Beyond Traditional Phonics

This book is a must for all educators; undergraduates, graduates, veteran teachers, professors, and administrators in the school buildings and out of the school buildings. This book describes the process that children learn how to read-through meaning. Moustafa relates how phonics lessons do not allow children to make a connection with the outside world; reading within context does. Moustafa describes how important the learner's prior knowledge and experiences tie into learning how to read. She explains the difference between reading words and understanding the text being read. There is a difference, and we need to acknowledge that. In order to do this, the appropriate leveled books must be purchased for daily use in the classroom and used as take home books. Teachers need a vast amount of books on different topics and a range of levels.

Margaret Moustafa's book explores the realms of language development beyond that of traditional phonics instruction that has continually plagued our educational systems. As a middle school language arts teacher I was pleased to see an appropriate instructional book written clearly and concisely in a matter that makes sense. Moustafa proves reading to be something we do naturally. Teachers need to teach kids to read in a natural way with authentic and practical language experiences. Moustafa also discusses the importance of a blend and balance of phonics and whole language instruction within the classroom.On page 56 of her text she says, "If children are pronouncing print but do not understand what they are saying, they are not reading." As an educator, I believe Moustafa's statement summarizes many of the misconceptions children have about good readers. Reading is not just a performance-based activity, but rather more of a means of exploration and a transportation vehicle to knowledge. Moustafa helps teachers and parents understand that children need to see reading as a more natural occurrence that is attainable by all children.

As a requirement for The Summer Reading Clinc at Miami University, my colleagues and I were required to read "Beyond Tradtional Phonics" by Margaret Moustafa. This book was enlightening, one of the best I have read in a long itme. Throughout my course work to prepare for our reading clinic, I had become familiar with many of the concepts covered in this book, but Moustafa covers these topics : the need for the access to books of the appropriate reading level, the importance of teaching phoincs surrounded in literature and the fact that letter phonemes mean little to children if they are not able to read, in such a matter that I was thrilled to hear it again, and couldn't wait to share the books with fellow teachers at my school. The section of the book that I found to be the most alarming is the fact that so many children have less that .4 books on their appropriate reading level in their homes and that these studetns may attend schools that have less that .5 books per student available. This study contniues to report that in these schools, the students are seldom able to check out books to take home, because of the small number available in the first palce. This just reinforces the importance of have a variey of reading levels in your classroom library. All students need to find books that allow them to experience successful reading episodes. Moustafa's book makes you more aware than ever of the need to provide a wide reange of reading materials in your classroom library. I will work to diversify my book selection this year, and I hope many other classroom teachers will join me.

I found this book to be an easy read full of practical research that supports the teaching of phonics through whole language. Margaret Moustafa presents an approach to reading that is clear to understand and natural for children. I plan to share this with my principal and fellow teachers as we work through writing our new language arts curriculum. Hopefully, we will all be able to survive this "groan zone" that we are currently enduring in the field of reading.

In this incredibly concise volume (less than 100 pages), the reader will discover a "new" approach to reading/phonics instruction that is not only based on an overwhelming amount of research, rather it makes sense based on the psychology of language acquisition. As a curriculum coordinator of English programs, my present dilemma of which approach to use (traditional phonics versus whole-to-parts)has been answered. A "must read" for any language teacher, whether you teach kindergarten or high school. Don't start another semester until you have read this book.