[Reading-hall-of-fame] Re: FW: PBS feature on "Dyslexia" and the "new approach" in Arkansas: A SUGGESTION FROM STEPHEN KRASHEN
Camille Blachowicz
CBlachowicz at nl.edu
Thu May 2 03:41:16 BST 2019
I’m thinking Vellutino’s research came up with something like 6%. Has there been further real research on this??
Camille Blachowicz, Ph.D.
Co-Director,
The Reading Leadership Institute
Distinguished Research Professor Emerita
The National College of Education
National Louis University
806 Colfax St.
Evanston, IL 60201
cblachowicz at nl.edu
ph-847-708-6280 fax-224-233-2558
http://nl.academia.edu/CamilleBlachowicz
From: <reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf of "Peter P. Afflerbach" <afflo at umd.edu>
Date: Wednesday, May 1, 2019 at 8:48 PM
To: "Nicholson, Tom" <T.Nicholson at massey.ac.nz>
Cc: Brian Cambourne <bcambrn at uow.edu.au>, "Reading-hall-of-fame at lists.nottingham.ac.uk" <Reading-hall-of-fame at lists.nottingham.ac.uk>
Subject: [Reading-hall-of-fame] Re: FW: PBS feature on "Dyslexia" and the "new approach" in Arkansas: A SUGGESTION FROM STEPHEN KRASHEN
One of the first misleading statements in the PBS piece is that "one in five children suffer from dyslexia." Unfortunate when something
like that goes out...
On Wed, May 1, 2019 at 9:38 PM Nicholson, Tom <T.Nicholson at massey.ac.nz<mailto:T.Nicholson at massey.ac.nz>> wrote:
I also feel no need to re-open the wars, we’ve all been there … (I haven’t watched the film either – but I can get a sense of what it is about from the correspondence here)
The thing is, phonics does work - but it might work better when combined with whole language
We published a study a few years back in Frontiers in Psychology (Tse & Nicholson, 2014) that showed a combined approach was better than either approach on its own
Will attach the article
It might be better to say that the science backs a combined approach, that both sides have something to contribute
Having different viewpoints on this topic is not crazy – it is a sign of freedom of thought and is the essence of the academy
tom
From: reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk> <reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>> On Behalf Of Steve Graham
Sent: Thursday, 2 May 2019 11:22 AM
To: Brian Cambourne <bcambrn at uow.edu.au<mailto:bcambrn at uow.edu.au>>; P Pearson <ppearson at berkeley.edu<mailto:ppearson at berkeley.edu>>
Cc: Reading-hall-of-fame at lists.nottingham.ac.uk<mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>
Subject: [Reading-hall-of-fame] Re: FW: PBS feature on "Dyslexia" and the "new approach" in Arkansas: A SUGGESTION FROM STEPHEN KRASHEN
I have not seen the film (I will), but I cannot say that I am crazy about some of the directions this is taking. Referring to others as crazy as Krashen does because they don't share your view is counter-productive and not something I want to be part of.
Steve Graham
________________________________
From: reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk> <reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>> on behalf of Brian Cambourne <bcambrn at uow.edu.au<mailto:bcambrn at uow.edu.au>>
Sent: Wednesday, May 1, 2019 4:38 PM
To: P Pearson
Cc: Reading-hall-of-fame at lists.nottingham.ac.uk<mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>
Subject: [Reading-hall-of-fame] Re: FW: PBS feature on "Dyslexia" and the "new approach" in Arkansas: A SUGGESTION FROM STEPHEN KRASHEN
Dear RHF Colleagues,
Here’s a suggestion from Stephen Krashen which just arrived from another listserve I’m on.
Is it feasible to explore how the RHF could might develop some internal structures and processes that would enable us as a group to use both traditional and social media in ways that will provide parents, teachers, journalists, administrators and others with alternate sources, ideas, theories, and practice?
Brian Cambourne
Stephen’s Message
"Paul Thomas and I have both posted our responses on twitter, and have linked to PBS.
While we are going thru the procedure of setting up a task force and trying to work with professional organizations, how about (1) retweeting our posts, with the PBS links and (2) posting your own.
And yes, I have retweeted Paul's excellent post.
Our posts will reach a few thousand people. With more help/retweets we can get to maybe 100,000.
