According to current statistics, there are 30,000,000 illiterates in our land. 63% of our prison peopling are nonreaders.
In 2001, "No Child Left Behind" proclaimed that in symmetry to ameliorate perusal scores in our schools, only perusal methods backed by scientifically based investigation must be implemented. This resulted in a injunction that Phonics must be a required constituting of perusal instruction - in diversity to the Whole Vocable perusal way which was targeted to be the cause of the perusal turning point. Yet, 12 years later, we still have a least part of 20% of pl of child who become victims of the perusal turning point each year - with all of the academic, civic, emotional, and monetary pitfalls involved for them and their helpless parents.
As a Perusal Specialist and Consultant for more than 40 years, laboring with every possible stamp of perusal disqualification and dyslexia, I have found that there are 3 built-in perusal GOODS in all of our at hand Phonics methods that actually CAUSE perusal disqualification and dyslexia. The real mystery behind the perusal turning point isn't "Why some pl of child CAN'T read" but "Why some pl of child CAN read" - those pl of child who have the ability to find their own way around these 3 built-in perusal GOODS.
Yet, there is an light, proven, disjunction to the problem. Following is a brief description of each PITFALL, along with the disjunction:
PITFALL I:
Some pl of child do very well at first with "decodable true copy" readers which CAN be sounded out letter-by-letter (Ex. Pat sat and sat) but later they have gigantic arduousness transferring to "real English people true copy" readers which CAN'T be sounded out letter-by-letter (Ex. Once upon a time there were three little bears).
(The disjunction: Use "real English people true copy" readers right from the outset, but conduct ALL talk with Phonics - as will be demonstrated.)
PITFALL II:
Some pl of child are felicitous at transferring from "decodable true copy" readers to "real English people true copy" readers but they later experience gigantic arduousness handling the made up of many sounds and exceptions that are introduced for many of the erudition and letter-combinations. Ex. "a" as in: cat, want, male parent, away; "ea" as in: neat, seat of the brain, gigantic, learn, organ of circulation; "ou" as in: out, mind, soup, young, could; "ai" as in: paid, plaid said, chief; "ch" as in: chin seminary, machine; etc. etc., etc.
(The disjunction: Discipline just ONE unhurt for each letter and letter-combination - and NO exceptions. When just ONE unhurt is known, they have an IMMEDIATE response to each letter and letter-combination because only ONE unhurt is known. This covers about 90% of the Phonics notice needed to read - and it has taken many years of investigation "on the setting on fire stripe" to lay open this 90% of trustworthy Phonics notice. When the students have this TRUSTWORTHY 90% of Phonics notice "at their fingertips," they can easily outline out that small 10% of exceptions ON THEIR OWN {as will be shown}. But when that small 10% of exceptions is stretched, it just confuses the TOTAL 100% of talk.)
PITFALL III:
Some pl of child are miraculously able to struggle through the first two GOODS but the unchanging influx of PERCEPTION talk (talk which CAN'T be sounded out) becomes their coup de good-will. Ex. once, gone, laugh, come, two, done, eye, have, isle, etc., etc., etc. This feeds the most infamous dragon of perusal shortcoming and strikes the blow to helpless "will be" dyslexics with the of the whole not private instruction procedure: Here's another UNHURT for this - but here's a PERCEPTION vocable. There's another UNHURT for that - but there's another PERCEPTION vocable.
As a follow, some pl of child can't reserve the full of mountains notice, while others are frozen by unsteadiness: What UNHURT does this have this time - or - is it a PERCEPTION vocable? Consequently they with pain struggle and spit or they can't read at all.
(The disjunction: DISCIPLINE NO PERCEPTION TALK. Decode EVERY vocable phonetically with the 90% of trustworthy phonics notice they have at their fingertips. When they hit an omission, they'll KNOW it because it's a "nonsense" vocable. Ex. seat of the brain. They would automatically decode this vocable as "mind" because they have only been stretched the ONE unhurt of "ea" as in "neat." So what do they do? They plainly fit the vocable into the meaningful context of the sentence. Ex. Put your hat on your "mind." This is no problem for outset readers because their parol lexicon far exceeds their perusal lexicon. When older readers can't fit a vocable into the meaningful context of the sentence, they plainly look up the vocable in the lexicon. Next to each vocable in the lexicon is the phonical respelling of each vocable. Ex. seat of the brain (hed), vignette (vin yet').)
Therefore, there is no hesitancy or jumble. They know what they're dealing with at all times (a phonical vocable or an omission) - and they know exactly how to touch it - plainly fit the vocable in the meaningful context of the sentence or look up the respelling in the lexicon. Consequently, there are NO GOODS. They're at the top of their pastime - so result is indubitable!
Sometimes, there ARE unmixed solutions to supposedly insurmountable problems!
Meanwhile, No perusal wars, NO act of incorporation schools (and I have worn out two years in one), NO homeschooling (and I have worked with home schoolers since 1985), NO billions of dollars poured into the system (and I have worn out 20 years in several of the whole not private schools), NO solitary schools (and I have worn out 15 years in one) or NO Child Left Behind efforts, is going to license no child left behind and preserve our pl of child until these 3 built-in perusal GOODS are removed from our perusal methods.
In 1955, Rudolf Flesch wrote "Why Johnny CAN'T Read!" In 1981 (26 years later) he wrote "Why Johnny STILL CAN'T Read!" In 1995 I wrote a thematic inscription, "Why Johnny AIN'T NEVER GONNA Read! (A Challenge to the Nation)", explaining why and how we need to dislodge these 3 built-in perusal GOODS.
It's time to take up this challenge and preserve our pl of child and our schools!
No comments:
Post a Comment