Friday, October 18, 2024

Examining Martin Bloomfield/Julian Elliott interview (Part 2)

 


"The task is not to see what has never been seen before, 

 but to think what has never been thought before about 

                           what you see every day."

-- Erwin Schrödinger (1887 - 1961)



I listened to the whole interview of Julian Elliott with Martin Bloomfield which spoke about things everyone knows. Where is the solution to reducing illiteracy? LINK

 

Julian Elliott:

What I'm doing there is, I'm taking the literature up another 10 years, so it's everything written in this field in that interim 10 years plus what was written before.  I've dealt with all these issues from genetics Neuroscience cognitive science psychology social policy educational policy education research findings and the politics of all this but what I mean by that is let's return to the original meaning of this term which is a severe and persistent problem with reading. We can use that to discuss or to describe children or adults who find it difficult to read. This is a process it's like an educational process distinction if you were looking at a chart of a problem. There's a distinction between saying we need to look at all the areas where kids do well and don't do well so that we can understand how we might best help them and saying that all those elements are crucial to the diagnosis of something.

 

My comment:

The best-known theory to explain the transfer of learning is suggested by Thorndike in the 'Theory of identical elements.' This theory implies that transfer of learning would take place only if two activities contained similar or common elements. LINK


 

Page 107 of Dr. David Kilpatrick’s book, Equipped for Reading Success, says: Identify these words by sounding them out: cuhahtuh, tuhuhguh, guhehtuh. The words are cat, tug, and get respectively. Did you have a hard time identifying them? Yet this is how we often present letter sounds to kids: /c/ /a/ /t/ as cuh – ah – tuh. However, c does not say cuh. The letter t does not say tuh. So, we must not tell kids that these are the sounds of those letters. Do not add a vowel sound to consonants when you model the letter sounds in isolation. Adding vowel sounds to consonants in isolation disrupts the process of oral blending when students sound out words.


 

I have many more examples besides the above and what I posted a few days ago. LINK 

 

Here is something from the Tennessee Foundational Skills Website:

This blog, by Luqman Michel, a reading tutor in Malaysia, is almost exclusively focused on the vital importance of correct pronunciation of phonemes. Here is a short video of a child from Lagos, Nigeria from Luqman’s Dyslexia Blog, displaying the joys of active learning of letter sounds. His articulations are nearly perfect, and the joy in this video is worth a million words on the importance of modeling precise pronunciation. LINK


Martin Bloomfield said:  Professor Elliott is extraordinarily well-researched, and it would do you good to pay attention to his, and others', voices.

Did Julian not read the above in his research?

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