Corroborative evidence to my post on Identifying Students at Risk in Grade 1 (Part 3)

 

Here is more evidence that researchers knew why kids struggle to read.

 

David Boulton - The interviewer of the Children of the Code:

10 times the number of kids who have innately biologically ordered learning difficulties have learning difficulties that are a consequence of what they learned…... Until such time we can read that they are cognitively going askew relative to what they have learnt in the past then our teaching is kind of brute force against this deep core stuff that is working against us.

How much of what they are struggling with is an innate learning problem and how much of what they are struggling with is what they have learned in the past working against them learning now.

“But the key in both cases is to find out where they're at foundationally and then give them manageable steps into the confusion they can work through.”

 

Note: The researchers, more than 100 of them, who did the Children of the Code interviews with David Boulton had already known that many kids struggle with what they have learned in the past that is working against them learning now. Why is this not widely disseminated? Why are we still teaching them letters with extraneous sounds that work against their learning?

 

Read what Seigfried Engelmann said in his interview with David Boulton. LINK

 

Dr. Jack Shonkoff, Chair, National Scientific Council on the Developing Child:

"So the sobering message here is that if children don't have the right experiences during these sensitive periods for the development of a variety of skills, including many cognitive and language capacities, that's a burden that those kids are going to carry; the sensitive period is over, and it's going to be harder for them."

 

Note: Why are schools worldwide still teaching letters with extraneous sounds? I think it is by design.