Transcript Slide 1

READING
INSTRUCTION
THE IMPACT OF
BELIEF
CHILDREN OF THE CODE
http://www.childrenofthecode.org/Tour/c5/index.htm
COMMON SENSE AND RESEARCH
ARE
COMING TOGETHER.
THE DAYS OF THE
“GREAT EXPERIMENT ON OUR
CHILDREN”
ARE OVER.
1607 to 2007
400 years
Good Teachers
Good Students
Common Sense
Instructional Materials
TEACHING A PERSON TO READ WAS BASED ON
A COMMON UNDERSTANDING OF THE NATURE
OF A PHONETIC ALPHABET SYSTEM, AND ON
THE RESULTS OBTAINED
TEACHING TODAY IS MORE OFTEN BASED ON “A
PHILOSOPHY”----- REGARDLESS OF RESULTS
BELIEF THEN PRESUPPOSED LEARNING TO
READ WAS A SKILL
BELIEF TODAY PRESUPPOSES THAT LEARNING
TO READ IS A “NATURAL PROCESS”
1828
NOAH WEBSTER
STANDARDIZED SPELLING
IN HIS
“AMERICAN DICTIONARARY
OF THE ENGLISH
LANGUAGE”
“AN IMMENSE EFFECT MAY BE
PRODUCED BY SMALL POWERS
WISELY AND STEADILY DIRECTED.”
Noah Webster, 1821
Word Mastery
A Course in Phonics for
the First Three Grades
BY
FLORENCE AKIN
Formerly a Teacher in Primary Grades, Portland, Oregon
HOUGHTON MIFFLIN COMPANY
The Riverside Press Cambridge
2
COPYRIGHT, 1913, BY FLORENCE AKIN
COPYRIGHT, 1941, BY FLORENCE AKIN BANKS
ALL RIGHTS RESERVED INCLUDING THE RIGHT TO REPRODUCE
THIS BOOK OR PARTS THEREOF IN ANY FORM
The Riverside Press
CAMBRIDGE, MASSACHUSETTS
PRINTED IN THE U.S.A.
http://donpotter.net/PDF/Word%20Mastery%20http://donpotter.net/PDF/Organizing%20Decoding%20Ins
truction%20-%20Henry.pdf%20Typed.pdf
http://donpotter.net/PDF/Microsoft%20Word%20%20Reading%20Made%20Easy%20with%20Blend%20Phon
ics%20justified.pdf
Reading Made Easy
with
Blend Phonics for
the First Grade
Lesson Plans and
Teacher’s Guide
Hazel Logan Loring
This publication is a project of the
Logan Institute for Educational Excellence
© 1980 by Hazel Loring
Beginning in the mid 1800’s a new
philosophy of teaching caught the
imagination of educators, and that new
philosophy called “Progressive
Education” swept through the schools
like wildfire.
Normal Schools to train prospective
teachers dotted the landscape, and
institutions of higher learning such as
Teachers College Columbia, and the
University of Chicago led the way to a
more “humane” and “socially
acceptable” approach to
schooling.
In the 1920’s Dr. Samuel Orton, a
clinician and prominent dyslexia
researcher, hypothesized that normally
developing readers suppress the visual
images reported by the right
hemisphere of the brain because these
images could potentially interfere with
input from the left and then published
seminal findings that have been
validated by science in the 21st Century.
“USING FUNCTIONAL MAGNETIC
RESONANCE IMAGING (Fmri) TO STUDY
BRAIN ACTIVITY IN CHILDREN,
RESEARCHERS TODAY CONFIRMED
PART OF AN EIGHTY-YEAR OLD THEORY
ON THE NEUROBIOLOGICAL BASIS OF
READING DISABILITY, AND SHED NEW
LIGHT ON BRAIN REGIONS THAT
CHANGE AS CHILDREN BECOME
ACCOMPLISHED READERS.”
Dr. Guinevere Eden, Georgetown University
Published in the journal Nature Neuroscience, 5/18/2003
AS PROGRESSIVE EDUCATION
PRACTICES TOOK ROOT, THE
ORTON/GILLINGHAM PROGRAMS
FOCUSED ON THOSE STUDENTS
MOST IN NEED, WHILE THE
GENERAL SCHOOL POPULATION
WAS DENIED INSTRUCTIONAL
PRACTICES THAT HAD BEEN
PROVEN TO WORK FOR
CENTURIES BEFORE.
