[Reading-hall-of-fame] Re: Fwd: [LRA] Response to Recent Narratives around Dyslexia?

[AX NUMBER.]

I have attached a recent paper of mine on the dyslexia as a basis for phonics mandates. I have submitted this for possible publication in the Tennessee Reading Teacher.
Dick Allington
Professor Emeritus
University of Tennessee


-----Original Message-----
From: Brian Cambourne <bcambrn at uow.edu.au>
To: Yetta Goodman <ygoodman at u.arizona.edu>
Cc: RHOF RHOF <reading-hall-of-fame at lists.nottingham.ac.uk>
Sent: Mon, Aug 26, 2019 5:07 pm
Subject: [Reading-hall-of-fame] Re: Fwd: [LRA] Response to Recent Narratives around Dyslexia?

Sure seems like it Yetta.  I seem to have been fighting the same fight for half a century down here in Oz. It’s just the personnel leading the opposition who change. Brian Cambourne


On 27 Aug 2019, at 3:36 am, Yetta Goodman <ygoodman at u.arizona.edu> wrote:

I am forwarding this email for those interested in a thrust of programs and articles emerging at this time that reminds us ofa lot of past history.  Is it true that what goes around comes around?      Yetta Goodman
---------- Forwarded message ---------
From: Melanie Reaves <lira at memberclicks-mail.net>
Date: Mon, Aug 26, 2019 at 9:55 AM
Subject: [LRA] Response to Recent Narratives around Dyslexia?
To: <ygoodman at u.arizona.edu>


Dear members of LRA,
Here in Montana we have had a recent legislative initiative that is close to being passed. In this legislation they are requiring all students from their first year in school (kindergarten) through 2nd grade to be screened for being at risk for dyslexia. 
This, coupled with the plethora of posts and articles we are encountering that parents and community members read that discount a comprehensive literacy approach, including the use of miscue analysis, are becoming everyday conversations in our worlds as literacy educators. 
Note in the recent article by Spear-Swerling (2019) attached here from theTeaching Exceptional Children journal the explicit statement, “research on students’ reading development (Forman et al., 2016; National Reading Panel, 2000) has conclusively disproven the multiple-cuing-systems model” (p. 206). This same claim is being reported in non-academic journalism as well, such as this one by Emily Hanford from American Public Media, as well as many other places.
I am interested in LRA’s response as an organization as well as seeking references that I can compile as evidence for a comprehensive model, including miscue analysis.
Thank you,Melanie ReavesAssistant ProfessorMontana State University BillingsCollege of Education1500 University Dr.Billings, MT  59101melanie.reaves at msubillings.edu   

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-- 
Yetta Goodman, Regents Professor Emerita
University of Arizona, College of Educationhome address:  7914 S Galilleo Lane, Tucson AZ.85747-9609
http://www.retrospectivemiscue.com

No child needs to be motivated to learn. To learn is their trade.
They can't stop learning because they can't stop growing.
             Emilia Ferreiro, 2003 
Every time we teach a child something, we keep him/her from inventing it. On the other hand, that which we allow him/hertodiscover will remain visible for the rest of his/her life.                Jean Piaget






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Assoc. Prof. ( Dr) Brian Cambourne
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Building 67, Level 3.  Visiting Fellows Room 
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socialsciences.uow.edu.au/education   

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