I found quite a few reviews of the Taylor book. I really cannot say enough how helpful it was to me. It should be read. It really needs to be read. Again it's worth reading in entirety because her book is very well done. Here are a few articles reviewing;
I am a public school teacher, artist, mother and I write from perspectives as all three to things that seem compelling....with a hope it creates community and cross-communication in a busy world and life. I value human connectivity greatly. See my Mrs. Puglisi's National Standards at: http://sarahpuglisi.blogspot.com/2010/03/mrs-puglisis-100-national-standards.html This blog in no way is affiliated with or reflects ANY school district. Please feel free to comment and say hello.
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Sunday, March 18, 2007
I like to place on my blog books that "meant something" to my work as a teacher. in Women's history month I've been weaving in and out of thinking about the contributions of female teachers, thinking about my own daughters futrues in school, college. My daughter sylvia wants to work in physics whixch appears at least on the surface to still be "a man's world" but ...we will see. Accepted into the mighty world's of science at MIT and Cal Tech I'm still over excited about her future. One I hope full of the best science has to offer and in which she can blossom.. I just read on Borderland about science, the science in reading...something Sylvia recently commented she found to be a loose handling of her conception of the term. I would concur emphatically but ...no need to open that can of worms. it just made me recall a book. LEARNING TO READ AND THE SPIN DOCTORS OF SCIENCE: The Political Campaign to Change America's Mind About How Children Learn To Read. D. Taylor. Urbana, IL: National Council of Teachers of English, 1998. This book was one I read in 1999 and found extremely valuable in sorting out the issues primary reading instruction threw on my 1st grade teaching shoulders. My District probably like many did an about face in it's work in this area aligning itself now with whatever got politically pushed through Sacramento and then interpreted and re-interpreted until almost no meaning is left. As a practicioner I can verify what Allington is describing. Children are really scripted into nonsensical phonics programs that are not bridging to meaning. But as soon as I assert this I have "taken a stand". However if teaching is indeed now a political or a scientific act I would like to state that the feel out here in the field seems to be less than "labrotory". My biggest concern is just how poorly the program proscribed fits the needs of the Sheltered Immersion kids I actually have. These are students that can sound out using the "rules" but quite possibly not recognize the word they just "got". That simple fact is quite a conundrum as basically students do have a recognition factor in play when reading. I would humbly suggest that if this is a scientific enterproiise something like this is not fully addressed by the basic reading program nor fully enough in the ELD pieces . It is all so canned it seldom meets any kind of building towards understanding. But that's just the view of an experienced Master teacher who is currently disappointed with the program's that were "imposed".
I found quite a few reviews of the Taylor book. I really cannot say enough how helpful it was to me. It should be read. It really needs to be read. Again it's worth reading in entirety because her book is very well done. Here are a few articles reviewing;
I found quite a few reviews of the Taylor book. I really cannot say enough how helpful it was to me. It should be read. It really needs to be read. Again it's worth reading in entirety because her book is very well done. Here are a few articles reviewing;
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