This pushback stems from the longstanding fear that schools will overdo phonics and kill students’ desire to read—in other words, “drill and kill.” Palubiak says that when she substitute-taught in a second-grade classroom and announced that it was time for the required 40 minutes of phonics—which, according to her, the kids didn’t need—she was greeted with boos.
Kids who don’t need instruction in phonics shouldn’t have to sit through 40 minutes of it. One problem, though, is that it can be hard to tell who needs phonics instruction and who doesn’t. It can look like kids are reading, especially with leveled texts that rely heavily on repetition of the same words. Kids can easily guess at the words rather than sounding them out.
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Madison taxpayers have long supported far above average (now > $25,000 per student) K-12 tax & spending practices. This, despite long term, disastrous reading results.
Madison Schools: More $, No Accountability
The taxpayer funded Madison School District long used Reading Recovery…
The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results
2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results
Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.
“An emphasis on adult employment”
Wisconsin Public Policy Forum Madison School District Report[PDF]
WEAC: $1.57 million for Four Wisconsin Senators
Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.
When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?