For three months between Feb-April 2024, I have been living and working in Sweden, employed by Stockholm University as ‘guest lecturer’. This post is the fourth of a series that discusses some of the highlights of my time there.
Following on from my work with students in Stockholm, along with Undertaking PD in Finland and giving multiple lectures at the Stockholm University, last week I was fortunate enough to visit Dublin for four days. This trip was mainly for fun with lots of time spent pursuing literary interests around the city, as well as drinking Guinness and discussing rugby!!
I was also lucky enough to meet up with Associate Professor Eithne Kennedy (Head of Literacy at Dublin City University) while I was there (see photo). In the photo is Eithne (in red), her husband (a well-known Irish artist), myself, my partner and my friend Ellie out for a very enjoyable lunch in Dublin.
The joy of reading
Eithne is also a key leader of the Irish Literacy Initiative. Anyway, we discussed why she thought Ireland was consistently in the top 3-4 OECD countries for PISA reading. She wasn’t entirely sure but maintained it was all about promoting the ‘joy of reading’ and all about continuing to teach the basics of decoding and comprehension using a balanced approach.
Teachers, she told me, only have 45 minutes per day to teach literacy (reading and writing) and students have to learn to speak, read and write in two languages (English and Gaelic). And they’re consistently in the top 3-4 countries for PISA reading!!!
Mmm, interesting – made me think closely about some of the changes to teaching and learning that are happening in New Zealand. Eithne and I are talking about undertaking an Irish-New Zealand comparative study to look at this further. I’ll update you when I have more on that.
Angela Z
Hi Murray, I have been a balanced literacy approach teacher for quite a few years. Now I find myself teaching Structured Literacy to Year 2 students who have had a year of it already and come to me attempting almost every word by sounding them out! It is so frustrating! Reading like this could not bring joy to the student or the teacher
Teenz
Hello there Murray. In agreement with Angela Z I have noticed similar patterns with younger students who have used Structured Literacy. They are sounding out unknown words, but its also those frequently used words that would usually be quickly recognised and said. I am left thinking where is the “joy” in reading and “being immersed in literacy texts” if and when this happens?