WHAT ABOUT THE FIELD
OF MEDICINE? IS THERE
A PARALLEL TO THE
FIELD OF EDUCATION?
YES!!
American Medical Association –
formed to standardize medical
practice in 1847
FDA established in 1931 – formed
to scientifically test foods and
drugs, and to disseminate legal
advice to prevent violations, and
to police medical devices.
25
26
27
Just a few more:
 Massage that fat away with a
mechanical device to mimic actual
exercise, including bicycling and
rowing;
 Or why not go to a Zander room
where, in 1996 you could access a
Model EE-400 Executive Briefcase
Model that provided “easy fitness for
men.”
In 1999 FCA investigators
accompanied the U.S. Marshall to the
offices of Executive Fitness Products
in Atlanta, GA to seize hundreds of
these devices and destroy them.
THANKFULLY, FOR THE MOST
PART, WE CAN TRUST THE PILLS
WE ARE PERSCRIBED, OR ACCEPT
A DOCTOR’S RECOMMENDATIONS,
OR BE HOSPITALIZED AND
TREATED WITH RELATIVE
CONFIDENCE WE WILL SURVIVE.
WHY?
BECAUSE IN THE EARLY PART OF
THE 20TH CENTURY DR. ABRAHAM
FLEXNOR CONDUCTED A MAJOR
ASSESSMENT OF MEDICAL
SCHOOLS AND FOUND A WIDE
VARIATION OF TRAINING
PRACTICES….SOME GOOD, BUT
MOST VERY, VERY BAD.
WE TAKE FOR GRANTED THAT
THE FIELD OF MEDICINE
DEPENDS ON CAREFULLY
DESIGNED QUANTATIVE
RESEARCH STUDIES, WITH
CLINICAL TRIALS AND PROOF
THAT AT A MINIMUM NO HARM
WILL BE DONE WITH ANY
TREATMENT
GOVERNMENTS REQUIRE
SELLERS OF NEW MEDICINES
TO DEMONSTRATE THE
SAFETY AND EFFECTIVENESS
OF THEIR PRODUCTS
THE ACCEPTED “GOLD
STANDARD” OF EVIDENCE IS A
RANDOMIZED CONTROLLED
TRIAL, IN WHICH A NEW DRUG
IS COMPARED WITH THE BEST
EXISTING THERAPY (OR WITH
A PLACEBO, IF NO TREATMENT
IS AVAILABLE).
DRUG TRIALS MUST ALSO
INCLUDE ENOUGH PATIENTS
TO MAKE IT UNLIKELY THAT
CHANCE ALONE MAY
DETERMINE THE RESULT.
[The above 4 statements were taken from the
Economist, 2/28/2002]
12 YEARS OF SCHOOLING IN
AMERICA AMOUNTS TO ABOUT
15,000 HOURS OF
COMPULSORY TREATMENT.
IT IS HIGH TIME THAT THE
AMERICAN PUBLIC DEMANDS
THAT THOSE WHO USE HARD
EARNED TAX DOLLARS TO
EDUCATE OUR CHILDREN OFFER
THE SAME GUARANTEE FOR THE
RESULTS OF THEIR
INSTRUCTIONAL PRACTICES OR
PHILOSOPHIES OF TEACHING AS
THOSE IN THE HEALING ARTS.
SO WHAT ABOUT READING
INSTRUCTION?
SAD TO SAY HAVE REGRESSED
TO THE DARK AGES.
DESPITE DECADES OF CAREFULLY
CONDUCTED RESEARCH UNDER
THE AUSPICES OF THE NATIONAL
INSTITUTE OF CHILD HEALTH AND
HUMAN DEVELOPMENT FOR THE
PAST FIFTEEN YEARS UNDER THE
CAREFUL AND FAITHFUL
LEADERSHIP OF DR. REID LYON,
THE MATTER OF HOW CHILDREN
LEARN TO READ CONTINUES TO BE
DEBATED.
1997 – 2007
THE DECADE OF
“SCIENTIFICALLY BASED
RESEARCH”
 READING EXCELLENCE ACT –
1997/98
 The purpose of REA was to
provide funds to train teachers
in SBRR for the most
vulnerable children.
