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Criticism of LLI and the Fountas and Pinnell reading levels have focused on three main issues: the amount and sequencing of phonics instruction in the series; the research evidence for the program's effectiveness; and the program's underlying model of reading.
A critical component of the Reading Workshop is text selection; it must be purposeful and have the needs of the learners in mind. According to Fountas and Pinnell, [6] as a teacher reads "a text in preparation for teaching, you decide what demands the text will make on the processing systems of the readers." Texts should not be chosen to simply ...
Gay Su Pinnell (born June 28, 1944) is an American educational theorist and a professor emerita at the School of Teaching and Learning at the Ohio State University. She is best known for her work with Irene Fountas on literacy and guided reading , a teaching framework that laid the groundwork for the Fountas and Pinnell reading levels .
Fountas, Irene and Pinnell, Gay Su; The Fountas & Pinnell Literacy Continuum: A Tool For Assessment, Planning and Teaching (2017) ISBN 978-0325060781; Fountas, Irene and Pinnell, Gay Su. Guiding Readers and Writers/Grades 3–6, Portsmouth, NH,Heinemann, 2001. ISBN 0-325-00310-6 "Op Ed:The Fallacy of 'Balanced Literacy', NY Times July 6, 2014".
As Pinnell and Fountas (1998) point out, English is a language made up of several distinct languages and therefore is not phonetically regular. Only about half of the words readers encounter can be efficiently decoded using phonetic knowledge. Therefore, a range of strategies are needed for effective reading.
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Irene C. Fountas (born 14 August 1948) is an American educator. She teaches at Lesley University as the Marie M. Clay Endowed Chair for Early Literacy and Reading Recovery. [ 1 ]
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.