Corroborative evidence to my post on Identifying Students at Risk in Grade 1 (Part 2)

 

In the Children of the Code the researchers discovered beyond a doubt why kids shut down from learning to read. This information is suppressed from the general public. Did someone direct them to suppress it. Seigfried Engelmann had asked this question why important matters are suppressed. 

Here is a small portion from the interview of Seigfried Engelmann by David Boulton. 

 

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."

So now we had precise corrections that 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 maybe one-fourth or a fifth of one percent. No kidding. I mean, I've worked with a couple of kids...

David Boulton:

You mean hundreds of kids that were labeled as having some learning disability or dyslexia, that once you met them the right way, given the way that they had adapted to the teaching that they had had, you were able to pull them through it?

Siegfried Engelmann:

Right.