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James Durney
and popular, battleground. Everyone has opinions on how the students of the
nation should become literate. Mark Twain once warned about letting your
schooling interfere with your education; few people heed this advice. Regardless of
the path, we must identify a goal – in what skill do we ultimately want our students
accurately, every word they encounter, even at the sacrifice of comprehension? No.
Teachers and parents alike are engaged in a perpetual struggle to encourage and
strengthen the comprehension of students. I will argue that our goal of literate
Once the determination of our terminal goal has been made, it is appropriate
to plan the route to achieve that goal. If we intend to teach literacy, at some point
there must be some attention given to the process of translating written text into
speech and meaning. This is a point at which there are abundant discrepancies in
theories. Some would have teachers drill students with phonemic awareness,
forcing the children to become aware of the sounds that each letter could represent.
Other educators are content to let phonemes be learned through experience, unless
the student needs extra help. So, do we introduce the correlation of letters and
construct activities that directly teach this correlation, or does constant exposure to
understand the meaning. The only way anything can be learned from a book is if
the words contained on the pages represent some kind of idea. Phonics do not
directly address meaning. If a student is aware of the sounds made by each letter
Running Head: MEANING-ORIENTED & AUTHENTIC TEXTS
James Durney
in a word, it helps to connect oral and written language, but doesn't have anything
“systematic phonics produces better reading growth (meaning word decoding and
comprehension).” This statement is one of a very few number that asserts how
continues to say, in the same paragraph, that this phenomenon was only present in
Lindfors(2008, p. 19) makes the claim that how we read is influenced by why
that incorporates text and pictures, Where the Wild Things Are. Then, the students
read the words without pictures, and finally, examine the pictures in story-board
format. In each different method of “reading” the book, students noticed different
aspects of format, style, and meaning. In this process, Serafini is able to address
something in Where the Wild Things Are that is able to engage students; that
the goal. The cause of every email and text message is to convey a message or to
evoke a response. The more specific goals become, the more we could list, but
every goal has a commonality: they are impossible to achieve if the sender's
meaning doesn't reach the receiver. The same is true of any text. If the reader
doesn't perceive the meaning, then the literature hasn't communicated anything.
Looking at any literature it is easy to see that when an author favors style,
sometimes grammatical rules are bent and broken. Conversely, literature that is
Running Head: MEANING-ORIENTED & AUTHENTIC TEXTS
James Durney
rigidly formatted or even designed to teach the process of formatting the written
word, this type of literature may lack true, natural communication. Whether or not
24) uses some firm language when analyzing the literary authenticity of a book
whose meaning was built around the book's phonemic lessons, “The -ack book is a
Some argue that phonics are most useful for certain students or in certain
situations(van Kleeck, 2004), while others argue that “most children only
understand sounding out once they can read”(Smith, 2003). I especially liked how
Smith(2003) illuminates the idea of using phonemes for the construction of words in
text, “Peepul hoo rite werds the weigh thay sownd ar the werst spelerz.” No matter
who yells louder in this debate, everyone has a point. A literate member of society
will be aware of phonemes, but will mostly read by chunks, if not whole words. Most
Since the real world motivation of text, speech, signs, or even gestures is
life?
Running Head: MEANING-ORIENTED & AUTHENTIC TEXTS
James Durney
References
Lindfors, J.W. (2008). Children's language: Connecting reading, writing, and talk.
New York, NY: Teachers College Press.
Serafini, F. (2002, Spring). A journey with the wild things: A reader response
perspective in practice. Journal of Children's Literature, 28(1), 73-78.
Smith, F. (2003, March). The just so story: Obvious but false. Language Arts, 80(4).
van Kleeck, A. (2004, Summer). On the road to reading fluently: Where is science in
helping us balance meaning-oriented and skill-oriented approaches? The
American Journal of Psychology, 117(2), 300-316. Retrieved from
http://jstor.org