The Silence of Yams
So, too, has the U. S. Department of Education repositioned reading as nothing more than the sum of its recognized phonemes. Skill drill has been repositioned as reading science, with DIBELS as the measuring tool.
Putting Reading First declares Phonemic awareness as "the ability to notice, think about, and work with the individual sounds in spoken words. Before children learn to read print, they need to become aware of how the sounds in words work. They must understand that words are made up of speech sounds, or phonemes."
According to the Federal government, "The No Child Left Behind Act of 2001, which reauthorized the Elementary and Secondary Education Act, calls for the use of 'scientifically based research' as the foundation for many education programs and for classroom instruction. The term 'scientifically based reading research' means research that:
--Public Law 107-110, the No Child Left Behind Act of 2001
The U. S. Department of Education fosters a Manichaean battle between sustained silent reading and fluency:
Research evidence is unclear that instructional time spent on silent, independent reading with minimal guidance and feedback improves reading fluency or overall reading achievement.
--National Reading Panel, 2000
Putting Reading First: The Research Building Blocks for Teaching Children to Read
No research evidence is available currently to confirm that instructional time spent on silent, independent reading with minimal guidance and feedback improves reading fluency and overall reading achievement.
--This publication was developed by the Center for the Improvement of Early Reading Achievement (CIERA) and was funded by the National Institute for Literacy (NIFL) through the Educational Research and Development Centers Program, PR/Award Number R305R70004, as administered by the Office of Educational Research and Improvement (OERI), U.S. Department of Education.
Here we get the reading scientificator version of nutritionism:
Big Ideas in Beginning Reading from the University of Oregon
Why use DIBELS?
Teaching with the odds in your favor.
Because the DIBELS measures have been used so extensively in schools and with real children, we have data indicating the relation between the measures. As stepping stones to literacy development, it means that performance on one DIBELS measure is predictive of performance on the next appropriate DIBELS measure. To demonstrate the predictive nature of the measures, let's look at two different scatterplots demonstrating: 1) the relation of kindergarten phonological awareness and 2) first grade alphabetic principle on end-of-first-grade reading proficiency.
How convenient. . .
Here are just a few (of hundreds) Cocoa Puffs of the reading industry. They have nothing valuable to say about nurturing a child's love of books. They probably play an important role in turning kids off reading and certainly take away time that could be devoted to reading for pleasure and information.
Books stay silent while kids are buried in skills.
Watch out for those reading claims.
The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of standardized, individually administered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills.
The measures were developed upon the essential early literacy domains discussed in both the National Reading Panel (2000) and National Research Council (1998) reports to assess student development of phonological awareness, alphabetic understanding, and automaticity and fluency with the code. Each measure has been thoroughly researched and demonstrated to be reliable and valid indicators of early literacy development and predictive of later reading proficiency to aid in the early identification of students who are not progressing as expected. When used as recommended, the results can be used to evaluate individual student development as well as provide grade-level feedback toward validated instructional objectives.
Using today's most effective strategies, the Ă˘€śworld's best teachersĂ˘€ť model 25 sequential reading lessons that address initial sound, phoneme segmentation, nonsense word, and oral reading fluencies. Presented on five DVDs, the 10- to 20-minute lessons can be used as a teacher training tool or watched with students for Ă˘€śreal-timeĂ˘€ť instruction. The structured, systematic, and cumulative sequence helps struggling students with sounds, symbols, and reading.
Scoring High - Stanford achievement Test (SAT/10) offers more practice students need in essential reading, language arts, mathematics, and study skills. The program includes a new complete practice test, separate Student and Teacher Editions, updated questions, and helpful tips to give students the confidence they need to excel in testing preparation.
--The McGraw-Hill Companies
These all-inclusive skills resources provide the focused practice students need to apply, reinforce, and review skills in reading, math, and test-taking. Answer key included. 128-176 pages.-
--Harcourt School Supply
--Houghton Mifflin Co. News Release - 04/28/04
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