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I’m so happy to read that, as a member of a confused generation of students taught through inconsistent philosophies about the need for phonics over meaning-based over reading-intensive, there seems to be more consensus for the next generation. This text agrees with the other research-based texts I’ve read that scream from the rooftops that we must be teaching meaning-based lessons, not just decoding. We must also strike a balance between our methods.
This book also makes me want to start a program for story book reading at local fast food restaurants (because they are hubs) in highly ELL-populated areas, so that these students and their parents get as much interaction as possible in the desired L2 of English. These in-class model examples are useful!
Teaching Seconds 