Bölümler
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To fully understand this current reading “crisis” (which really isn’t a crisis at all), it must be seen in the context of similar “crises” occurring in the past (which weren’t really crises either). This current “crisis” is not the first reading crisis to come along (Aydarova, 2024; Berliner & Biddle, 1995; McQuillan, 1998; Thomas, 2024), and it certainly won’t be the last. And when this crisis runs its course, there will be a lull followed by another crisis, and then another, and then another. That’s because there will always be those willing to create the illusion of crises for political and economic gain (Altwerger, 2008; Aydarove, 2023). And sadly, it’s an effective tactic … for a time anyway.
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The thing about research is that it doesn’t prove anything, at least not in the social sciences. There is no single research that conclusively proves anything once and for all about reading instruction. Research may support a hypothesis. It may provide evidence for something, show something, indicate something, or demonstrate something, but in the social sciences, research doesn’t prove things. The results may indicate, implicate, or illustrate, but educational research doesn’t prove things.
SoR advocates often claim that there is a “proven science” of reading. But when working with variable human beings interacting in variable social situations there are simply too many variables to say that something proves something else conclusively. Instead, research provides evidence for things. A lot of research provides strong evidence. A little research provides weak evidence. There are evidence-based practices (see Chapter *) but there is no “proven science” of reading. But even saying something is evidence-based says nothing about the quality of the evidence or the validity of the evidence.
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Eksik bölüm mü var?
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Words are always encountered in the context of a sign, product, or sentence. In the same way, to be understood, data must be understood and evaluated in the context in which it was collected. Reading research can only be fully understood in the context of a wider array of research studies within a theoretical perspective. And theories must be understood in the context of a paradigm. The Science of Reading movement must be understood in the greater social and political context and in the context of past educational reform movements (NCLB).
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If you were to consume a lot of popular media today related to education, you would be led to believe that there is a reading crisis. Apparently, it’s all “deeply concerning”. I can’t help but wonder if this current crisis is a new crisis or an extension of an old crisis. In 1983 the United States was said to be “at risk” because of a crisis that started in 1963 (National Commission on Excellence in Education, 1983). Was that crisis ever resolved? Is this crisis an extension of that crisis? Or is it brand new crisis?
In 1983 teachers were told they need to get back to the basics. Did we not get back far enough? Did we not get basic enough? Did our basic backtracking not take? Do we need to get back to basics much harder? Are we still basic backtracking? If we’re not getting back to basics, what are we getting to?
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Conclusions
The Science of Reading promotes the exclusionary use of strategies and practices that have been shown to be effective using controlled experimental or quasi-experimental research conducted in actual classroom settings. Further, this standard should be the basis upon which decisions should be made about reading instruction and reading policies. LETRS fails to meet this basic SoR standard.
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This podcast examines Language Essentials for Teachers of Reading and Special (Lexia) or LETRS. I wanted to find the “reliable, trustworthy, and valid evidence” that “has demonstrated” that LETRS had “a record of success in increasing students' reading competency in the areas of phonological and phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension”. I was eager to start reading all the research showing that LETRS professional development had a demonstrated record of success in increasing students’ reading competency. Specifically, I was looking for three things:
1. A vast, interdisciplinary body of scientifically-based research linking LETRS to improved teaching performance.
2. A vast, interdisciplinary body of scientifically-based research linking LETRS to improved student reading outcomes.
3. A vast, interdisciplinary body of scientifically-based research providing evidence that LETRS was more effective than other types of professional development in improving teacher performance or student reading outcomes.
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Yes, state legislatures have the right to impose statues. Absolutely. But teacher's unions have the right, and the moral obligation to respond. The Read Act and other SoR mandates strip away teachers' right and obligation to provide the type of instruction that is best for their mice-students. They’re forcing teachers to spend hours in state-mandated professional development programs, paid for by state tax dollars. They force schools to purchase state-mandated reading programs. The teaching profession is being de-professionalized and you say nothing. Teachers are now expected to open the teachers’ manual and follow the script. We don’t have mouse-teachers, we have script-followers.
Teacher empowerment has been central to good education. Teachers' unions led to better schools, better educational outcomes, and better teachers. Yet, teachers' unions have let outside interests change public education. You have sat silent as teachers have been asked to do more with less. You’ve sat silence as teachers are forced to implement one-size-fits-all scripted reading programs. Teachers are forced to engage in state-mandated educational malpractice for reading instruction … and you say nothing.
Anybody can say nothing.
