Phonics Exposed: Understanding and Resisting Systematic Direct Intense Phonics Instruction
Phonics Exposed: Understanding and Resisting Systematic Direct Intense Phonics Instruction by Richard J. Meyer, published by Routledge on November 1, 2001, is a critical examination of phonics instruction in educational settings. This 196-page book explores the implications of a systematic, scripted phonics program that mandates uniform lessons for all students. Through an in-depth analysis of a phonics lesson in a real classroom, Meyer addresses various aspects of reading, teacher knowledge, student roles, curriculum origins, cultural influences, and the political dimensions of education.
Readers will find a detailed exploration of the challenges teachers face when implementing mandated phonics instruction and the impact on students’ learning experiences. The book delves into the complexities of reading definitions, the necessity of teacher expertise in scripted environments, and the broader cultural and political contexts that shape educational practices. Meyer’s accessible writing style encourages thoughtful discussion on the potential for change within the educational system, highlighting the roles of both teachers and students in navigating these challenges.
Official synopsis Publisher
What are the implications of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time?
This book addresses the question through an in-depth play-by-play description of a phonics lesson as it occurred in a real classroom, followed by chapters that look at it from different angles by “zooming in” on one facet to analyze it closely:
*Reading. What is reading? What definition of reading is presented (implicitly) in the phonics lesson? What do competing definitions from the reading research literature say about how important phonics rules are and how they are used by readers and teachers of reading?
*Teacher knowledge. What is the role and the place of teacher knowledge as it relates to the lesson? What are the skills a teacher has and needs to use in a lesson that is completely scripted ?
*The children. What are their roles and positions during the lesson? What are they learning?
*Curriculum. Where does the phonics curriculum come from? Curriculum in general? Who does it serve and how? What is its purpose?
* Culture. What is the role of culture in the lesson? How do cultural differences and culturally relevant pedagogy relate to the scripted phonics lesson?
*Politics and ideology. Why and how is everything that happens in schools political? How are scripted lessons and resistance to them, forms of political action?
*Teacher professionalism. How can teachers act in order to maintain academic freedom expressed as professional decision making in classrooms?
The author of this book is not neutral. He presents the difficulties a teacher encounters in implementing mandated systematic, direct, intense phonics instruction and children who are confused and frustrated by it. But at the same time he constantly presents hope in the form of smart teachers, curious children, and possibilities for taking action that can lead to change. His direct, accessible writing style stimulates thought and discussion.
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