|Read a Post for Phoney Phonics: How Decoding Came to Rule and Reading Lost Meaning|
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Re: Re: Re: Re: Re: Re: Re: Re: Phonics Flawed Mary DeFalco
|Posted By: John Donohue on August 27, 2020|
|My question was "Do you agree that ‘comprehension' means 'obtaining a precise grasp of the exact meaning of the text that the author intended?”|
You (eventually) answered "no." "Comprehension is not taught by asking questions about what was read; that is a testing mode, not a teaching mode. "
(NOTE: I am not an advocate of Common Core, so don't try to pivot your disdain for it on me.)
“Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.”
This is the sine qua non of reading. First, the reader must grasp the exact meaning of the text the author intended. THEN ... all desired reacting, imagining, interpretation, conversation, relevancy, importance, application, clarification, disproving, prediction, integration, linking, relating, experiencing, interacting, and background development (your word list) might take place.
Or not. The reader might be sitting quietly in a field reading a text on a skill she wants to acquire. Or a poem she takes to heart. The book has no pictures. There is no "mode" in play, she is simply reading a text. She needs to decode the text and grasp the meaning the author intended, first and foremost.
You constantly ignore that we advocates of Systematic Direct Phonics First have the correct position, namely grasping of the author's meaning as the primary foundation of the experience, and that we do not deny the potential application of [fill in anything from your word list] whatsoever. After.
If the reader cannot decode English written text, she can't read the poem or the skill text.
| Phonics Flawed Mary DeFalco by Anthony DeFalco on August 22, 2020|