If this doesn't happen, PBS will conclude that only a couple of weird professor-types object to their outrageous broadcast and Paul and I will be hung out to dry.
This group has the responses. Let's make them public in any way we can."
One more time, the words of UCLA coach John Wooden: Don't let what you can't do stop you from doing what you can do.
PS: I welcome suggestions for places to publish our responses. I have submitted mine to Substance.
On 2 May 2019, at 5:34 am, P Pearson <ppearson at berkeley.edu<mailto:ppearson at berkeley.edu>> wrote:
I am all for early and thoughtful approaches to wore level processes. What concerns me is the implicit view that if we do that and do it often and well, all of the language and comprehension issues will take care of themselves.
David P
On Wed, May 1, 2019 at 12:13 PM Rasinski, Tim <trasinsk at kent.edu<mailto:trasinsk at kent.edu>> wrote:
In Ohio for the past 20 or so years every teacher wishing to be licensed , P-12, is required to take a course on phonics. So I don’t think teachers in Ohio can claim that they are unaware of phonics instruction. I know of no district in Ohio that doesn’t require that it be taught in the primary grades. Still, I don’t think our reading scores have improved much, if at all, during this period.
I agree phonics should be taught, but it is NOT the panacea for all reading difficulties. We all know that, why is it so difficult to communicate this to the public?
Timothy Rasinski, Ph.D.
Professor of Literacy Education
Rebecca Tolle and Burton W. Gorman Chair
in Educational Leadership
Kent State University
"Some days there won't be a song in your heart. Sing anyway." --- Emory Austin
www.timrasinski.com<https://urldefense.proofpoint.com/v2/url?u=http-3A__www.timrasinski.com_&d=DwMGaQ&c=l45AxH-kUV29SRQusp9vYR0n1GycN4_2jInuKy6zbqQ&r=GuQxow2bvZEbVH4ek_TzFROyuRTfAhVFbue_ICktJak&m=hHmiWO9MpDjulkU-G7Zw-RLfIk6SeJSC1n4agyFr2m4&s=sZ0HPa_cFjw-C8ADQ70znngEWWhFVkk1nuiqSrYJ6KY&e=>
@timrasinski1
Close Reading with Paired Texts (Lori Oczkus and Tim Rasinski)
https://www.teachercreatedmaterials.com/search/?term=Close+Reading+with+Paired+Texts+Level+K<https://urldefense.proofpoint.com/v2/url?u=https-3A__www.teachercreatedmaterials.com_search_-3Fterm-3DClose-2BReading-2Bwith-2BPaired-2BTexts-2BLevel-2BK&d=DwMGaQ&c=l45AxH-kUV29SRQusp9vYR0n1GycN4_2jInuKy6zbqQ&r=GuQxow2bvZEbVH4ek_TzFROyuRTfAhVFbue_ICktJak&m=hHmiWO9MpDjulkU-G7Zw-RLfIk6SeJSC1n4agyFr2m4&s=Yk76vkNmfl7ygpv7YTVQllJ6Ex8Dr4bmT2Sarr3k4n4&e=>
Daily Word Ladders by Timothy Rasinski is available at:
https://www.scholastic.com/teachers/search-results/?search=1&filters=&text=daily%20word%20ladders<https://urldefense.proofpoint.com/v2/url?u=https-3A__www.scholastic.com_teachers_search-2Dresults_-3Fsearch-3D1-26filters-3D-26text-3Ddaily-2520word-2520ladders&d=DwMGaQ&c=l45AxH-kUV29SRQusp9vYR0n1GycN4_2jInuKy6zbqQ&r=GuQxow2bvZEbVH4ek_TzFROyuRTfAhVFbue_ICktJak&m=hHmiWO9MpDjulkU-G7Zw-RLfIk6SeJSC1n4agyFr2m4&s=v4OUrgwkHW4JuDVJibYeLrKcE7dNOjL4OWjoecwJik8&e=>
Greek and Latin Roots: Keys to Building Vocabulary is available at:
http://timrasinski.com/products.html<https://urldefense.proofpoint.com/v2/url?u=http-3A__timrasinski.com_products.html&d=DwMGaQ&c=l45AxH-kUV29SRQusp9vYR0n1GycN4_2jInuKy6zbqQ&r=GuQxow2bvZEbVH4ek_TzFROyuRTfAhVFbue_ICktJak&m=hHmiWO9MpDjulkU-G7Zw-RLfIk6SeJSC1n4agyFr2m4&s=NUdCG_foo2H2vpGr2B2rQW7e7wWxq6VyBFmeCEDZUdg&e=>
