Those with vested interest will do anything for money
In medicine, there’s a First Do No Harm Rule. If you can’t make someone better, at least don’t make them worse.
The same rule should apply to education.
Those with vested interest will do anything for money
“Life is really simple, but we insist on making it complicated”. Confucius
'We can't solve problems by using the same kind of thinking we used when we created them', Albert Einstein.
"At the core are three issues (which are described in detail on the COTC site):
1) insufficient readiness for the challenge of learning (auditory/linguistic/cognitive/speed)
2) unnatural confusion
3) self-blame>shame (distraction/avoidance)" (David Boulton)
“Children of the Code avoided advocating solutions so as not to be dismissed as having an agenda other than learning deeper into the challenge. 3 decades of work have culminated in a solution, an entirely different approach to supporting learning to read: https://youtu.be/lDVNUvocVz4 “ (David Boulton)
“Keep away from people who try to belittle your ideas. Small people always do that, but the really great make you feel that you, too, can become great.” – Mark Twain
“Often it sounds as if the tones have a subtext of accusing the other person of moral failure, so it's not blatantly ad hominem but the "music" of the argument makes it so, and that just makes the other more entrenched, because they might lose face.”
“I find the tone in how one argues makes a difference. Often it sounds as if the tones have a subtext of accusing the other person of moral failure, so it's not blatantly ad hominem but the "music" of the argument makes it so, and that just makes the other more entrenched, because they might lose face. But if you just ask a lot of questions with genuine inquiry, they might go away and change their minds, but do so privately. This way it doesn't become about winning or losing, but about discovery.”
“The term dyslexia has been, justifiably, controversial, and has consequently been avoided by most reading educators—including me.There are scads of studies revealing that dyslexia is phonological in nature. That is, students with this disorder have a particularly difficult time perceiving phonemes and coordinating this perception with the letters on the page.
…. NICHD research suggests that when elementary kids have reading problems, they tend to be problems with phonological awareness and decoding about 86% of the time.”
“This explanation of dyslexia seems especially pertinent ….. and the only thing I would change in it now is the estimate of the phonological/phonemic awareness role in reading problems. There are some more recent data in relatively large studies suggesting a somewhat lower incidence of these problems at least with some populations; that wouldn't change the overall thrust of this much, but it would be, perhaps, more accurate.”
1. To request educators to use common sense and think for the benefit of our future generation.2. To not blindly rely on past research reports. If what is informed makes sense and appears contradictory to what is commonly believed then do a research without being biased.3. To listen to those who are speaking from experience.4. To ask yourself as to why one – Luqman - would spend so much time writing to various universities, professors etc. Does he have an agenda? Did he subsequently write to all the universities and professors and say “I told you so”?5. To inform those who had commented in the page above about ‘wrong tone’ that they should not just look at the current event and make a wrong conclusion. Like I said I have been writing on two issues. One (Phonological awareness deficit being the cause of dyslexia) has been resolved and one more which is even more important than the one resolved and needs to be discussed by all concerned educators – ‘Why kids disengage from learning to read?’
1. I am the first person in the world to say that ‘phonological awareness deficit’ is not the cause of dyslexics not being able to read.2. I am the first person in the world to come up with an answer to the frequently asked question as to why the illiteracy level is as high as it has been for decades.
As a result of the well-documented confirmation bias, we tend to undervalue evidence that contradicts our beliefs and overvalue evidence that confirms them. We filter out inconvenient truths and arguments on the opposing side. As a result, our opinions solidify, and it becomes increasingly harder to disrupt established patterns of thinking.
Many professors in LinkedIn indeed are working very hard.We are born ignorant but we have to work hard to remain stupid. (Benjamin Franklin)
Comment from Kenya: “Every Child can do well in class when learning is made Easy and Fun as a game”.Author: “I do agree that making learning fun helps get kids engaged”.
Author: “However, some things are beyond a teacher’s control.You have no control over: Kids who have emotional or mental disabilities and have not been diagnosed yet.”
Luqman Michel: Dr. Selznick, for our next discussion, if I may request, please ask your 'patients' one question. Ask 10 such 'patients' and let us see what they say. Please keep a record.Ask them for the sounds of a few consonants.Let us find out if they will add vowel sounds to consonants such as mmmm (not muh),nnnn (not nuh), fff (not Fuh.) lll (and not Luh).This will give us an idea as to whether they are shut-down kids or otherwise.
“I am sounding them just as I have been taught but, I don’t know, they just don’t seem to work……It’s so confusing.”
David Boulton: We said earlier that the process of how well children learn to read is all but fating their development in life. About three-to-five percent of children have some neurological disadvantage taking off in the process. The rest of the children that are struggling are struggling for a variety of different reasons, but effectively it has to do with how we as adults are building ‘on-ramps’ into reading that will actually work for them.
Dr. Timothy Shanahan: What we really want all systems set up towards is making sure that people are getting more literate. Obviously, more literate means different things. If we’re talking about a third grader it might mean just raising his traditional reading level. If we’re talking about an older student or an adult you very well might be talking about using literacy in an entirely different way than they’ve ever used it before or using it to drive a kind of thinking that they never or rarely engage in. As far as I’m concerned, anyone who wants to increase literacy, I’m on their team.Reading, to me, involves some kind of an interpretation of written symbols.
Debbie HepplewhiteJul 24, 2017 06:45 AMHi Tim,
I wonder if Luqman Michel was actually referring to the pronunciation of letters with an added "uh" which can be misleading rather than suggesting it is 'phonics' as such that is causing the problem?
I've watched part of the video and note that the pronunciation of phonemes as beginning sounds in words is not that great.
Instead of saying /k/, for example, the narrator/singer says /k+u/. Instead of /s/, /s+u/, instead of /m/, /m+u/ and so on.
Dr.Timothy Shanaghan: The point isn't that phonics is an important thing to learn for English Learners, it is that it is not the only thing they need to learn. There is a reason that English proficiency is the top predictor of literacy learning for English learners.
Reid Lyon AnswersIt is unfortunate that the debates surrounding whole language versus phonics continues to detract from the critical issue - what instructional approaches, strategies, and programs are most beneficial for which kids at which phases or reading development?
· Problems processing and understanding what he or she hears· Inability to sound out the pronunciation of an unfamiliar words· Difficulty learning the names of letters or the sounds of the alphabet, numbers· Difficulty learning to say the alphabet in the correct order or counting to 10 correctly.· Difficulty with "phonemic awareness"· Complain of feeling or seeing non-existent movement while reading· Visual disturbances when reading – for example, a child may describe letters and words as seeming to move around or appear blurred
“In the late 1960's, Dr. Kenneth Dinklage of Harvard University was compelled to find out why some of Harvard's brightest and best were not passing their language classes.Dinklage found that a number of the failing language students had in fact been diagnosed as learning disabled and had overcome their disability through good tutoring and very hard workOften these students are classified as having dyslexia or language learning disabilities; sometimes they are not classified but nevertheless struggle considerably to meet the foreign language requirement.Students who appear to have the most difficulty are those who have experienced moderate to severe reading and spelling difficulties in their native language in their early schooling and now are required to study another language in school.”