科学与数学apmreports.org
一个有缺陷的理念如何让数百万孩子不擅长阅读（2019）
How a flawed idea is teaching millions of kids to be poor readers (2019)
2020 — 2025，它一次次回到首页
黑点是上首页（≥ 50 分）的那次投稿，空心点是没冲上去的投稿，点越大分数越高。
导读
这篇 APM Reports 调查报道讲美国阅读教学里长期流行的“三线索法”（three cueing）：让孩子靠图像、句法、语义线索去猜词，而不是先精确解码字母。报道追溯这一理念的来源、它如何进入课堂，以及为何被研究认为有缺陷，导致大量孩子成为糟糕的阅读者。
为什么经久不衰：它把一项影响千万孩子的教育理念放回证据和历史中检验，家长、教师和政策制定者今天读仍能理解早期阅读教学为何争论不休。
HN 评论精选
这条评论点明报道核心：三线索法让孩子靠猜测和上下文识词，而非精确解码。
文章深处埋着的缺陷理念是：这种理论叫“三线索法”。名称来自读者使用三种不同信息或线索来识别单词的观念。Goodman 在论文中否定阅读是精确、需细致感知字母或单词的过程，而认为人阅读时用三类线索预测页面上的词：字形线索（字母告诉你这个词可能是什么？）、句法线索（它可能是哪类词，如名词或动词？）、语义线索（根据上下文，这里放哪个词说得通？）。Goodman 的提议成了美国学校新阅读教学法的理论基础。
portmanteaufu查看英文原文
The flawed idea, buried deep within the article, is: > The theory is known as "three cueing." The name comes from the notion that readers use three different kinds of information — or "cues" — to identify words as they are reading. > .... > In the paper,5 Goodman rejected the idea that reading is a precise process that involves exact or detailed perception of letters or words. Instead, he argued that as people read, they make predictions about the words on the page using these three cues: * graphic cues (what do the letters tell you about what the word might be?) * syntactic cues (what kind of word could it be, for example, a noun or a verb?) * semantic cues (what word would make sense here, based on the context?) > .... > Goodman's proposal became the theoretical basis for a new approach to teaching reading that would soon take hold in American schools.
家长亲历：孩子被教成遇生词就猜或跳过，而不是停下来解码，令人担忧。
这篇文章让我很有共鸣。过去我们学看说法和自然拼读，对我很有效。几年前轮到孩子，学校用了这套新体系，听起来怪但我没太担心。几年后孩子读得不错，可能是家里没电视所以靠蛮力。但我注意到怪事：遇到生词时，他把它换成一个别的词就跳过去。比如词是 Pennsylvania，却读成“probably”之类离谱的东西。我问“等等，什么？这也不太接近啊。”如果重要词被随机换掉，你怎么真正理解在读什么？停下来问“这是什么词？pen syl vvva neea（哦！）”的时刻非常重要！那是灯泡亮起、你学会的时候，而我孩子被教的是这太难了，先扫过去以后再说，或者干脆别管？也许小学还行，但后面听起来像灾难。现在明白问题，看来有很多工作要做。刚想起，他们连拼写也省了。
mixmastamyk查看英文原文
Wow this article hit home. In the old days we learned looksay and phonics; it worked well for me, can't complain. A few years ago it was time for the offspring and the school had this new system. Sounded odd but I didn't worry too much. A few years pass, kiddo is a good reader, though brute force possibly as we have no TV at home. But I noticed something weird. When encountering an unknown word it is replaced with something else and passed on. Say the word was Pennsylvania, something bizarre like "probably" is said instead. "Wait, what, I ask? That's not particularly close." How can you really understand what you're reading with important words changed at random? The point where you stop and say, what is this word?... pen syl vvva neea (oh!) is incredibly important! That's when the lightbulb goes off and you learn, and my kid has been taught it's too difficult. Just skim on and worry about it later! Or don't? Who cares. Perhaps in elementary but sounds like a disaster later. Now that I understand the problem, it looks like we have a lot of work ahead. Just remembered, they skimped on spelling too. :-/
评论认为自然拼读和轻松的亲子练习更有效，课堂压力与课程安排反而不利。
我在家学会阅读，我父母和孩子也是。我妈用的是我认为叫“自然拼读”的方法：先学字母，再学拼出单词。书面英语不完美，但它有拼音字母，这提示了拼音文字语言中阅读如何运作。我认识的所有自己教孩子的人都用自然拼读。多数人不用手册或特殊教材，只是从非常简单的词开始。还有另一个因素：我们学阅读没有课堂压力，可以全天把学习拆成小块。我看到父母带孩子外出，指着招牌问“那个词是什么？”此外，我们在家有时间自己读，而不是马上进入下一科目，因为家里没有别的科目。
analog31查看英文原文
I learned to read at home, as did my parents, and my kids. My mom used what i think is called "phonics," where we learned the letters, then learned to sound out words. Written English isn't perfect, but it has a phonetic alphabet, suggesting a clue as to how reading works in a language with a phonetic alphabet. Everybody I know who has taught their own kids uses phonics. Most don't use a manual or any special teaching materials other than starting with really easy words. Now there's another factor as well: We learned to read without the stress and pressure of learning it in a classroom. We had time to break it up into tiny pieces throughout the day. I see parents out with their kids. They'll point to a sign, and say: "What's that word?" Also, we were given time to read on our own rather than moving on to the next subject, because there were no other subjects at home.
一线教师认为不存在单一最佳阅读教法，并质疑教育界盲目追随旧报告。
我是幼儿园和一年级老师。我教过孩子阅读，很神奇！我尽量跟进当前研究，但这类文章让我清楚，我们对孩子如何学会阅读还有很多不知道。补充：我的经验表明，孩子学会阅读没有唯一方法。和幼儿待久了的人应显而易见，但教育界却执着于“最佳实践”。其次，美国很多做法仍源自近20年前为“不让一个孩子掉队”召集的国家阅读小组，但该小组报告的批评很容易搜到。可从这篇开始：https://www.edweek.org/ew/articles/2003/04/30/33yatvin.h22.html
cardamomo查看英文原文
I'm a kindergarten and first grade teacher. I have taught children how to read. It's amazing! I try to follow current research, but it's clear to me through articles like this that there is so much we don't know about how children learn to read. EDIT (just adding on): It's clear to me from my experience that there is not one single way children learn to read. That much should be obvious to anyone who spends a lot of time with young children, but the field of education clings to the idea of "best practices." Second, a lot of our practices in the U.S. still stem from the National Reading Panel, which was convened nearly 20 (!) years ago as part of No Child Left Behind. Yet it's easy to find criticisms of the report the Panel issued. Just Google it. Here's a good one to start with: https://www.edweek.org/ew/articles/2003/04/30/33yatvin.h22.html
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