Lyn Stone had blocked me for commenting on her tweet. Only recently have I seen her tweets again. Here is one such tweet I read yesterday and believe she does not know what she is talking about other than quoting what someone had said about 20 years ago.
Here is the URL to Lyn’s video clip and my comments.
Too many so-called educators on social media block me. They block me to prevent truth being known by others. They misrepresent to promote their products.
Jo Anne Gross was one of the first to block me. She blocked me on LinkedIn when I wrote that phonological awareness deficit is not the cause of dyslexia. In 2010, I also started promoting my Free of charge lessons on my blog for parents of kids unable to read. If teachers and parents know why kids are disengaging from learning to read, then Jo Anne Gross as an intervention business owner, may lose business.
Following my post on the response to a question on Twitter I received the following email from Dr. Richard Selznick.
I looked back on some of your other blog posts about Phonemic Awareness and related topics.
I read the post found here by a psychology teacher, Paul Cline, who writes on ‘thoughts on teaching and learning, and teaching psychology.
What is in the article is what I have been harping on for a decade. I have said that I learned from the experts - my 'dyslexic' students -that they had disengaged from learning to read due to confusion. They could not scaffold new learning to what they had already learned earlier. They could not blend because sounds of consonants were taught with extraneous sounds.
Here is a Tweet for which I had no answer and had to refer to my mentor. I am posting this here as it may be useful to other readers.
Dr. K. Metropoulos @DrKMetropoulos
Question-what if a child sees N, but the printed letter is M? Phonemic awareness won’t mean anything because they aren’t seeing the letter others see. What can I do to help?
I spoke to my son about what I tweeted to Tisha Rarendra (see below) and told him that I think she will not write as requested by me. He then told me that no one wants to be sold but everyone wants to buy and I have used that statement for the title above.
Tisha Rajendra @TishaRajendra Nov 20 Replying to @JoAnneGross1
Here is a tweet I read this morning responding to one of my tweets.
A Williams aka Ms. Worf @Ms_Worf Replying to @luqmanmichel and @MartinOdimaJr
Where I worked as an elementary teacher, they did very little to find out the why. Where I am now as a high school teacher, we focus on finding the why. Personally, finding and addressing the why is of extreme importance because no one tried to help me with my why.
Chalkbeat Colorado is a nonprofit news organization reporting on education in Denver and the surrounding area. (From the internet.)
Early this month a zoom meeting by community@chalkbeat.org was announced on Twitter on the following topic.
Here are extracts from a post by Timothy Shanahan dated 13 November, 2021.
Timothy:
Not long ago, I dared question the evidence supporting the teaching of “advanced phonemic awareness.”
My comment:
This reminds me of my tweet and the response I received from KYEducator2018.
Here are extracts from a post by Jeffery Bowers and my comments.
Jeffrey Bowers:
I expect some advocates of phonics
will say that the term “phonics” refers to knowledge of letter-sound
correspondences, and children need to learn these correspondences to read
aloud. The problem with this is that
almost all forms of reading instruction teach letter-sound correspondences,
including whole language, balanced literacy, and SWI. The issue at hand is whether phonics
instruction (as defined in all the meta-analyses and government reports) is the
best way to teach these mappings.
I read an article a week ago. Here are a few extracts and my comments.
One sentence from the article that caught my eyes is: Once habits become ingrained they can be very hard to shift, even when we are presented with evidence that challenges them.
That statement reminds me of what Charlie Munger had said about how the human mind resembles the human egg. LINK.
The following are extracts from the Fountas Blog post. You may read the article here.
The goal for the reader is accuracy using all sources of information simultaneously. And that includes processing each letter in words from left to right. If a reader says “pony” for “horse” because of information from the pictures, that tells the teacher that the reader is using meaning information from the pictures, as well as the structure of the language, but is neglecting to use the visual information of the print. His response is partially correct, but the teacher needs to guide him to stop and work for accuracy.
"Try that again, and be sure what you read looks right and makes sense", or "Check the letters to be sure you are right."
The goal is for the child to stop or monitor, look more closely at the word and think about what would make sense and fit with the sequence of letters.
The bottom line is that a young reader must use everything he knows to move through a written text, to read it accurately and understand it. Multiple sources of information are combined in a complex and orchestrated way. The development of the child's ability to use all sources of information will take time and skillful teaching. It is impossible to boil down this process to something as simplistic as “don't think, just sound it out.”
I have written 2 articles on this topic but I am prompted to write again on this as within a span of less than a week two dyslexia experts have said that kids are unable to read in English because it is an opaque language.
English is considered an opaque language because letters represent more than one sound.
