July 8, 2004 |
March 28, 2004 |
Now that Xavier has made it to the regional finals for the first time, it's time for a refresher on the school's name. Listen up, those who want to pronounce it "Ex-ay-vee-er." All together now, it's "Zay-vee-er." "It used to be about 50-50, those who could pronounce it right," Xavier Coach Thad Matta quipped Saturday on the eve of the Atlanta Regional final between the Musketeers and Duke. "After this year, it should be 80-20 for those getting it right."
November 5, 2002
Re "Hooked on Phonics? We Should Lose This Addiction," Commentary, Oct. 22: Why all this phuss about phonics? Although I am a phonics phan, having phormulated sounds phonetically since inphancy, as a phormer English teacher I am aware of its pitphalls. But phortunately, most of us learn to surmount the diphiculties. Enough of this phracas! Glenna Thompson Oxnard
October 26, 2002
Re "Hooked on Phonics? We Should Lose This Addiction," by Mary Lee Griffin, Commentary, Oct. 22: Structured reading programs have helped more students than they've hurt. In California, we went through a decades-long phonics alternative, the whole-language reading instruction program and found it lacking. There seemed to be a strong causal relationship between lack of structure in the reading program at induction and the lack of interest in reading found in older students at the "low-performing schools."
October 22, 2002 |
How bad is this national reading crisis we keep hearing and reading about? Federal officials, citing the findings of the National Reading Panel, have decreed that only "evidence-based" programs that include the teaching of phonics will be supported with grant money, such as President Bush's Reading First initiative. But whose evidence, and how was it gathered, evaluated and interpreted?
April 4, 2002
"School Excels in Reading by Sticking With What Works" (April 1) mischaracterizes the whole-language approach to teaching reading. Whole language does not simply "encourage children to intuit the nuts and bolts of how words worked"; rather, whole language is based on the well-supported hypothesis that we learn to read when we understand what is on the page. A central task of a whole-language teacher is to provide children with interesting texts and to help make these texts comprehensible.