Yes!!! As I was reading your article just now, I was thinking of Davika's comment about students taking the easier road and avoiding decoding the word. I'm going to speak as an educator here just as Davika did (not quoting research). My students who find learning to read hard would without my feedback look at the picture, see a picture of a dog, then see the first letter and yell dog because that is easier for them. Saying /d/ /o/ /g/ and reading dog is harder, so they avoid it if they can. The problem is they never practice what it is hard for them, therefore it's hard for them to become better at it. I see it as my role to gently get them to do the stuff that is hard. Example: I avoided parallel parking for years because it is harder for me than it is for other people. I would for my whole life take the path of least resistance (just as Davika said)--park in parking garages, find open spaces, ask for a friend for help. They all work but they are not efficient and certainly didn't make me feel good about myself. When I finally took parallel parking lessons and learned to do it properly it was a breath of relief--I didn't have to use all of my coping strategies and I could park fast and easily and get to where I was going without worrying. I believe we need to follow the research, absolutely but we also need to listen to what people in the field are saying. Davika's comment was powerful and I would love to hear what Andy thought of what she said.
Thank you again Claude for hosting this discussion so that real discussion has an opportunity to be aired! We have been so set apart from one another for too long on either side of the debate.
Also, we have so much research on these questions! It is hard to whittle down to just a couple to demonstrate the points but these 2 seem quite powerful.
Claude, thank you for the great discussion dissecting a reading lesson. It was so much more meaningful to watch the debate with the sections of the video than to listen to the theoretical debate. Thanks also for the follow-up articles.
Yes!!! As I was reading your article just now, I was thinking of Davika's comment about students taking the easier road and avoiding decoding the word. I'm going to speak as an educator here just as Davika did (not quoting research). My students who find learning to read hard would without my feedback look at the picture, see a picture of a dog, then see the first letter and yell dog because that is easier for them. Saying /d/ /o/ /g/ and reading dog is harder, so they avoid it if they can. The problem is they never practice what it is hard for them, therefore it's hard for them to become better at it. I see it as my role to gently get them to do the stuff that is hard. Example: I avoided parallel parking for years because it is harder for me than it is for other people. I would for my whole life take the path of least resistance (just as Davika said)--park in parking garages, find open spaces, ask for a friend for help. They all work but they are not efficient and certainly didn't make me feel good about myself. When I finally took parallel parking lessons and learned to do it properly it was a breath of relief--I didn't have to use all of my coping strategies and I could park fast and easily and get to where I was going without worrying. I believe we need to follow the research, absolutely but we also need to listen to what people in the field are saying. Davika's comment was powerful and I would love to hear what Andy thought of what she said.
Thx Leah. He made no comment, but I’m going to send this and Louise‘a comment and see what he says.
Thank you again Claude for hosting this discussion so that real discussion has an opportunity to be aired! We have been so set apart from one another for too long on either side of the debate.
Also, we have so much research on these questions! It is hard to whittle down to just a couple to demonstrate the points but these 2 seem quite powerful.
Claude, thank you for the great discussion dissecting a reading lesson. It was so much more meaningful to watch the debate with the sections of the video than to listen to the theoretical debate. Thanks also for the follow-up articles.
👍🏼
Thank you for this, especially the links to the research. I learn so much from your posts.
I just listened to a podcast that reminds me of what we are trying to do in these conversation. https://www.buzzsprout.com/1890886/episodes/16877813?fbclid=IwY2xjawJXti1leHRuA2FlbQIxMAABHcZGo33yjZRgB1fHcvepyLdJEPJKh8YyqQ51PjvJZwijBT8rJeFP99Ootg_aem_D1kHKc13KFSmig32omx_0w. I really loved what they had to say. I just bought the book Dr. Anthes suggested:https://amzn.to/3XFu0F5. If anybody wants to read that book with me, I would love it!
Anyone have an article on eye movement tracking and letter-by-letter reading? I just finished Seidenberg’s chapter on this. 🤓🤓🤓
Yes, and I will post links soon. Others are also free to post links (and their own interpretations).