对Fountas＆Pinnell＃10的反应：Fountas和Pinnell真的希望老师自我教育自己吗？

Hello, Anna Geiger here from The Measured Mom, and you are listening to Episode 66 of the Triple R Teaching podcast. Today is the tenth and final reaction episode in which I respond to Fountas and Pinnell.

他们回答的最后一个问题是：“关于教师在教孩子们如何阅读的角色中，有很多说是说什么，但是学校管理人员，教练和其他教师领导人扮演什么角色？”

This may be the longest response that Fountas & Pinnell shared in their series. I'm going to play just a short paragraph:

"There are various roles throughout the school that can support the growth of teacher expertise: principals who aim to build the capacity for shared leadership in their schools, literacy coaches who value the expertise of teachers and support their leadership development, and teachers who want to grow professionally and contribute to their team by engaging in acts of leadership to support all their colleagues."

So I don't think there's anything in the response that Fountas & Pinnell shared to disagree with. They acknowledge that school administrators and teachers need to work together, they need to educate themselves, they must all take responsibility for the success of all the students, and everyone must learn more every year.

I just find it very ironic that Fountas and Pinnell are promoting this culture of learning among the staff and the administration when that does not seem to be the approach they have personally taken.

They talk a good game about how their resources are research based, but when you really look at the science of reading you see that they are stuck. They are stuck because they believe that three-cueing is what students need to make sense of text.

我们已经谈论过很多次，这是不正确的。当我们理解三提示是一个问题时，我们可以得出这样的结论：至少早期读者不应使用水平的书来“阅读”，因为他们无法通过使用三提示来解决这些单词。

So we make the conclusion that students should be learning to read using decodable books, at least in those very early stages, and we understand the foundational role that phonics has to play.

Fountas和Pinnell似乎正在关闭目前的研究。他们谈论的是让每个人都在自我教育和互相支持，但我不确定他们已经活下去。

I've heard from many teachers who want very much to move forward in structured literacy and the science of reading, but they're in a Fountas and Pinnell school. They're in a school where they're required to do the Fountas and Pinnell brand of guided reading, and they're struggling because they see that these approaches are not working and should not be used when teaching beginning readers.

Now am I saying that everything that Fountas and Pinnell share is bad or wrong? No, I definitely do not say that nor do I believe that.

However, when you look at their foundational beliefs, which really are based on the idea of three-cueing, you have to question any conclusions that they draw. So a wise, educated teacher may be able to find some gems of wisdom from Fountas and Pinnell, but that's really not where I would choose to go, not after I've learned so much about the science of reading, and now that I see that they really aren't interested in that conversation.

If you're in a school where you would like to help your staff understand more about the science reading in a nonjudgmental way, I have a presentation that I am able to give online. It is called "Embracing the Science of Reading After Twenty Years in Balanced Literacy."

If you think that's a presentation that your staff would be open to, I would definitely invite your administrator as well, and we could possibly set up an hour where I could share this with your staff live. The challenge, of course, is always finding a time that works for everyone, so you may certainly reach out to me at hello@themeasuredmom.com.

如果您有一个早晨，您的员工有一些开发时间，那么我们可能会根据时区进行工作。当我的孩子回家时，我不能这样做，只是行不通。我今年有早晨可用，将来，当所有六个孩子整天上学时，我都会更加灵活。

Feel free to reach out if we can set something up, we will. I'd love to help you help your staff understand the science of reading.

Thanks so much for listening to this ten part series, and I look forward to sharing more podcast episodes with you soon. You can check out the show notes for this episode at themeasuredmom.com/episode66.