1/8 More pushback from experts against the "#ScienceOfReading" propaganda campaign. From a Literacy Research Assn. report: "The idea that there is a 'settled science' that has determined the only approach to the teaching of reading is simply wrong": is.gd/XpHvYZ...
2/8 ..."Evidence does not justify the use of a heavy & near-exclusive focus on phonics instructn, either in regular classrms, or for [kids having trouble] learning to read."
Likewise, "neither the nature nor the existence of dyslexia is settled science": is.gd/eWFWht
3/8 Add that report to last year's thorough examination of multiple metaanalyses in Ed Psych Revw, which found "little or no evidence that [systematic phonics] is more effective than many of the most common alternative methods...including whole language": is.gd/Q2DHo1
4/8 ...Notably, "a careful review of the National Reading Panel (2000) findings shows that the benefits of systematic phonics for reading text, spelling, & comprehension are weak & short-lived, with reduced or no benefits for low-achieving poor readers beyond grade 1"...
5/8 ...& subsequent reanalyses cast even the NRP's weak findings of benefit into doubt. There are "few areas in psychology in which the research community so consistently [claims] a conclusion that is so at odds with available evidence" as the defense of teaching phonics.
6/8 This year, 3 other literacy experts challenged claims that direct phonics instruction (or, worse, mandating it for all children) is a prerequisite for attaining proficiency at real reading - or, more absurdly, that such an approach is "science-based": is.gd/jEBbGr
7/8 ...And yet another expert has explained that "the impact of intensive phonics is clear only [on] tests in which children pronounce lists of words in isolation. It is minuscule or absent on tests of reading comprehension after 1st grade": is.gd/jVndSU...
8/8 ...Finally, my own lengthy (but older) take on teaching reading: is.gd/h32VeY.
Alas, trying to reason with the science-in-name-only "Science of Reading" partisans is like trying to do so w/ anti-vaxxers.
Skeptical? Dig into all the documents this thread links to.
• • •
Missing some Tweet in this thread? You can try to
force a refresh
1/5 Bad teaching doesn't just happen. Nor is it usually due to defects in individual teachers. Rather, it is driven - indeed, practically demanded - by systemic factors.
For example...
2/5 If students are under pressure to beat out their classmates for artificially scarce recognition, it's going to be hard for the teacher to figure out how their minds work. They'll be throwing her off by trying to impress her with how smart they are.
3/5 If parents insist on the familiar sight of a teacher in front of the class presenting a conventional lesson, it's going to be hard for the teacher to grow past a model that impedes the promotion of active, engaged, enthusiastic learning.
1/7 Time for my periodic reminder about one of the most important educational research findings of the 20th century: the Eight-Year Study.
Back in the 1930s, 30 high schools around the U.S. turned traditional practice on its head, especially for college-bound students...
2/7 In place of grade-driven, teacher-controlled, fact-based instruction, the learning was interdisciplinary, conceptual, experiential, collaborative, often ungraded, and fashioned jointly by teachers and students...
3/7 Hundreds of colleges agreed to set aside their usual admissions requirements so that students from these progressive programs wouldn't be penalized. Over several years, more than 1500 students were then compared to carefully matched students from conventional schools...
1/6 Nuggets from Postman & Weingartner's classic book "Teaching as a Subversive Activity" (), which I recently reread:
- Why do students almost never take notes on what other students say, no matter how insightful their comments are?amzn.to/3aQ6j7t
2/6
- "There is no way to help a learner to be disciplined, active, and thoroughly engaged unless *he* perceives a problem to be a problem or whatever is to-be-learned as worth learning, and unless he plays an active role in determining the process of solution."
3/6
- We seem to think every (sub)culture except our own has been indoctrinated to believe nonsense.
- The sole justification for standardized testing "is that it provides the conditions for about the only creative intellectual activity available to students - cheating."
1/5 It's possible to predict people's authoritarian/racist attitudes just by knowing what they value most in children: obedience, respect for elders, and good manners ... as opposed to curiosity, independence, and considerateness...
2/5 Now before you indignantly insist that the two constellations aren't mutually exclusive, political scientist Karen Stenner's research found that these values do in fact cluster in two distinct sets that are negatively correlated and predictive of opposed worldviews.
3/5 Stenner also notes: "Much of what we think of as racism [or] political moral intolerance is more helpfully understood as ‘difference-ism'...an overwhelming desire to establish and defend some collective order of oneness and sameness”: is.gd/74imyY...
1/5 Bad teaching doesn't just happen. Nor is it usually due to defects in individual teachers. Rather, it is driven - indeed, practically demanded - by systemic factors. For example...
2/5 If students are under pressure to beat their classmates for some artificially scarce recognition, it's going to be hard for the teacher to figure out how their minds work; they'll be throwing her off by trying to impress her with how smart they are.
3/5 If parents insist on the familiar sight of a teacher in front of the class presenting a conventional lesson, it's going to be hard for the teacher to grow past a model that impedes the promotion of active, engaged, enthusiastic learning.
1/4 Each of us was once completely vulnerable and dependent on someone else. On an unconscious level, some people fear that once the thin veneer of adulthood is shattered, time will rush backward and they will revert to being powerless.
2/4 They deal with that fear by pretending they’re invulnerable as adults. Because it’s terrifying to be out of control, they need to believe they’re always in control. Alas, that can easily turn into a need to have control *over* others - for example, their children.
3/4 They fear that to yield an inch, to change their minds, to admit they’re wrong, to fail to put their foot down, will be to lose everything. This is particularly true of people who were raised in traditional families, where they learned that the parent’s word was law.