Saturday, October 5, 2024

The root cause of children being unable to read (Part4)


  

Ethan Lynn, PhD

Thanks, Luqman, I appreciate your insight and fully agree that phonics and letter-sound correspondence are one important key to reading success.

However, I’m a bit unclear about the idea that kids can "figure it out" on their own if they don't have proper instruction.

From my experience, those who don’t receive proper early instruction still need targeted intervention later on to fully catch up. This can and should occur in 4th grade and beyond and focus on the instruction you mentioned in the audio clip.

Could you clarify whether you're suggesting that most kids who can't read well by fourth grade will learn to read without further intervention even if they've received poor instruction? Or if there’s still a role for additional instruction? I'd love to better understand how your approach applies to struggling readers.

Luqman Michel Author

Ethan Lynn, PhD Has any research been done on how many students who could not read in grade four could read by the time they are in grade 9?

Did anyone find out how they could read without any remediation/intervention?

A large % of kids learn to read when they somehow figure it out.

They learn to read in later grades by using patterns and analogies.

Had they been taught correctly at the onset; they would not have had to figure it out.

 

Ethan Lynn, PhD

Luqman Michel, I agree that early instruction needs to be done right.

I'm curious about your argument that some kids eventually figure out how to read without intervention. How do they do this, and is there research supporting it? What do you mean by using "patterns and analogies," and what percentage of students successfully make this turnaround?

 

Additionally, what about the students who don’t figure it out? Are you advocating for no intervention, or could intervention help teach kids the right way, making up for what they missed early on?

To be continued…

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