[senco-forum] all of the grapheme/phonemes

Eddie,

as Philip rightly puts it, the children need to be put in a position where 
they can teach themselves the 'real' rules and so far as I am aware, no-one 
is doing that yet.

It has been done.  See McLeod et al (2007) " Listening to myself: Improving 
oracy and literacy among children who fall behind".  Early Child Development 
and Care Vol 177, p. 633-644.   Also see McLeod et al (2007) Giving 
Psychology Away". School Psychology International 28 (x), p. 1 - 18.   More 
to come.

Philip EP

----- Original Message ----- 
From: "Maggie Downie" <maizie2004 at yahoo.co.uk>
To: "Eddie Carron" <eddiecarron at btconnect.com>; 
<senco-forum at lists.becta.org.uk>
Sent: Saturday, August 11, 2007 6:20 PM
Subject: Re: [senco-forum] all of the grapheme/phonemes

> Eddie,
>
> What are the 'real' rules and why can't SP supply/teach them?
>
> Maggie
>
> Eddie Carron <eddiecarron at btconnect.com> wrote:I know secondary SENCo who 
> are long time enthusiasts for SP but nevertheless have young people in Yr 
> 7, 8, 9, 10 and 11 with massive reading deficits.   I need no convincing 
> that SP is the most effective means of teaching children to read initially 
> but I do need convincing that SP is the most effective remedial reading 
> strategy for older poor readers. Hence my continued involvement with this 
> age group. I support and applaud secondary school SENCo who use SP because 
> I am very aware of its value but I am equally aware that it will not 
> resolve all of the reading deficits in these older age groups...... as 
> Philip rightly puts it, the children need to be put in a position where 
> they can teach themselves the 'real' rules and so far as I am aware, 
> no-one is doing that yet. I would love to be the first and as they say, 
> 'Hope springs eternal!'
>
> Eddie C.
>
>
>
>
>
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