tag:blogger.com,1999:blog-1175684769476781639.post10604972674811820..comments2023-10-31T09:19:18.737-07:00Comments on Organized Chaos: test:best, which test is best? rhyme:time, time to rhyme?organized chaoshttp://www.blogger.com/profile/18050635225751382130noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-1175684769476781639.post-12233250007015295502010-12-22T09:37:30.697-08:002010-12-22T09:37:30.697-08:00I've been thinking about this post a lot since...I've been thinking about this post a lot since reading it a few days ago. Especially this part:<br /><br />"Children from lower socio-economic status are more likely to be successful readers if they have a strong phonemic awareness, where as poor phonemic awareness in children from higher socio-economic status is not an indicator of future reading ability." <br /><br />I've been working on the assumption for some time now that phonemic awareness was important for all developing readers and was thrown by the fact that maybe it isn't an indicator of reading success for higher SES kids. If that research finding is accurate than there are other possible implications.<br /><br />Maybe phonemic awareness is NOT actually an important part of reading development and is, instead, a bi-product of another important contributor to reading success tied to socio-economics, like having experienced lots of Dr. Suess read-alouds. <br /><br />OR<br /><br />Maybe kids from higher SES backgrounds with poor phonemic awareness wind up developing other coping strategies to compensate. <br /><br />Either way, (although I do think your kids will benefit from language play in the classroom), I'm wondering if this research instead points to the importance of cramming in more read-alouds or doing more research into what those higher SES kids with poor phonemic awareness are doing when they read. <br /><br />Love reading how your coursework is impacting your students, and I look forward to reading more about how you guys will incorporate more rhyming!Anonymousnoreply@blogger.com