Corroborative evidence to my post on Identifying Students at Risk in Grade 1

 These is the first of many posts on Corroborative Evidence to Identifying Students at Risk in Grade 1.

Dr. Richard Selznick, my mentor, in my discussion with him in 2010 said:

I agree with you that many of these kids are instructional casualties and if they had been taught differently, many would not have shut down.

Most of my thousands of patients, who could not read, pronounced the consonants with extraneous sounds.

Please keep in mind that what I say and how I respond are based on my experiences and understanding of the research.  I am not a scientist or researcher, but respond from my decades of clinical experience.

Dr. David Kilpatrick in his book Equipped for Reading Success on page 107 wrote:

…. Identify these words by sounding them out: cuhahtuh, tuhuhguh, guhehtuh. The words are cat, tug, and get. Yes, this is how we often present 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 (usually a short /u/ 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. Just like you had a hard time sounding out cat, tug, and get because of the extra sounds, children also struggle when they sound out words if they think t says tuh and b says buh.

 

Jo-Anne Gross (One of the women who blocked me on Social media) said:

“The factory of labeling the victim is still in place, I think 99% of the problems are dysteachia brought on by outdated teacher licensing institutions!"