At minute 29.18 of the interview, Dr. Martin Bloomfield said/asked:
Have you found or maybe have you debunked that certain reading interventions don't work with some kids and that these may be the kids that would previously have been called dyslexic or something that they need specific interventions or is that not?
Julian replied:
Yeah, yeah but the point is that that separation that kind of cut-off point doesn't cut off so-called dyslexic kids and other poor readers the cut-off point is more poor readers in general against readers who do well and this takes us back to the reading Wars and what's now called the science of reading, yeah but the point is that if you struggle to learn to read you're not going to find it easy to pick it up.
Kids don't do well in classrooms where they have what you might describe as whole language.
My comment:
After decades of research, researchers/ educators can’t be that naïve not to know why kids can’t read.
If you teach kids the correct sounds of letters the kids needing special intervention will be reduced if not completely eradicated.
There are no other reasons besides the 3 reasons I have detailed in my book ‘Shut Down Kids’ that cause kids to disengage from learning to read.
Those with a vested interest in making money at the expense of kids shutting down are the culprits who are responsible for many intelligent kids leaving school as illiterates.
Julian said ‘If you struggle to learn to read, you're not going to find it easy to pick it up’. I have detailed the reasons why kids struggle to read (decode). Are there other reasons kids disengage from learning to decode (Read)? Why can’t we eradicate the causes of kids shutting down?
‘Kids don't do well in classrooms where they have what you might describe as whole language.’ (Julian)
If the above statement is true why has the percentage of kids leaving school as illiterates been about the same during both the ‘whole language’ period and phonics period?
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