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https://twitter.com/harney2_h/status/1693042260340781242Sensory experiences, the theory suggests, are meaningfully organised in an a priori fashion with the mind creating a unitary experience. Clear links with Kant - more here -thereadingape.com/single-post/an…
https://twitter.com/ged10/status/1681997791797575680Looking back over the tests, very little has changed in terms of texts and questions. Yes, we no longer have levels and have moved to standardised scores; the complexity of texts has varied from year to year as well as the length of texts and the occasional inclusion of poetry.
https://twitter.com/jon_severs/status/1656688983852679168It is Synthetic. This not only refers to the synthesising of sounds to form words but to Kant's (1787) definition of synthetic statements containing a posteriori knowledge that is only knowable from experience and not by definition.
https://twitter.com/SusanGodsland/status/1514180356928425984The NAS/UWT, concurred that children ‘…need to use a combination of cues such as initial letter sounds and illustrations to make meaning from text…’ (politics.co.uk, 2013:3).
https://twitter.com/SharonHodgsonMP/status/1462786456544493576This indicates that most poor readers have difficulty segmenting, blending and manipulating the phonemes that they hear in spoken words (Rayner et al., 2012).
https://twitter.com/MrGteaches/status/1455630943457271809Many beginning readers find it very difficult to detect phonemic sequences in spoken words (Liberman, 1999) as 'the explicit awareness of phonemic structures depends on metalinguistic abilities that do not come free with the acquisition of language' (Shankwieler et al. 1986:142).
https://twitter.com/BDAdyslexia/status/1451141276900921345Should children fail to receive appropriate instruction, however, they do not appear to grow out of their reading difficulties (Shaywitz et al., 1999).
https://twitter.com/RyonWLeyshon/status/1446555692899438624Repeated reading is older and based on Berge and Samuels (1974) model of automaticity with pupils reading text aloud with teacher monitoring rate and marking miscues. These are then addressed and text is read again.
https://twitter.com/KatyMParkinson/status/1423906020955508738NB these vowel diacritics are dispensed with eventually which makes the language more opaque but faster to read - a problem for older, struggling readers of Hebrew.
https://twitter.com/MadeUpTeacher1/status/1406237657190051840As such, it lacks a coherent and systematic approach and seems to assume an advanced state of orthographic development for all KS2 pupils - always dangerous. It does have some whole class reading but demands more unmonitored independent reading and peer reading.
https://twitter.com/ged10/status/1381665449931382790These focus more on pupils providing evidence from texts to support answers and organise texts by disciplinary areas also requiring synthesis across text and the construction of written arguments based on text sets.
https://twitter.com/MicheleCaracapp/status/1379935077094850566Cattell (1886) discovered that in ten milliseconds a reader could apprehend equally well three or four unrelated letters, two unrelated words, or a short sentence of four words - approximately twenty-four letters (Anderson and Dearborn, 1952).
https://twitter.com/mrnickhart/status/1377173732314083338Don’t rush through this in a race to fluency and comprehension. Instant word recognition is a key development phase and is predicated on significant code knowledge. Hence the vital contribution from decodable texts.