Early Reading Instruction: What Science Really Tells Us about How to Teach Reading (Bradford Books) Review

Early Reading Instruction: What Science Really Tells Us about How to Teach Reading (Bradford Books)
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Early Reading Instruction: What Science Really Tells Us about How to Teach Reading (Bradford Books) ReviewIn this book McGuinness reviews reading research under the headings set out by the National Reading Panel. She makes a compelling argument for the kind of reading instruction known as synthetic, or linguistic phonics. The range of knowledge displayed is formidable.Early Reading Instruction: What Science Really Tells Us about How to Teach Reading (Bradford Books) OverviewEarly Reading Instruction is a comprehensive analysis of the researchevidence from early writing systems to computer models of reading. In this book,Diane McGuinness provides an innovative solution to the "reading war"--thecentury-old debate over the efficacy of phonics (sound-based) versus whole-word(meaning- based) methods. She has developed a prototype--a set of elements that arecritical to the success of a reading method.McGuinness shows that all writingsystems, without exception, are based on a sound unit in the language. This fact,and other findings by paleographers, provides a platform for the prototype. Otherelements of the prototype are based on modern research. For example, observationalstudies in the classroom show that time spent on three activities strongly predictsreading success: learning phoneme/symbol correspondences, practice at blending andsegmenting phonemes in words, and copying/writing words, phrases, and sentences.Most so-called literacy activities have no effect, and some, like sight wordmemorization, have a strongly negative effect.The National Reading Panel (2000)summarized the research on reading methods after screening out thousands of studiesthat failed to meet minimum scientific standards. In an in-depth analysis of thisevidence, McGuinness shows that the most successful methods (children reading a yearor more above age norms) include all the elements in the prototype. Finally, sheargues, because phonics-type methods are consistently shown to be superior towhole-word methods in studies dating back to the 1960s, it makes no sense tocontinue this line of research. The most urgent question for future research is howto get the most effective phonics programs into the classroom.

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