Where do you stand?
- Emina McLean
- Aug 14, 2020
- 1 min read
Last night Professor Pamela Snow and I ran a Bendigo Early Language and Literacy Community of Practice conversation via Zoom. We discussed ten common reading instruction myths. You can view the recording and access readings and resources via Pam's blog.
As part of this conversation I mentioned the continuum of reading instruction and the continuum of phonics instruction models that I have created to use with school leaders and teachers, to better understand their approach to teaching reading more broadly, as well as teaching the specifics of word-level reading. I find it helpful to reflect on where we stand and why, and what that might mean for the students we are tasked with teaching.
These models relate particularly to two common myths that were discussed:
Analytic and synthetic phonics are equally good.
Balanced Literacy is a reasonable compromise between Whole Language and Structured Literacy.
These two (probably imperfect) models can help us to understand why Balanced Literacy and Analytic Phonics are often so hard to define and measure. They exist on a continuum, therefore they mean different things to different people .
Continuum of reading instruction
Continuum of phonics instruction
I am looking forward to writing a reading instruction myths blogpost for Shaun Killian's excellent website later this month.
Start a conversation today. Where do you stand?
This is a really helpful post, Emina! I appreciate you and Professor Snow sharing your conversation about these reading instruction myths. The idea of a continuum makes so much sense, especially regarding Balanced Literacy. It explains why it's so difficult to pin down – everyone's interpretation seems to differ. I think visual models like the ones you created are invaluable for facilitating discussions with teachers and leaders.
It actually reminds me of how the modding community for games, like the one around friday night funkin, often struggles with consistent definitions. The variety of approaches and styles people take can be hard to categorize, just like with reading instruction! Thanks for providing the recording and resources; I'll definitely be checking them…
Pam's Zoom conversation debunked reading instruction myths, offering valuable resources on her blog. She shared continua for reading and phonics instruction, prompting reflection on teaching approaches. Are we unintentionally practicing bad parenting when our methods fail struggling readers? Perhaps a strategic game with phonics might reveal hidden instructional gaps and prevent frustrating outcomes for both teachers and students.
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