[NLA] reading instruction and policy advocacy

[AWilder106@aol.com]

Debby, Art, anyone else,

What is "unequal" in saying that phonics and whole language are useful tools 
to use when working with adult learners? How are adult learners left out? I 
think (but could be wrong) Art is saying that both phonics and whole language 
are useful tools and should be used. 

>From reading this list, I have very little idea of what phonics looks like in 
the classroom.  (The LD list is clearer on this point)  I have a slightly 
better idea about whole language, for example, when Art described handing a 
new student a newspaper to read to see what the new student could do with 
print--that's whole language.  

i really think we need to stop tossing the big terms around and find out how 
those terms translate into practice.  Then we may have a better idea of what 
we are advocating for.

An example:  miscue analysis, which is what Art is doing with his newspaper, 
examines how the students understand reading, using environmental print, 
connected text in a newsapper.  An assessment.

A standardized test, the TABE, is more associated with the other side, 
reading as separate skills which are broken down to be built up. Another 
assessment.

So correct me if I'm wrong.  Shouldn't teachers be comprehensively trained?  
Shouldn't teachers know how to use phonics?  Shouldn't teachers be able to 
understand student miscues, and what this indicates about mastery, and next 
steps? Shouldn't we understand what we are advocating for?

Andrea
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