The Nelson Gage Dictionary has this note about teaching: Teach emphasizes giving information, explanation, and training, by guiding the studies of the person who wants to learn. Every little child is a question box, wanting to learn about the world in which he finds him/her self. The questions become wearisome for parents. We don’t have … Continue reading Gifts my mother gave me
What happens in the brain when we read?
If we are a fluent reader we have a massive number of words stored in the occipital lobe of the left brain, which takes just 1/6 of a second to recognize each word and we read smoothly and effortlessly. But that only happens if we have learned to read by recognizing the sound made by … Continue reading What happens in the brain when we read?
Matthew Effects in Learning
“For unto everyone that hath shall be given, and he shall have abundance; but from him that hath not shall be taken away even that which he hath” (Matthew 25:29). In 1986, Keith Stanovich published a study entitled Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy. The “Matthew Effects” … Continue reading Matthew Effects in Learning
I refer readers to Britain where, in a study of 150,000 children (“Sponsored Reading Failure”) Britain’s foremost researcher Martin Turner uncovered the greatest peacetime decline in reading standards since records were kept and traced the decline back to the introduction of Whole Language to beginner readers.
Slip over the border to Scotland where the Clackmananshire Longitudinal Study compared outcomes of three strategies and found that not only did the phonics-first group come out on top in almost every aspect of reading but that 10 years later, they maintain that superiority.
Just in case you have trouble thinking this is not a deliberate act of academic and bureaucratic concealment, look at Australia where our national inquiry into the teaching of reading concluded 10 years ago that a phonics-first approach produced the best outcomes and…