P. L. Thomas is a Professor at Furman University.
He said on his Twitter message on 7.4.2020 - ‘I have a doctorate and I know that I do *not* know everything even though I am capable of navigating research.’
KEY TAKEAWAY:It’s time for the media and political distortions to end, and for the literacy community and policymakers to fully support the literacy needs of all children.Unfortunately, this media coverage has distorted the research evidence on the teaching of reading, with the result that policymakers are now promoting and implementing policy based on misinformation.This key idea of a “balanced literacy” approach stresses the importance of phonics, authentic reading, and teachers who can teach reading using a full toolbox of instructional approaches and understandings.At the very least, federal and state legislation should not continue to do the same things over and over while expecting different outcomes.
“The researchers who only speak one language – English – have yet to do research on why many smart kids can read in Malay and Romanised Mandarin, both of which use the same letters as English but are unable to read in English. I have done that research for 15 years with more than 70 […]”
10 times the number of kids who have innately biologically ordered learning difficulties have learning difficulties that are a consequence of what they learned…... Until such time we can read that they are cognitively going askew relative to what they have learnt in the past then our teaching is kind of brute force against this deep core stuff that is working against us.How much of what they are struggling with is an innate learning problem and how much of what they are struggling with is what they have learned in the past working against them learning now.
When a child’s mind starts to develop avoidance of confusion then that avoidance can spill out to the confusion that is involved to learning about other things and it is this – this core deep structure of readings influence, both cognitive, linguistic, automatic processing level and at the emotional avoidance level why reading has a powerful core relation ….
But the key in both cases is to find out where they're at foundationally and then give them manageable steps into the confusion that they can work through.
In other words, we've let the kids tell us what we were doing wrong… The only one that didn't totally strike out was ITA, which was sort of like an adaptation of the International Phonetic Alphabet.
@ehanford is not a scientist. She has co-opted the term "science of reading" for her lucrative ideological stance & she is gas-lighting teachers This has happened before. "Beginning to Read & the Spin Doctors of Science" shreds her arguments @plthomasEdD
Instructional Casualties:Dr.G Reid Lyon: When we look at the kids who are having a tough time learning to read and we went through the statistics, thirty-eight percent nationally, dis-aggregate that, seventy percent of kids from poverty and so forth hit the wall.
"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:"
“This is why we MUST provide explicit, targeted instruction and practice opportunities to all of students.” (Lynn Givens)
“Research is to see what everybody else sees, and think what nobody else has thought.”
What is Dyslexia?