The Fluent Reader can be found at:
https://www.scholastic.com/teachers/search-results/?search=1&filters=&text=fluent%20reader<https://urldefense.proofpoint.com/v2/url?u=https-3A__www.scholastic.com_teachers_search-2Dresults_-3Fsearch-3D1-26filters-3D-26text-3Dfluent-2520reader&d=DwMGaQ&c=l45AxH-kUV29SRQusp9vYR0n1GycN4_2jInuKy6zbqQ&r=GuQxow2bvZEbVH4ek_TzFROyuRTfAhVFbue_ICktJak&m=hHmiWO9MpDjulkU-G7Zw-RLfIk6SeJSC1n4agyFr2m4&s=eQZM9EH9Wk_j82gngyYWhPQLB0kGQbWe6-Z6g_tiAfk&e=>
From: reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk> [mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>] On Behalf Of Mckeown, Margaret G
Sent: Wednesday, May 01, 2019 2:53 PM
To: P Pearson <ppearson at berkeley.edu<mailto:ppearson at berkeley.edu>>; Risko, Victoria J <victoria.j.risko at vanderbilt.edu<mailto:victoria.j.risko at vanderbilt.edu>>
Cc: Reading-hall-of-fame at lists.nottingham.ac.uk<mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>
Subject: [Reading-hall-of-fame] Re: FW: PBS feature on "Dyslexia" and the "new approach" in Arkansas
I have heard from teachers and teacher educators that many teacher candidates are taught virtually nothing about phonics instruction these days – so for them it IS a brand new approach! I acknowledge that I did not see the program, but from reading the transcript at the link, it seems to me that parents and teachers are talking about the advantages that phonics instruction can bring. I didn’t see evidence of ignoring experience with books, but of touting an aspect of instruction that has not been present, and has been needed in early instruction. I suspect the equating with dyslexia is based on understanding that approaches for students with dyslexia are more likely to focus on systematic phonics, and identifying with that component.
I think in any commentary we provide we need to be cognizant of the complexities of issues around early reading, and that the people speaking were not experts on reading, but were seeing in their children some successes they had not seen before.
Moddy McKeown
From: <reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>> on behalf of P Pearson <ppearson at berkeley.edu<mailto:ppearson at berkeley.edu>>
Date: Wednesday, May 1, 2019 at 10:33 AM
To: "Risko, Victoria J" <victoria.j.risko at vanderbilt.edu<mailto:victoria.j.risko at vanderbilt.edu>>
Cc: "Reading-hall-of-fame at lists.nottingham.ac.uk<mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>" <Reading-hall-of-fame at lists.nottingham.ac.uk<mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>>
Subject: [Reading-hall-of-fame] Re: FW: PBS feature on "Dyslexia" and the "new approach" in Arkansas
I am with you. I feel like it is either 1995 with all the Reid Lyon rhetoric or 2002 with all the NCLB rhetoric. The misappropriation of science; The Reading Wars all over again.
One thing we need to do is to determine whether there are any new data used to prop up this version of "science" OR is it just rehashing what was available in the NRP?
Attaching a 2004 piece I did on the Reading Wars. It addresses the issue of the misuses of science. I fear it is all to apt today. See pp 224 onward especially for the politics of science part.
