[AAACE-NLA] Re: Reaction to NCLB

[Anita Landoll]

Hi,
I am not Jackie, but I will share my experience with
you. One example:

I recognize that it is important to have systematic
teaching for the basic skills, including reading. But
at the same time, I think it is important to be open
to learning of innovative ideas that work.

I realize that for many years the reading world
(English) has had "sight words." Teachers have told
students that they "have to just memorize those words,
(and do not concern yourself with how the sounds
relate to the spelling)." But students whose brains do
not automatically decode all words you throw into
them, just go nuts with the "sight words." They just
make no sense to them, and they are hard to get into
their storage area, which researchers have theorized
using MRI is on the visual, or right side of the
brain. So, many times the students will just
give up. And since so many frequently used irregular
words make no sense to them, they usually never get to
learn that many other words are decodable.

At present, educators are using the term "high
frequency words" instead of "sight words." And they
just accept the 'fact' that the words are learned with
whole word repetition. So NCLB has bought into this
idea completely.

NCLB has huge monies available for training teachers
in reading. So I attended the first training institute
for sped teachers in my state of VA this summer. (A
giant company has been formed just for training
teachers all around the country, of course, complete
with manuals, etc).

I was ok with the program until the "high frequency"
thing came up, although I did get very annoyed with
the trainer reminding us that our sped students would
just need lots and lots of repetition in order to
finally progress in reading. But when she presented
the "high frequency words," and told us to find lots
of creative ways to teach them (such as clapping the
letters, chanting the words, reviewing them on the
word wall, word shaping them, etc, etc, etc, which was
developed by an elementary teacher), I felt it
necessary to speak up. I shared with the group that I
felt it was possible to make "sound sense" of the
words, and theorized that our own decoding center
probably does just that. I even cited anecdotal
evidence from my teaching experiences. I thought we
might have an interesting discussion. Instead, she let
me know that she would stick to script entirely, and
thank you anyway, but no thanks.

The script has been written for NCLB, and it matters
not if it is sensible. And forget improvisation, stick
to script.

I enjoyed reading George D's plan for teaching
reading. I think he is correct. It takes a fine,
careful mixture to get it right.
And we must be open to adding and subtracting
ingredients, etc, as needed...

So heaven help adult education if they turn it into No
Adult Left Behind. Yes, the funds will be there, but
you will have to carefully stick to the script. And
you will have to assess, assess, assess, and show lots
of progress if you wish to continue to have the
funding.

NCLB is actually NCLU. No Child Left Untested. Using
grade level criterion reference tests in my state, as
in many states, I believe.

Anita  www.learntoreadnow.com


--- AWilder106 at aol.com wrote:

> Jackie--
> 
> What in NCLB makes you reel the most?   I'd love to
> know.   Is there anything 
> that you find beneficial?
> 
> Thanks.
> 
> Andrea
> > _______________________________________________
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>
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