Research Reports – Part 2

 

Pamela Snow and teachers with similar dogmatic attitudes are the ones who perpetuate the reading wars. They do not know the impact they have on others who repeat what they say. Two of many such teachers, who repeat what she says are Emina McLean and Jennifer Buckingham. (All 3 of them are researchers from Australia).

The following is a ridiculous question Pamela Snow asked when I pointed out that many kids disengage from learning to read because of confusion.

And where is the evidence that children exposed to phonemic awareness, phonics, vocabulary, comprehension and fluency “disengage from the learning process”?

 

The evidence is as clear as daylight. Thousands of kids leave school as illiterates each year.

Many of the schools where kids left schools as illiterates teach phonics, vocabulary, comprehension and fluency.

They disengage from the learning process because of the confusion created by teachers teaching the wrong sounds of letters. These kids can’t decode and blend. This is based on my research from 2004 to 2019 and is not found in any research reports.

Where do I go for evidence and research reports on my research when there is none?

All these teachers who write on the importance of comprehension, vocabulary and fluency are talking about kids who can read and I am talking about kids who leave school unable to decode and blend.

What has comprehension, vocabulary and fluency to do with decoding and blending?

Fortunately, many kids somehow figure out how to read in later years but struggle with vocabulary, comprehension and fluency because they had missed many years of reading due to not being able to decode and blend.