 SBR was defined for the first
time in federal law
 SBR is now in education law more
than 117 times, affecting every
aspect of federal education policy.
 Reading First – $1.1 billion
annually provided for diagnostic
testing instruments, instructional
materials; and professional
development to all fifty states.
 Over six years nearly $7 billion
 PREVENTING READING
FAILURE IN YOUNG CHILDREN - 1998
 The “reading wars are over (?)”
have been allocated to improve
reading instruction for the most
vulnerable children in the
nation.
 OMB designated RF as the one
 REPORT OF THE NATIONAL
READING PANEL – 2000
program in DOE that met its
standard of an “effect” program
in 2006.
 The Essential Components of
Reading Instruction
established.
 RF has become the most
popular program in NCLB
WHY HAS THERE BEEN SO MUCH
STURM AND DRANG OVER READING
FIRST?
• Resistance on the part of the education
industry to adopt practices that are
validated by quantitative scientific
evidence
• An unwillingness to apply the clearly
written requirements of the law.
• Gaming the system to avoid changing
existing instructional practices despite
the overwhelming evidence available
that would dictate such change.
• Tepid or no support from large
education lobbies who had the power
to bring about change at the state and
school levels
WHERE ARE WE TODAY?
I would argue that the genie is out of
the bottle. It can’t be put back in again.
It will take time, and effort, and
perseverance but the truth will prevail.
Let’s look at just some of the evidence
“Ultimately, we failed to convince
ourselves that a……meaningful
distinction could be made among
social, physical, and life science
research and scientific research in
education.”
“Thus, the committee concluded that
the set of guiding principles that apply
to scientific inquiry in education are the
same set of principles that can be
found across the full range of scientific
inquiry.”
Scientific Research in Education: National Research
Council, 2002
“REAL SCIENTISTS DO EXPERIMENTS
TO TEST THEIR THEORIES –
SOCIAL SCIENTISTS, IT IS WIDELY
THOUGHT, DO NOT SUBJECT THEIR
OWN HYPOTHESES TO ANY SUCH
RIGOROUS TREATMENT. WORSE, THEY
PEDDLE THEIR UNTESTED
HYPOTHESES TO GOVERNMENTS, AND
TRY TO GET THEM TURNED INTO
POLICIES.” Economist, 2/28/2002
Why Do Fads Prevail?
 Schooling cannot be improved by relying on
folk wisdom about how students learn and
how schools should be organized.
 Decisions about education are sometimes
instituted with no scientific basis at all, but
rather are derived directly from ideology or
deeply held beliefs about social justice or
what’s good for society in general.
52
WHAT WILL BRING ABOUT CHANGE?
• Get the best, most disinterested cognitive
scientists to synthesize what is dependably
known about learning in a form that can
have direct practical application to schools.
• Require textbook companies to provide
evidence that their products have met the
“gold standard” test for research.
• Encourage the U.S. Congress to set
aside 1% of the total funds for federal
education to fund independent “gold
standard” research to insure that no
student in our publically funded schools
can be subjected to instructional
practices.
• Build on the success of Reading First by
expanding the number of schools that
meet the high standards of SBRR.
• Use the diagnostic testing instruments the
instructional materials that meet the
requirements of Reading First, and the
findings of the National Reading Panel.
•
Insist that National Associations, such
as the International Reading
Association, The National Council of
Teachers of English, the National
School Boards Association, the
Council of Chief State School
Officers, the National PTA, the
National Elementary Principals
Association, and call their Member of
Congress today and ask for full
funding for Reading First.
•
INSIST THAT YOUR STATE USE
AVAILABLE RF FUNDS TO ASSESS
THE COLLEGES OF EDUCATION
AND TO MAKE PUBLIC THE
PHILOSOPHY OF READING
INSTRUCTION THEY PROVIDE TO
PROSPECTIVE ELEMENTARY
TEACHERS.
WHY READING FIRST?
1. “Reading First is our best chance in many
decades to close the achievement gap and
end three decades of flatline outcomes.”
2. “Reading First encompasses all the things
that research says effective schools do.
That is unique. It’s seen as a place to learn.
I love everything about it. I love it every
day.”
3. “You see the faces of happy children. If
you’re a human being, that’s got to have an
impact.”
IT’S ALL ABOUT THE CHILDREN