"The signature of reading skill is the extent to which print & speech become integrated... they become intertwined & change each other.
The brain integrates these 2 codes so they become more than the sum of the parts." -@SeidenbergRead
"These component skills [phoneme awareness & graphemes] are necessary but are not meaningful on their own... so yes, you need to teach the parts, but it's always got to be in the service of the real goal--reading." -@SeidenbergRead
"[Understanding this information about the brain] can help teachers when new programs or trainings come down the pike... [they] can be more mindful, thoughtful, and competent." -@SeidenbergRead
"Language has alot of structure, but it's not like 'rules'. All the levels are kind of messy... What makes you skilled is that you learn these statistical regularities..." -@SeidenbergRead
"Children are building up knowledge of these various kinds of regularities & correspondences at different levels over time... [statistical learning is] something we are prepared to do as organisms--we pick up on these patterns."
"How can we promote children picking up on these patterns? It's quantity & variety... although exposure is very important... studies show explicit instruction is very important & is beneficial 2 the child even though a small subset of the patterns can be taught." -@SeidenbergRead
"You cannot teach all the [PGCs] of English. They are a very complex set of mappings. However, we know that teaching a subset of them are very important bc [they] have a bigger impact on a large amount of words. If targeted well, it has a huge booster effect." -@SeidenbergRead
And on word meanings.. "What you learn about one word can benefit many other words... because there is overlap between the meaning of words.. & a relatively small amount of direct instruction has massive benefits that go beyond just the word that's been taught." -@SeidenbergRead
For example, "When you teach a child about panther, it doesn't just teach them about panthers... It updates your neural system for all the words that overlap with panther and prepares the way for ocelot or lynx..." -@SeidenbergRead

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More from @tiffany_peltier

16 Apr
New study out🚨

“The most widely used [PA programs] have areas of inconsistency w/the #scienceofreading... Materials reviewed here did not take orthographic development into sufficient account.. did not use letters & did not limit focus to 1 or 2 skills.”
doi.org/10.1002/rrq.386
Thanks to Dr. Neena Saha for sharing on this week’s Reading Research Recap: readingresearchrecap.substack.com/p/april-16th-i…
Some highlights below from ila.onlinelibrary.wiley.com/doi/10.1002/rr…

1/ "Why would commercial programs abstain from using letters in PA instruction? We wonder if developers of commercial materials inadvertently may have conflated assessment and instruction..."
Read 15 tweets
3 Apr
1/ 🧵 This debate re: those championing 2 work on oral larger phono units 1st, 2 get Ss “ready” 4 phonemes, only widens phoneme awareness gaps 4 kids who are behind. Starting w/1st sound, last, & CVC, using letters, not blank chips, helps Ss connect speech 2 print from beginning.
2/Oral work w/larger phonological units is included in BL instruction. Clapping syllables, rhyming, etc happens in almost every BL class I’ve seen. It’s based on correlational studies of development, not experimental studies of larger units improving phoneme level or decoding.
3/ Why does it matter? I’ve seen students w/large phonemic awareness & decoding gaps, ID w/severe dyslexia, spending months in larger phonological units because their T was told by SoR groups 2 use Equipped/Heggerty, only widening gaps at the phoneme level/decoding skills.
Read 5 tweets
22 Nov 19
Response from *Lucy Calkins* to the #scienceofreading
"I’ve been asked to write a response to the phonics-centric people who are calling themselves “the science of reading.” I want to point out that no one interest group gets to own science. #ELAChat

drive.google.com/file/d/16Ewx2f…
2/ Lucy Calkins goes on to discuss how important teaching systematic phonics is, that is is settled science, and how using predictable texts in K are like using training wheels to ride a bike. There are many points in which she aligns with science.
3/ Calkins then addresses that using predictable texts w/students with dyslexia would be *harmful* to them--that they need decodable texts to learn to read.
Read 15 tweets
2 Nov 19
THREAD 1/7

Yes, 3-cueing is an issue. The bigger issue is the use of leveled text to teach beginning readers. In the kindergarten levels (A-D), the books are predictable. They include books like this. In Kindergarten. images.app.goo.gl/finGHPiuk2mGTR…
2/7 Because of this, even teachers who never thought of entering the profession using “3-cueing” now realize it’s the best way to teach kids to read these books. How else will a kid read the word “feathers,” “stripes,” or “ears”?
3/7 And the ironic part is, if the kids actually could decode “feathers,” “stripes,” or “ears,” they would test at a much higher “level” and wouldn’t actually be in levels A-D (Kinder).
Read 10 tweets
30 Aug 19
1/ No, I do not want Guided Reading to occur in my child's classroom. GR was created by Fountas & Pinnell -- it includes leveled texts, which are predictable in the beginning (Kinder) levels.
2/ These texts include words that kids haven't been taught the code for, so they are instead front-loaded names, places, & instructed to use context clues and pictures to guess other words...
3/ Words like house, cow, horse, firefighter, police, turtle contain complex phonics patterns & vowel teams when kids are still learning consonants & short vowels.
Read 12 tweets

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