TAILIEUCHUNG - THE LINGUISTICS, NEUROLOGY, AND POLITICS OF PHONICS - PART 3

Cực chất lượng của nghiên cứu, đọc như thao tác thông tin, trở thành một trong các bánh răng tiêu chuẩn trong các dây chuyền lắp ráp. Testability cực, định lượng, đến một tính năng của kiểm soát chất lượng. Trong bối cảnh này, ngữ âm là mô hình lý tưởng của đọc, thực tế ăn xin để có dịch vụ. | POLITICAL SUPPORT OF THE CORPORATE AGENDA 27 cal that is teachable and quantifiable that is testable approach to reading instruction one that incorporates the notion of reading as a complex skill whose function is to manipulate information. The qualitative pole of the research reading as information manipulation becomes one of the standard cogs in the assembly line. The quantitative pole testability becomes a feature of the quality control. In this context phonics is the ideal model of reading practically begging to be of service. First it satisfies corporate America s conceptual requirements for its projected new and improved . labor force because it expresses the germ of the idea of reading as a complex information-manipulating skill. The cognitive operations of decoding letters to sounds and segmenting words into phonemes can be thought of as the fundamental molecular skills which together constitute the most elementary act of information processing in reading. With time and faith the elementary skills of reading become more complex information manipulation more skillful and we witness the creation of an IT worker. Second phonics satisfies corporate America s practical demands for quality control in the manufacture of its new labor force. Phonics skills are easily quantifiable perhaps more so than any other aspect of reading. Response times measured in scalar seconds and response accuracy measured in binary right and wrong are the dependent variables. Thus phonics readily lends itself to quantitative assessment hence to high-stakes testing and accountability. Third but not least in significance phonics is ideally adaptable to the pedagogy that is required for imposing an authoritarian top-down externally defined standards curriculum on classrooms. Intensive phonics lessons in no way derive from the otherwise natural inquisitiveness of children. Nor do scripted phonics lessons promote teacher spontaneity in response to children s real learning interests. As .

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