pdp
On Wed, May 1, 2019 at 7:31 AM Risko, Victoria J <victoria.j.risko at vanderbilt.edu<mailto:victoria.j.risko at vanderbilt.edu>> wrote:
Yes, I had a few calls about the show, then watched it. Could we organize a response? I just reviewed the new Praxis test for initial certification coming out in 2020 from ETS... you can look for info about it on line, so I am not divulging confidential information. Test was informed by the "science of reading" not ILA standards for beginning teachers. Vicki
Professor Emerita, Language, Literacy, Culture
Vanderbilt University
2011-2012 President, International Literacy Association
http://www.readinghalloffame.org/victoria-risko-inducted-2011<https://urldefense.proofpoint.com/v2/url?u=https-3A__nam05.safelinks.protection.outlook.com_-3Furl-3Dhttp-253A-252F-252Fwww.readinghalloffame.org-252Fvictoria-2Drisko-2Dinducted-2D2011-26data-3D02-257C01-257Cmckeown-2540pitt.edu-257Cbc243085c54c4319410108d6ce5af2c1-257C9ef9f489e0a04eeb87cc3a526112fd0d-257C1-257C0-257C636923287995985004-26sdata-3Ddb7d01CEacgCsWc9QdWgDurjZ13FzPmGXRAuEc24kvQ-253D-26reserved-3D0&d=DwMGaQ&c=l45AxH-kUV29SRQusp9vYR0n1GycN4_2jInuKy6zbqQ&r=GuQxow2bvZEbVH4ek_TzFROyuRTfAhVFbue_ICktJak&m=hHmiWO9MpDjulkU-G7Zw-RLfIk6SeJSC1n4agyFr2m4&s=Zy4f2XpIBNi1N6nAJFjRH6lTKcWUk8c1p4qCSAjsn88&e=>
Co-author, Professional Learning in Action: An inquiry approach for teachers of literacy. (Risko & Vogt), 2016. NY:Teachers College Press.
________________________________________
From: reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk> [reading-hall-of-fame-bounces at lists.nottingham.ac.uk<mailto:reading-hall-of-fame-bounces at lists.nottingham.ac.uk>] on behalf of Camille Blachowicz [CBlachowicz at nl.edu<mailto:CBlachowicz at nl.edu>]
Sent: Wednesday, May 01, 2019 7:04 AM
To: Reading-hall-of-fame at lists.nottingham.ac.uk<mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>
Subject: [Reading-hall-of-fame] FW: PBS feature on "Dyslexia" and the "new approach" in Arkansas
See the note below from Marge Lipson. We both watched the PBS news item about reading and were appalled.
PBS needs to receive lots of comments from informed folks. They stress how “scientific” this is. Here is the link. Marge asked me to forward to the list.
https://nam04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.pbs.org%2Fnewshour%2Fshow%2Fwhat-parents-of-dyslexic-children-are-teaching-schools-about-literacy&data=02%7C01%7Cvictoria.j.risko%40vanderbilt.edu%7Ca4ce681bb45440f616e508d6ce2d2e2a%7Cba5a7f39e3be4ab3b45067fa80faecad%7C0%7C1%7C636923090782333432&sdata=1zLDHYS4ZpTu%2BP%2FNovbPSEopftQh6Y0hiuBVjX7QNNI%3D&reserved=0<https://urldefense.proofpoint.com/v2/url?u=https-3A__nam05.safelinks.protection.outlook.com_-3Furl-3Dhttps-253A-252F-252Fwww.pbs.org-252Fnewshour-252Fshow-252Fwhat-2Dparents-2Dof-2Ddyslexic-2Dchildren-2Dare-2Dteaching-2Dschools-2Dabout-2Dliteracy-26data-3D02-257C01-257Cmckeown-2540pitt.edu-257Cbc243085c54c4319410108d6ce5af2c1-257C9ef9f489e0a04eeb87cc3a526112fd0d-257C1-257C0-257C636923287995985004-26sdata-3D-252FH0J-252FF-252FvXLQuBMs1wPMU1ziU8B0CD7KM7A-252FMjROfGmg-253D-26reserved-3D0&d=DwMGaQ&c=l45AxH-kUV29SRQusp9vYR0n1GycN4_2jInuKy6zbqQ&r=GuQxow2bvZEbVH4ek_TzFROyuRTfAhVFbue_ICktJak&m=hHmiWO9MpDjulkU-G7Zw-RLfIk6SeJSC1n4agyFr2m4&s=XxJ1JdCle-aQ-YZ8aaVRswtAmVKNtpmLHFvgCGCkEZY&e=>
We need to respond.
Camille Blachowicz, Ph.D.
