Dr Christine Braid, Tātai Angitu, Massey University
Part One of Tread lightly discussed the tentative nature of research and the difficulty that presents for practice. Part two is for those interested in considering how to implement literacy with a treading lightly approach. It is a tentative approach. The table shows some key ideas in literacy, and briefly outlines what we know, and what we might need to keep thinking about. The treading lightly section suggests how we might approach the thinking in our practice, using the evidence.
The table is not a definitive document but an invitation to learn more. I hope it shows that there is a way forward that involves considering what research tells us for practice even if not in absolutes. I know I have to challenge myself to read beyond things that just confirm what I think is right and walk in the uncomfortable place of reading things that challenge.
There are many other ideas that could be explored and the ideas here are an example of exploring the tensions and possible solutions.
SOME USEFUL LINKS
Debbie Hepplewhite about the balance of explicit and incidental teaching https://phonicsinternational.com/wp-content/uploads/2022/01/Set-for-Variability.pdf
Kearns, D 2020 Does English have useful syllable division patterns https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.342
Syllable types may add to cognitive load and the role of morphemes http://dyslexiahelp.umich.edu/answers/ask-dr-pierson/syllable-division-new-data-can-inform-intervention
Berninger, V, & James, K. (2019). Why handwriting should be taught in the age of computers. https://www.scribd.com/document/535327032/Brain-research-shows-why-handwriting-should-be-taught-in-the-computer-age-James-Berninger
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51. doi:10.1177/1529100618772271
Dehaene, S. (2019). Reading in the brain. New York: Penguin.
Ehri, L. (2022). What teachers need to know and do to teach letter-sounds, phonemic awareness, word reading, and phonics https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/trtr.2095
Ehri, L. (2020). Reading Research Quarterly, 55(S1) pp. S45–S60 | doi:10.1002/rrq.334
Gentry, R. J. (2004). The science of spelling: The explicit specifics that make great readers, writers (and spellers). Heinemann.
Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523-568. doi:10.1037//0033-295x.96.4.523
Shanahan, T. (2023). https://www.shanahanonliteracy.com/blog/comprehension-skills-or-strategies-is-there-a-difference-and-does-it-matter#:~:text=The%20basic%20premise%20of%20strategies,is%2C%20thinking%20about%20thinking).
Share, D. L. (2008). Orthographic learning, phonological recoding, and self-teaching. Advances in Child Learning and Behaviour, 36, 31-82. doi:10.1016/S0065-2407(08)00002-5
Solity, J., & Vousden, J. (2009). Real books vs reading schemes: A new perspective from instructional psychology. Educational Psychology, 29(4), 469-511. doi:10.1080/01443410903103657
Steacy, L. (2022). https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.475
Tunmer, W. E., & Chapman, J. W. (2012). The simple view of reading redux: Vocabulary knowledge and the independent components hypothesis. Journal of Learning Disabilities, 45, 453-466. doi:10.1177/0022219411432685
Venezky, R. L. (1999). The American way of spelling: The structure and origins of American English orthography. New York: Guilford Press.