This is part 2 of my response to Dr. Martin’s answer to my question.
As you read this, please ask yourself what happened to this research 'Children of the Code' which was conducted over 13 years.
David Boulton:
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.
Dr. Jack Shonkoff, Chair, National Scientific Council on the Developing Child:
"So the sobering message here is that if children don't have the right experiences during these sensitive periods for the development of a variety of skills, including many cognitive and language capacities, that's a burden that those kids are going to carry; the sensitive period is over, and it's going to be harder for them." - LINK
The following is an extract from one of the interviews in Children of the Code:
Siegfried Engelmann:
And the mistakes that the kids made guided us to see that we had something missing. For instance, at first, we had them sound out words traditionally. We never permitted "ch-aa-tah” for chat. Unvoiced sounds were unvoiced -- "ch-a-t." Well, they showed us through their responses that, that stop sound beginning was really hard for them. So now we had precise corrections related to what they had learned earlier. We had a procedure for sounding it out that would reach virtually 100 percent of the kids. So, we could teach even really low performers now to take the first step on the ladder. Then they can follow the entire sequence and they can learn at a rate far faster than would have been anticipated.
David Boulton:
Well, today, my understanding from the National Center of Learning Disabilities, and Reid Lyon et all, is that less than five to six percent of the children in this country have anything innately neurobiological that underlies their processing problems. For the rest of the kids, the problem is instructional confusion.
Siegfried Engelmann: I would say that it is closer to like maybe one-fourth or a-fifth of one percent. No kidding. I mean, I've worked with a couple of kids... LINK
Let me end with what Tim Conway Ph.D. said in a comment on this:
“What was not stated in my TEDx talk is that our 5-year, >$1Million US study on early intervention of reading disabilities showed that if the “NOW! Foundations for Speech, Language, Reading and Spelling” program was implemented in classrooms across the USA, then 97.6% of students would read on grade level by grade 2.” LINK
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