More reading without a foundation?

The Podcast Coming out Monday 7/25 will talk about inefficient systems of teaching reading and why I do phonemic awareness at least for some part of my sessions with almost all of my students!

The podcast will also talk about Morphology and why I teach my students explicit rules. Experiences with teaching students of very different ages and at very different reading levels, has also allowed me to get exposure to how morphology at both younger and older ages, still retains its value.

Then we’ll look at one little problem: Drills and Rule Memorization… words I personally despise

To give a little background knowledge in layman’s terms:

Link to an awesome overview of the history and background for The Whole Language Approach / Balanced Literacy and the 3-Cueing System:

https://www.apmreports.org/episode/2019/08/22/whats-wrong-how-schools-teach-reading

She thinks the students who learned three cueing were actually harmed by the approach. "I did lasting damage to these kids. It was so hard to ever get them to stop looking at a picture to guess what a word would be. It was so hard to ever get them to slow down and sound a word out because they had had this experience of knowing that you predict what you read before you read it."

Link to a pdf explaining what morphology is, how to teach it and why teaching morphology explicitly is beneficial:

https://www.uwo.ca/fhs/lwm/teaching/dld2_2017_18/Zeh_Morphological-Awareness.pdf