The good news is that the Department of Education's latest literacy results "provide a glimmer of hope," writes Malcolm A. Kline of Accuracy in Academia:
Most children in early grades can recognize letter sounds at the beginning and the end of words, [representing] at least a partial movement back towards phonics -- learning language phonetically -- and away from studying words using the whole language or "look say" approach of learning individual words by, essentially, guessing at what they are.
The whole language method of instruction never worked, and test scores proved it.
The bad news is that "we are a long way from the true phonics that once sent literacy levels and test scores in the U.S. up rather than down":
When schools taught reading using the pure phonics method of learning every letter sound before attempting to decode words, the educational establishment did not need tricks merely to keep test scores at the same level.
One score-boosting, self-esteem-inducing gimmick: Dropping the Standard Written English test that the Board now plans to reintroduce. Giving students points for writing their names on tests proved another popular ruse that test takers have used for years.
We agree with Michael Knox Beran in the Winter issue of City Journal that "The soundest foundation of self-esteem is genuine achievement, and numerous studies have shown no measurable benefit from the self-esteem movement in the schools.
[via Milt's File]
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