Science + Understanding = Knowledge
Learning to read is entirely different from learning how to speak as a young child - so why is reading still taught like it's the same?
It is unfair to teachers and students that teacher training does not include the science of how to teach reading.
Humans evolved over millions of years, our brains have only been exposed to reading for a few hundred years. Reading is not a natural process like speech. Reading cannot be understood simply as associative learning—that is, the learning of an arbitrary code connecting written symbols and their sounds. Reading involves higher-level mental processes such as the connecting symbols to sounds, the discovery of rules, order, patterns and when those rules do not apply. Finally, once the code is cracked - the extraction of structured, meaningful information can occur.
Data chart: "below basic" means more than 30% of students in 2017 across the USA are illiterate.
Phonics vs Whole Language
by Reading researcher Dr. Maryanne Wolf
Dyslexia found in high numbers in prisoners...
Response to Intervention RTI Hurts Students with Dyslexia
by Fernette Eide
Scientific research has shown how children learn to read and how they should be taught. But many educators don't know the science and, in some cases, actively resist it. As a result, millions of kids are being set up to fail.
by Emily Hanford
Listen to the article here
Why Are We Still Teaching Reading the Wrong Way?
by Emily Hanford, New York Times, October 26th 2018
Proven science-based approaches to reading are not taught at most schools. The phenomena is known as "reading wars" (the book industry V's science).
Find out about that here..
A UConn study of how the human brain reads has implications for teaching and improving reading skills
by Sheila Foran
New York City Department of Education Literacy Intervention Pilot Project