Co-Director,
The Reading Leadership Institute
Distinguished Research Professor Emerita
The National College of Education
National Louis University
806 Colfax St.
Evanston, IL 60201
cblachowicz at nl.edu<mailto:cblachowicz at nl.edu><mailto:cblachowicz at nl.edu<mailto:cblachowicz at nl.edu>>
ph-847-708-6280 fax-224-233-2558
https://nam04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fnl.academia.edu%2FCamilleBlachowicz&data=02%7C01%7Cvictoria.j.risko%40vanderbilt.edu%7Ca4ce681bb45440f616e508d6ce2d2e2a%7Cba5a7f39e3be4ab3b45067fa80faecad%7C0%7C1%7C636923090782333432&sdata=bgD3ftSw6ubrBFZVBY6H%2B0jV%2FBxlEDd%2BddIV%2BOnewOM%3D&reserved=0<https://urldefense.proofpoint.com/v2/url?u=https-3A__nam05.safelinks.protection.outlook.com_-3Furl-3Dhttp-253A-252F-252Fnl.academia.edu-252FCamilleBlachowicz-26data-3D02-257C01-257Cmckeown-2540pitt.edu-257Cbc243085c54c4319410108d6ce5af2c1-257C9ef9f489e0a04eeb87cc3a526112fd0d-257C1-257C0-257C636923287995995013-26sdata-3DsoRPJogurMJzn6pkADXAbxhzGp69FJDn54yurSCpUDY-253D-26reserved-3D0&d=DwMGaQ&c=l45AxH-kUV29SRQusp9vYR0n1GycN4_2jInuKy6zbqQ&r=GuQxow2bvZEbVH4ek_TzFROyuRTfAhVFbue_ICktJak&m=hHmiWO9MpDjulkU-G7Zw-RLfIk6SeJSC1n4agyFr2m4&s=ABNeyrSS6Zgo5dSaqFJvynAkoD-GPSPRjWBCUzY1SSk&e=>
From: Marge Lipson gmail <mylipson at gmail.com<mailto:mylipson at gmail.com><mailto:mylipson at gmail.com<mailto:mylipson at gmail.com>>>
Date: Tuesday, April 30, 2019 at 6:13 PM
To: Karen Wixson <kwixson at umich.edu<mailto:kwixson at umich.edu><mailto:kwixson at umich.edu<mailto:kwixson at umich.edu>>>, Sheila Valencia <valencia at uw.edu<mailto:valencia at uw.edu><mailto:valencia at uw.edu<mailto:valencia at uw.edu>>>, Camille Blachowicz <CBlachowicz at nl.edu<mailto:CBlachowicz at nl.edu><mailto:CBlachowicz at nl.edu<mailto:CBlachowicz at nl.edu>>>, Barbara Ehren <libby23 at aol.com<mailto:libby23 at aol.com><mailto:libby23 at aol.com<mailto:libby23 at aol.com>>>, Peter Johnston <johnstonnz at aol.com<mailto:johnstonnz at aol.com><mailto:johnstonnz at aol.com<mailto:johnstonnz at aol.com>>>
Subject: PBS feature on "Dyslexia" and the "new approach" in Arkansas
Dear Friends,
I am writing to each of you because I am beside myself. I just watched the PBS News Hour, which I do almost every evening. I have come to view it as a reliable source of thoughtful coverage on key topics. Tonight they fell far short. They featured a "new approach" to reading that was meant to help students. It equated all reading problems with "dyslexia" and showed teary parents who attested to how little schools had responded to the needs of their children. They argued that phonics was a brand new approach to teaching reading and highlighted legislative successes in many (most) states. Finally, they concluded that all children need phonics first. (as opposed to experiences with books). I felt like I was back in a time 30 years ago). Please take time to watch this segment for yourselves and think about complaining to PBS -- the next thing I am going to do after I send this off to you.
If you can think of others who would thoughtfully address this matter, please reach out to them. Best, Marge
--
Marjorie Y. Lipson, Ph.D.
802.310.8268
--
Marjorie Y. Lipson, Ph.D.
802.310.8268
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+++++++++++++++++++++++++++++
P. David Pearson
Evelyn Lois Corey Emeritus Professor of Instructional Science
and Professor of the Graduate School
Graduate School of Education
4220 Berkeley Way West #1670
University of California, Berkeley
Berkeley CA 94720-1670
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--
+++++++++++++++++++++++++++++
P. David Pearson
Evelyn Lois Corey Emeritus Professor of Instructional Science
and Professor of the Graduate School
Graduate School of Education
4220 Berkeley Way West #1670
University of California, Berkeley
Berkeley CA 94720-1670
GSE Office: 510 543 6508
email: ppearson at berkeley.edu<mailto:ppearson at berkeley.edu>
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