[NLA] Re: Reading Instruction and Policy Advocacy

[Eileen Eckert]

Art says, "IF the teacher "understands" the language learning process,
then they may apply whatever is required to meet the students needs." But if 
the teacher does not understand the language learning process, s/he will not 
understand it any better for being told s/he has to teach it a certain way. 
"taamz phonetic dream" illustrated his understanding of the process of 
learning to read/write/spell. Tom, did you come to appreciate the importance 
of phonemic awareness <and> develop your expert understanding of it as a 
result of a mandate to use it as a teaching methodology? If a mandate was 
the trigger, was it all that was needed? Could you have developed your 
understanding from someone telling you what the research said, or did you 
need to read it, conduct it, and/or experience it yourself?

If teachers understand how to teach reading, then they won't need a mandate 
to get them to do it. If they don't understand, a mandate will not make them 
understand (<and> understanding is sometimes a far cry from doing). Given 
the scarcity of resources, it makes sense to concentrate them closest to 
learners (e.g., use them to help teachers develop their understanding and 
skills) <rather> than to create policy and the bureacracy needed to enforce 
that policy.

About the ludicrousness of expecting children or adults to know what they 
need, I think children are much more capable than you give them credit for, 
but that's a discussion to have off-list. As for adults, they have a world 
of experience and knowledge outside of the domain of reading, and if 
inability to read limits them in some ways, it by no means negates their 
ability to act as the controlling partner in a joint student-teacher venture 
into literacy. In fact, haven't you said yourself that if students aren't 
getting what they know they need, they vote with their feet?
Eileen

>From: Art LaChance <arthur at ellijay.com>
>Reply-To: nla at lists.literacytent.org
>To: nla at lists.literacytent.org
>Subject: Re: [NLA] Re: Reading Instruction and Policy Advocacy
>Date: Wed, 11 Sep 2002 15:42:48 -0400
>
>Do I hear an "Amen" ? !!
>
>Exactly that, Jon.  I know
>that's not the case in public education at the present time although it 
>shows
>some promise of approaching it.
>
>In response to Debbie's post, (saving paper here), I think it's just short 
>of
>ludicrous to expect children to know what they need to learn, and if the
>teacher is worth their salt, we in adult literacy will have no future.  And 
>I'm
>sorry, if adult students knew what they needed to learn, therein lies the
>foundation for the "we don't need adult literacy services so why put more 
>funds
>into it" philosophy.  Let's make up our minds here.
>
>art
>
>
>
>Jon Randall wrote:
>
> > On 9/11/2002, In response to Eileen's post of 9/10, Art wrote: "Those of 
>us
> > in the adult literacy classrooms see the results of both daily and 
>realize
> > fully that both are required, not recommended ..."
> >
> > So would the appropriate advocacy position be to tell Congress and the
> > Administration: "We need and appreciate information about promising
> > practices but urge you not to dictate instructional methods. Rather, 
>hold
> > providers accountable for results. Re: instructional methods: it's not
> > either/or. It's knowing when it is best to use various methodologies 
>during
> > the course of each learner's instruction."
> >
> > Jon Randall
> > Public Policy Committee Chair
> > National Coalition for Literacy
> > www.natcoalitionliteracy.org
> >
> > NCL policy efforts are supported in part by funding from ProLiteracy
> > Worldwide
> >
> > FedStrategics, LLC
> > strategic advocacy & public affairs consulting
> > to charitable organizations
> > www.FedStrategics.com
> >
> > 8413 Park Crest Drive, Silver Spring, MD 20910
> > Tel: (301) 588-5304   Fax: (301) 588-5353
> > jrandall at FedStrategics.com
> >
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