[NLA] Phoneme Awareness is the Key

Fri May 24 11:00:57 EDT 2002

Andrea and interested others:

Let me see if I can do the short version in the limited time I have now. 
I have discussed issues related to reading theory in three extensive list
exchanges (NLA Nov-Dec, 1997; NIFL-FOB, Sept. 1999; NIFL-POVRACE Lit,
Oct.-Nov. 2000).

We work with Victoria-Purcell-Gate's balanced theory as a general
operative principle that is tailored to the specific needs/interests of
our various groups.  I have recently discussed her concept on this list
and refer you to her FOB article (not sure of the date).

Our groups are at different levels, so what they need in terms of any of
the cueing systems is going to vary.  This includes work on progressively
mastering the sight-sound relationship of written and spoken language at
any level, sight word memorization and context clues, an appreciatioin of
syntax, comprehension,and linking the context of the text to the lives of
students, sometimes refered to as meaning-making.

We work with volunteer tutors who vary their approach somewhat according
to their innate sense of what works (they go through a training program
which deals with reading theory and practical application stemming from
the balanced approach).  Their is a lot of concentration on the
sight-sound connection in our beginning and intermediate level groups,
with more work on multi-syllabication analysis in our advanced groups. 
In the first level groups there is also a lot of work on sight word
memorization and recall of lists like the 100  basic words.  Tutors also
work with lists of words that students have encountered in their lessons
over time and draw on sight word, context, or sight-sound strategies as
applicable to a particular word and student.  Any particular group
session may spend a good deal of time on these basics mostly in an
integrated fashion.

Our general approach to literacy is through the use of interesting
materials (a context-driven approach) and an assisted reading methodology
where the text (or some reasonable portion, which depends on student
ability and the nature of any given text) is read whole, sometimes
several times, with skill work following based on persisting problems
students may be having.  

We were focusing on writing with an advanced student I was working with
last night.  We had read an article, then I asked him to respond in
writing to one of the thought questions.  He had trouble spelling some
words.  I asked him to write out his whole idea first, then we would
edit.  After he completed his thought, which was coherent and logical, I
then noted the words that he had trouble spelling.  My strategy was to
ask him how to spell those words and as he said the letters I wrote them
on the board.  Several of the words he got right simply by that informal
strategy of focusing.  Other words he needed some assistance with and as
I wrote those words I provided some explanation.  That was the strategy
for him.

In a recent article titled Motivation and the Adult New Reader: Student
Profiles in a Deweyan Vein, I profile David, who started our program as a
very basic reader, who over a several year level, progressed quite a bit.
 I refer you to that case presentation in particular as well as the other
two to get a sense of the various methodologies and approaches we have
utilized over the years.  That can be accessed in the Adult Basic
Education Journal (Fall, 2001).  The article is also housed on the NALD
web site Full Document section, though I don't have access to the web
address here.

Since (I assume) all words can't be taught by systematic teaching, a good
deal of the process has to be caught, so to speak, through unconscious
assimilation over time and a good deal of consistent practice.  Utilizing
interesting texts and engaging students in a learning process that
includes a probing of content as well as a progressive dissection of
language analysis is our primary methodology.  

That we take and keep from whole language reading theory, which is also
incorporated into the balanced approach.  I have gained from the phonemic
revival a greater appreciation of the need and value of basic skill work,
which we've always drawn on, though stemming from the context rather than
in isolation.  Still, as a result of that literature I am more attuned
now than previously to be increasingly systematic in incorporating basic
skill work, though still stemming from a context-driven and integrative
approach approach, varying as appropriate (as Purcell states) according
to student and the particular focus of the lesson.

The issue is not whether phonemic awareness is important.  The best
authors in the field, Marilyn Adams and Jeanne Chall, plus my own
experience, convince me this is so.  The issue is whether phonemic
awareness is  foundational, at the core for adult literacy.  No evidence
that I have seen convinced me of that.  In looking at the literature on
whole language theory (rhetorically lambasted, but far from
intellectually deconstructed), some of the more moderate scholarship on
phonemic awareness (Adams and Chall), and that of balanced reading theory
along with a decade of site-based experience, leads me to believe to the
following conclusions

a)  We can always know more about adult literacy and its practical
application in instruction
b)  There is more than a little something to the approach that we take
which is in line with the balanced theory of reading, statements of the
International Reading Association on both literacy and phonemic
awareness, EFF Reading and Writing Standards and the LVA handbook, Tutor:
 A Collaborative Approach to Literacy Instruction.
c) What we don't know is more extensive than what we do know, requiring a
stance of critical probing and discernment rather than doctrinal
certainty or pure skepticism.

There's more to say, but I've already given up my morning walk.

Perhaps others will weigh in here

George Demetrion
Sophocles5 at juno.com

On Thu, 23 May 2002 20:56:05 EDT Awilderast at aol.com writes:
>George,
>
>Do you teach your ABE learners phonemic awareness?  Phonemic awareness 
>= 
>knowledge of speech sounds.  Word analysis matches speech sounds to 
>letters.  
>A person's culture, support available, scaffolding, whatever, has 
>nothing to 
>do with this alphabetic principle.  What do you substitute?  What do 
>you 
>teach to your ABE students?  
>
>Andrea
>_______________________________________________
>NLA mailing list: NLA at lists.literacytent.org
>http://lists.literacytent.org/mailman/listinfo/nla
>LiteracyTent: web hosting, news, community and goodies for literacy
>http://literacytent.org

________________________________________________________________
GET INTERNET ACCESS FROM JUNO!
Juno offers FREE or PREMIUM Internet access for less!
Join Juno today!  For your FREE software, visit:
http://dl.www.juno.com/get/web/.
_______________________________________________
NLA mailing list: NLA at lists.literacytent.org
http://lists.literacytent.org/mailman/listinfo/nla
LiteracyTent: web hosting, news, community and goodies for literacy
http://literacytent.org