Educators have been doing the same things for decades expecting different results. Most of what they write is general and does not add value.
Here are tweets from yesterday.
Mr Gibson @mrgibsonict
We keep being asked this, and again being told the solution is high quality teaching. The problem is it comes off very disingenuous - like we’ve been holding back on the high quality part. If there was some magic way to improve progress further then we’d already have done it.
Luqman Michel @luqmanmichel
'If there was some magic way to improve progress further then we’d already have done it.' There is but guys from Anglo Sphere do not want to listen nor think. Their mind is like a human egg. Mr. Gibson, let us discuss this for the good of future kids.
Mr Gibson @mrgibsonict Replying to @luqmanmichel and @Strickomaster
You replied, knowing nothing of how I teach, how much time and effort I put into engaging with research, adapting the way I teach, and you use prejudicial language using assumptions of where I live. I think I can be forgiven for taking a hard pass on that discussion.
Luqman Michel @luqmanmichel Replying to @mrgibsonict and @Strickomaster
Mr. Gibson, if it were me, I would have asked what is the magic way to improve teaching kids to read instead of getting defensive. Tell me please, what research is there to say consonants should not be taught with extraneous sounds?
My additional comments now:
I wonder why we cannot have a decent discussion. I have been saying for more than a decade that a majority of kids classified as dyslexic are instructional casualties (a word coined by Dr. Reid Lyon more than 20 years ago). The questions to ask are
i. How were they instructed to make them instructional casualties?
ii. How was it possible to get them to grade level within a short period of intervention?
iii. What should be done so that there are no instructional casualties in the future?
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