https://tabularasaeducation.wordpress.c ... easeteach/
Gordon Askew writes about secondary-aged learners with regard to reading ability:"Please teach my daughter to read"
18 months later, and Georgia has received rigorous reading instruction and reads thousands of words per day, including the classics. She is no longer on the SEN register and her reading age has improved by 4 years. She still has lots of catching up to do, but she is making rapid progress. I’m not suggesting that we are superheroes who have a unique ability to cure the illiterate. Rather, I’m trying to point out that it is incredibly easy to teach a child to read if you use the correct methods. It’s a downright disgrace that kids like Georgia are let down in primary schools, and whilst I know lots of primary teachers who do teach reading properly, many still don’t.
http://ssphonix.blogspot.co.uk/2014/12/ ... etely.html
Gordon Askew is an IFERI committee member and you can read about his experience here:And now for something completely different
I am often asked about the role of phonics in 'catch up'. Some learners are in KS2, KS3 or beyond and, sadly, have not yet got very far at all with mastering basic reading. Teachers and parents understandably want to know how best to help them, to start them on the reading journey, or at very least to enable them to become functional readers.
One of the pronouncements I hear most frequently in respect of these learners generally goes along the lines of: 'They have been doing phonics for years and it hasn't worked for them. Now they need to try a different approach,' or 'Phonics does't work for everyone. These kids obviously need something else.'
Unfortunately such thinking is a massive red herring, and can have disastrous results, depriving learners of the very teaching they most desperately need to achieve the desired 'catch up'.
There are two strong reasons for saying this..
http://www.iferi.org/cmt-management-team/gordon-askew/