By Dave Krupke The title is one of the many famous quotes from Yogi Berra. I remember watching Yogi play for the storied Yankees of the 50s. Baseball was different then, as were many things. Life was simpler in the 50s, education was pretty basic, and many of us did OK. At least where I grew up in rural America, I would say most of us did OK . . .  because I do remember a few kids in my school who really had trouble learning and there didn’t seem to be any extra help for them. My, how things have changed today. We have Title One, Learning Strategists, Literacy Coaches, Resource Teachers, Reading Specialists, Interventionists, RTI Consultants . . . just to name a few. Education has endured – or should I say that students have managed to survive – numerous shifts in educational philosophy in the 50 years since I was a student in school. I was lucky enough to learn to read easily and have many fond memories of riding my bike to the library and going up what seemed to be an endless and steep staircase to the library – it was above the fire station […]

Editor’s Note: The author teaches reading courses at the University of Dubuque in Iowa. After becoming an enthusiastic supporter of See the Sound/Visual Phonics, she was asked to relate her experiences with her college students and their reactions to STS/VP. The following is her response, which includes a review of current research and a rationale for all teachers to include STS/VP in their reading programs. Background I love my job! For over 25 years I have either helped children learn to read, or taught aspiring teachers how to help children learn to read. As many teachers tend to do, we teach what we were taught. For example, I learned to read primarily by using phonics. My teacher stressed phonics as a useful strategy for figuring out new words, and it worked well for me. At least, I don’t remember struggling with the reading process. Therefore, I teach phonics in my college courses for the elementary reading endorsement. Even though phonics instruction was controversial for many years, I continued to think it was important and included it in my reading courses, rebel that I am. I begin each semester by asking my students, “How many of you were taught phonics as […]

Our Brain – a Pattern Synthesizer Brains love patterns and repetition, and are hard-wired to copy. Our brains actively search for patterns to categorize, organize, synthesize information, code them into memory, and then retrieve them. Language is full of patterns, including rhymes, syllables, words, sentences, songs, and poems. Language also has patterns of sound, known as alliteration. Phonics is the patterns of print. As there are many phonics “rules”, it isn’t necessary to memorize the rules but to recognize the patterns and apply them. . Richard Gentry (Breaking the Code, 2006) states that “the brain of a literate person has an enormous capacity to sort through the thousands of letter combinations on a page of print and find the regular patterns within it by chunking. . . . The reader/writer/speller must learn to chunk strings of letters into discernable patterns . . . Without recognition of the patterns, skilled and automatic reading cannot happen.” . In a 2008 article in Educational Leadership – “Why Phonics Instruction Must Change”, Jeannine Herron states that “early instruction determines how the brain organizes itself for reading . . .  and “for most children, the first experiences with letters and words dictate how the brain […]