The only thing worse than not having a union is having a union that does nothing.
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A fact may be true. But the truth of the fact is limited to the context in which it was found. Outside a meaningful context, the fact may mean something different. Also, facts without context can be misapplied and misunderstood. This is true of many of the facts used to support SoR structured approaches to reading instruction known as structured literacy. It is a house built on a series of decontextualized facts.
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This is an interview with a Minnesota reading Professor. Ideology has replaced science when it comes to reading instruction in Minnesota.
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In 1997 Congress asked the National Institute of Children’s Health and Development to work with the U.S. Department of Education to establish a National Reading Panel. Their task was to evaluate existing research in order to find the best ways of teaching children to read. In 2000 the panel issued their 500-page report (National Reading Panel, 2000). This report has been widely cited in books and journal articles related to reading instruction.
The NRP describes five-pillars are reading instruction. The SoR zealots and state reading laws describe these as five foundation reading skills. They are: phonemic awareness, phonics, comprehension, vocabulary, and fluency.
It's not that I disagree with the five "pillars" of reading instruction as described by the NRP report and repeated ad nauseam by SoR zealots. My concern is that they're seven pillars short of a full load.
In this podcast, I describe the 12 essential elements of a comprehensive reading program – or comprehensive literacy instruction.
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Questions: How is it that one interprets the same thing differently across time? How is it that one can read a book, have an experience, or observe phenomena and draw completely different conclusions when the only thing different is the time in which it was read, experienced, or observed?
Is time a variable in comprehension or understanding? Is it a variable in constructing meaning?
A book that seemed so insightful at one point, with the passage of time, can become meaningless. Likewise, books that I once thought meaningless can sometimes become filled with insight, interesting, and important ideas with the passage of time. Same book. Same person. Same brain.
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There are conditions that tip the scale in favor of some groups and restrict or disadvantage others. There are communities, that seem to get the economic opportunities, good schools, good teachers, health care, good nutrition, housing opportunities, small class sizes, community libraries, well-stocked school and classroom libraries … Go to a 3rd-grade classroom in a poor, inner-city school, or poor rural district. Now go to a 3rd grade classroom in a weather suburb. It's like going to a different planet.
Not everybody has the same opportunities. A person is privileged because of their environment and station in life. Communities that are predominantly white seem to have disproportionately more of these privileges and more opportunities. Communities that are predominantly black seem to have more restrictions and fewer opportunities.
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Recently, the Minnesota State Legislature passed the Read Act, sponsored by Democratic representative Heather Edelson. It’s a law based on the fad of the day; the shiny new thing called the “science of reading”. Ironically, this law is based on misconceptions and un-understandings related to both science and reading. This law states that I and other literacy professors in Minnesota must follow, with fidelity, the mandates put forth by state lawmakers. These are lawmakers who have never taught a kid to read, who have never read a research article related to reading instruction, and whose knowledge about reading instruction is reliant on the information given to them by radio journalists and podcasters (present company excepted).
As part of the Read Act, the Minnesota Department of Education is now forcing me, a literacy professor at Minnesota State University, to teach things to my students that a wide range of research has shown to be ineffective in helping young children to become literate (that is, to use reading and writing for real purposes). I am forced to teach the preservice teachers in my literacy methods courses at Minnesota State University to engage in educational malpractice in their future classrooms. The Minnesota Department of Education mandates that these future teachers learn strategies that will impede their future students’ ability to achieve their full literacy potential. I must promote the de-literalization of children by telling teachers to focus primarily on lower-level reading subskills instead of higher-level cognitive functions related to reading and comprehension. Worse, I must teach them how to suck all the joy out of reading.
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I could live with a science of reading if the SoR zealots applied the scientific principles they claim to worship and adore to all of reading reality. That is, if the scientific principles that they insist be used to determine what is effective reading instruction were also used to establish cause and effect, I could live with the zealotry. But, they abandon their cherished scientific ideals when identifying problems and evaluating solutions to problems. Look at the reading laws passed by 32 state legislatures. Look at the testimony by “experts”. You will see the word “science” used a lot, but science if much different from ‘I-think-isms’, anecdotal evidence, and personal experiences.
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Dance has much to teach us about five areas of reading instruction:
1. Motivation.
2. Practice.
3. Dance dyslexia
4. Whole dancing.
5. Context.
Whenever a new SoR reading law is passed, the SoR zealots gather a bunch of children together for a picture, and they’re told to smile. And you get pictures of happy smiling children with happy parents all smiling and being happy. Wonderful. It’s a joy façade.
