We like to post pieces that help parents and educators understand the decades of scientific research: how skilled reading works and how that should inform instruction for all readers (and especially those with dyslexia!). Unfortunately, many school leaders are fangirls/boys for programs and PD by Reading Gurus that are based on discredited theories of reading (cueing, MSV, guessing). Dr. Mark Seidenberg separates the marketing from the facts: "The purpose of the document is to protect her brand, her market share, and her standing among her many followers. Ms. Calkins is not interested in examining the educational implications of reading science. She is interested in co-opting the term so that the science cannot be used to discredit her products."
How many more studies and articles need to be done before instructional practices change? "An Education Week analysis of the materials found many instances in which these programs diverge from evidence-based practices for teaching reading or supporting struggling students….And frequently, these programs are teaching students to approach words in ways that could undermine the phonics instruction they are receiving."
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“We came away from that institute agreeing that dyslexia is a physiological brain disorder.” Congratulations and welcome to 2019, Reading Guru who will not be named 😉! Now that you are peddling a new phonics program, your previous positions seem rather flexible in trying to claim some science of reading for yourself. But since no one gets to “own” the science, people need to know how to sort the marketing from the science. Let us again suggest a close read of Hard Words and click those numbered citations, which are live links to research studies and other published work. Claim some reading science for yourself today!
For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don’t kno…
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"Of more than 2,700 U.S. parents and guardians surveyed, nearly 60% described the support provided by their school for students with dyslexia as either “poor” or “nonexistent.” More than 40% responded that their school doesn’t even identify children with dyslexia…. Although proven methods do exist to help identify and accommodate dyslexic students, many educators aren’t given the time or resources to implement them, according to some teachers and experts. Dyslexic students, as a result, face setbacks at critical points in their development.