Lest anyone should have read my last few posts and concluded that my depiction of the state of American reading instruction was exaggerated in some way, I direct you to the video below. If you’ve ever wondered why so many children struggle, this pretty much says it all; you basically get to watch reading problems being created in real time.
Notice that a couple of times, children attempt to use the letters sound out words, but the teacher reminds them to focus on the pictures instead. The clear message is that sounding out words is a strategy to be avoided.
The only times she acknowledges that letters have something to do with how the words are said is when she tells children to look at the first and last letters in conjunction with the pictures; the fact that the sounds in the middle of a word also play a role in how it is said is not mentioned, ever.
This is pure three-cueing: if teachers are taught that reading is a “psycholinguistic guessing game,” then they will in turn make reading into an actual guessing game.
I have to wonder: do the children understand that the words don’t say what they say because of what the pictures show? That is, do they grasp that if you took the pictures away, or changed the pictures, the words underneath would still say the same thing? I’d bet that at least some of them would struggle with that idea.
At any rate, it isn’t hard to imagine what will happen to kids taught like this when the pictures are taken away.
And remember: this type of teaching is being held up an an example.
Of all the difficulties involved in tutoring SAT reading, the one that perplexed me the most was the inordinate difficulty certain students seemed to have in grasping the notion that the answers to the questions were *in the passage,* as opposed to in their head or somewhere on the other side of the room. As I wrote about in a fit of irritation many years ago, not long after I started this blog, it literally did not seem to occur to them to look back at the text, and I could not figure out how to get them to do otherwise.
That many tutoring programs treated the location of the answers as some kind of amazing secret baffled me even more. Where other than in the passage would the answer be? How was it possible that so many students seemed to struggle not just with understanding what various texts said, but with the idea that answers to reading questions were based on the specific words they contained? How could such absolutely fundamental notions of reading be so lacking that they could actually be packaged as tricks? (more…)
If you live in the New York City area, you might have heard about the recent student protests against cuts to the arts programs at LaGuardia High School (aka the “Fame” school).
I don’t normally focus on local news, but in this case, I think the real story is much larger than what’s getting reported; in fact, I think that it’s getting overlooked entirely. I happen to have some insider knowledge of the school (colleagues, former students), and although it’s unique in many regards, some of the changes it’s undergone are actually reflective of a much larger trend involving the creeping privatization of public education.
In case you haven’t been following the events, here are the basics: (more…)