• The Music of Balaned Literacy Instruction

  • 2025/02/16
  • 再生時間： 11 分
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The Music of Balaned Literacy Instruction

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  • As said throughout this book: if you are against something, you should at the very least know a little somebody about that which you are against. SoR enthusiasts are often against something that isn’t. In this case, they are against what they call balanced literacy, but it certainly isn’t balanced literacy. It turns out that they’re against their un-understanding of balanced literacy.

    So let’s begin by defining our terms: Balanced literacy is merely balancing skills instruction with opportunities to practice those skills in authentic reading contexts. And what that balance is depends on the student. Some students need more skills instruction and less practice, others need less skills instruction and more practice. But all students need lots of reading practice. Could you imagine getting better at anything without practice? Could you imagine being able to play the piano if you never practiced playing real music? How effective would your early learning be if you just did scales and fingering exercises without playing music? Which is a nice transition to the next section.
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あらすじ・解説

As said throughout this book: if you are against something, you should at the very least know a little somebody about that which you are against. SoR enthusiasts are often against something that isn’t. In this case, they are against what they call balanced literacy, but it certainly isn’t balanced literacy. It turns out that they’re against their un-understanding of balanced literacy.

So let’s begin by defining our terms: Balanced literacy is merely balancing skills instruction with opportunities to practice those skills in authentic reading contexts. And what that balance is depends on the student. Some students need more skills instruction and less practice, others need less skills instruction and more practice. But all students need lots of reading practice. Could you imagine getting better at anything without practice? Could you imagine being able to play the piano if you never practiced playing real music? How effective would your early learning be if you just did scales and fingering exercises without playing music? Which is a nice transition to the next section.
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