reason I always thought phonics were so great.
Now I am being told that phonics are not as important as I once thought they were. As I look back on my experience now I can see that the problem I had was that I thought I had to remember every word's spelling to read as quickly as the other kids. It seems to me that I had a handle on meaning and structure a lot more than I did with graphophonics and learning phonics actually worked in my favor. Either that or after I got better at graphophonics then I got better in meaning and structure. It could be a little bit of both theories.
Taberski's point is that meaning, structure, and graphophonics are equals who have their own place and one should not be lifted up above the others. Experience in reading is the key and the only way for children to gain experience in reading is to read. In the same way the just right books to a reader are like just right weights to a weight lifter. If it is always too light then time is being wasted and if it is too heavy then something can be broken.
The moral of the story is to teach children how to read with "just right" books and teach them to use all of the cuing systems. Well that sounds like a plan.
posted by Coby | 12:37 AM
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