Here we go again! And it's all about (unionised, second class) teachers, what they want and or believe, unmitigated intellectual arrogance, with the facts running second, persuasive or credible evidence third and the kids the very last!

We've risen two places?

And down to fact checking NAPLAN?

Not whether or not, we teach tried tested and not found wanting, phonetics.

For some folk, be they devotees or intractable abstainers? The evidence and the kids, just do not matter! But the mindless, empty debate does apparently? [And all there is, he said, smiling smugly!?]

Time to start putting our kids first and indeed the whole of life consequences for those our teachers and the "SYSTEM" leaves behind.
IF IT WORKS? USE IT! IF IT DOESN'T? DON'T!

The growth in illiteracy and innumeracy in school leavers has risen year on year for literal decades, while whole of language devotees, [taking extreme comfort in the knowledge that they were always right?] continually resisted returning to what worked?

Or just labelled it synthetic and or some such, as if the (preferred) deliberately derogatory, label had any relevancy whatsoever!

BY THEIR FRUITS YE SHALL KNOW THEM!
Alan B.

Books at home! Good libraries etc etc ad infinitum ad nauseum!

And all meaningless if you cannot read or don't understand the code! i.e the sounds attributed to letters of the alphabet when expressed as words. And begun as in good elocution with A E I O U. Where the mouth goes from a horizontal slit to work slowly with each vowel to become progressively more round, with U being expressed with a completely round mouth!

After that, which letters are silent and which are not so we say house horse and how with the H left in rather than dropped, as in ouse orse and ow? And down almost exclusively to phonetics and proper pronunciation. pro nuns see a shun.

Or which witch is which. Or what watt is where, which ware is where, down by the weir? Or used in the hair on the hare or even here, on the heir? Stare stair. Err sir. Phone found, word skills honed

Then we need parents that read to their kids, books with stories that fascinate and interest!

To in effect, allow the imagination to create scenes, far more wonderful and exciting than anything ever seen on a screen!

Phonetics has to be included in all early and or foundational learning!

And with that accomplished? Let whole of language reading take over as natural and all too easy progression!

And let's not chain the brightest most gifted to the pace of the slowest learner! And ameliorated in early learning, if it also includes phonetics.

Quite deliberately holding back quick learners, is how one creates boredom and disinterest in our brightest sparks!

And where volunteer parents, with good reading skills, could assist all too busy teachers!?
Alan B.