Behind the façade is an unwritten narrative. These children were once unhappy and oppressed because of reading instruction. But then a reading law was passed. Now look at them. Glory hallelujah, they’ve got SoR in their heart. They’ve been saved by orthographic mapping. Their lives are better because of decodable texts. Now just look at how happy they are. How can you possibly argue with happiness? And why would you balanced-literacy devils make these happy children unhappy with your hell-based 3 cueing systems?
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There is only one emotion that is good for learning: happiness and all its derivations. Joy is a derivation of happiness. Joy is pleasurable. Humans are rewarded by their emotions for doing things that bring them joy. They tend to repeat these behaviors. Fear keeps us from doing certain things. Fear of failure. Fear of humiliation. Also, things that make us sad or unhappy keep us from doing certain things. Being forced to sit in a chair and perform like a trained seal creates sadness, boredom, and frustration.
The SoR zealots fail to realize that we’re teaching children who just happen to be developing human beings, who happen also to be emotional and social beings existing in a sociocultural context. We read and emote with the same brain. It’s silly to think that one would not impact the other. Positive emotions enhance learning, and negative emotions impede learning. Take that to the bank, baby. We’ve got plenty of research to support this. So, we can say with some confidence that creating a positive emotional environment in which there is social interaction, safety, and joy is a research-based strategy.
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There are five kinds of time in a reading class.
Allocated time. There is the amount of time allocated for instruction.
Off-task time (OTT). There is OTT when students are doing things unrelated to the lesson or learning objective.
TOT. There is also time on task (TOT), where students are actively engaged in learning activities.
AET. There is Academic Engagement Time (AET). This is the time when students are cognitively and behaviorally on-task or engaged in learning activities that are within their zone of proximal development.
Flow state time. Here the student is completely absorbed, focused on a single task or activity. They are directing all their attention toward something that they are motivated to do or be engaged with.
Academic engagement time is good, but flow state time is the best for learning. Magic teachers, if they are empowered to make the choices that are best for their students know how to align reading instruction with students’ interests to create flow state time. But this does not occur in a structured literacy class.
A teacher's #1 job is to help children fall in love with books. After that, much of reading instruction takes care of itself.
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In becoming responsible consumers of educational research, we must ask four questions when claims are made that research has “proven these expensive, code-oriented, one-size-fits-all reading programs to be effective.
1. Are the results of these code-oriented reading programs persistent? That is, do they last after the code-oriented instruction has been discontinued?
2. Do the skills learned in these code-oriented reading programs transfer to real-life situations?
3. Do these code-oriented programs enhance students’ ability to create meaning with print? There’s a difference between scores on a DIBELS test and creating meaning with print.
4. Are these expensive, mind-numbering code-oriented reading programs more effective than balanced literacy instruction which includes reading and talking about good books, and writing a sharing students' authentic writing or stories?
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The Science of Reading zealots in Minnesota and in other states around the country (Wisconsin, Texas, Ohio, and others) have done something pretty remarkable. (It’s remarkably bad, but still remarkable.) They have banned words. It is now against the law in Minnesota for me to include ‘the three cueing systems’ on my syllabi, reading assignments, or course outlines.
Imagine that. A law telling me what I can and cannot say or can and cannot teach in my literacy methods class. A law put together by people who know nothing of literacy instruction or research. A law put together by people who sound out words instead of reading for meaning. A law put together by people who look at every letter when they read. A law put together by people who ignore syntax and semantics when they read. A law that says I must ignore my three decades of research, scholarly work, and teaching experience. It’s a law that states that I must ignore what a body of research from a variety of different fields has determined to be an empirical fact: that we use multiple forms of information to recognize words while creating meaning with print. According to this brand-spank-n-new Minnesota law, I must instead lie to the students in my literacy methods classes.
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It’s an emotional response, make no mistake about that. The decision to abandon good reading instruction and move to what the SoR zealots call structured literacy is an emotional response. The decision to use hyperbole and pejorative statements to dismiss that with which you are unfamiliar is an emotional response. The decision to take the argument out of an academic realm to a political realm, and to threaten and bully those who disagree is an emotional response. The decision to give credence to a radio journalist and ignore real literacy experts is an emotional decision. Now, there’s nothing wrong with an emotional response. Emotions are wonderful things. They are part of what makes us wonderfully and uniquely human. I wish more decisions were more emotional. However, good decisions, just like good literacy instruction – is balanced.
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