[Reading-hall-of-fame] Re: "PBS" dyslexia page gone

Sat May 4 22:20:02 BST 2019

Thank YOU, Donna, for you have been such an inspiration to all of us who are fighters as Yetta and I are.  I am on nothing short of a rampage to get folks to STOP talking about teaching and starting thinking about LEARNING.  The L word has fallen out of use these days, and as you know, Donna, if we talk to any teenager who trusts us, all they want to do is think and talk about how they see, feel, and do learning of one kind or another.  I am hoping soon to start another big art project designed to involve youth in disadvantaged urban areas to build, create, and learn to use puppets (year one), but in ordrer to partner with libraries to do children's hour using the teens' interpretations of children's picture books!  Let's hope the foundation I've request the funding from sees the possibilities as I do, for I plan to bring into the program neuroscientists who study the brain and how LEARNING happens to talk with the teens about how they interpret and view findings from neuroscience these days.

We'll see!  But thanks to all of you who care so much about the PBS misplaced faith in so-called scientists!

Hugs to all,

Shirley
________________________________
From: reading-hall-of-fame-bounces at lists.nottingham.ac.uk <reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf of Donna Alvermann <dalverma at gmail.com>
Sent: Saturday, May 4, 2019 11:11 AM
To: Goodman, Yetta
Cc: Reading-hall-of-fame at lists.nottingham.ac.uk
Subject: [Reading-hall-of-fame] Re: "PBS" dyslexia page gone

A cogently stated insight, Yetta. You have lived the words, as has Shirley and others. May your insightfulness continue.
Respectfully,
Donna Alvermann

On Sat, May 4, 2019 at 1:59 PM Yetta Goodman <ygoodman at u.arizona.edu<mailto:ygoodman at u.arizona.edu>> wrote:
As I read through the emails about reading, I am taken with the notion that "teaching" is taken into consideration more than "learning".  I believe Shirley is referring to this as well.  As I have been reading the discussions and what teachers should know and do, I sense the belief that teaching causes learning to happen in a direct way.  I know some believe that systematic teaching of reading is still the way to proceed.  However,  without knowledge of how and what children/learners learn, how can we assume how to teach.

I see little reference to the work of linguists and and others who discovered that young chidlren's written inventions revealed a learner's knowledge of the relationship between sounds and letters.  Miscues and the way in which young children self correct or keep reading also reveal children's awareness of the grammar of their language(s).  This knowledge came with children's explorations of the writing in addition their their reading.  There is much evidence of children's literacy learning at early ages represented in their reading and writing.  Their explorations/inventions are sometimes used to prove they are "special needs" children.  Teachers can gather such information in their own classrooms and when they do, they develop knowledge about learning.  Teachers come to understand how children develop knowledge about written language as they transact with written language.  Written language is language, it is not a secondary system.

Yetta

On Fri, May 3, 2019 at 8:46 AM Paratore, Jeanne <jparator at bu.edu<mailto:jparator at bu.edu>> wrote:

I’ve been working for the last 10 years with PBS Kids on curriculum development. I wrote and asked my program officer there how we would be most likely to have our concerns heard.  This is what she said:

If this is something that is deeply troubling to the literacy community, which it sounds like it is, my recommendation is for the head of the ILA to send a note to Paula Kerger (PBS President/CEO)and to Sara Just, who is the Executive Producer of the News Hour.

Paula’s email is pakerger at pbs.org<mailto:pakerger at pbs.org>

I do not know Sara Just’s email, but here’s a link to her profile on the News Hour site.  A letter could be sent to her attention at the address for the News Hour.

https://www.pbs.org/newshour/about/sara-just

 Jeanne

Jeanne R. Paratore, Ed.D.

Professor Emerita

Literacy Education

Boston University Wheelock College of Education

& Human Development

Two Silber Way

Boston, MA 02215

jparator at bu.edu<mailto:jparator at bu.edu> | bu.edu/Wheelock<http://bu.edu/Wheelock>

Follow Us: Facebook<https://www.facebook.com/SEDBU/> | Twitter<https://twitter.com/BU_SED> | LinkedIn<https://www.linkedin.com/edu/school?id=42010&trk=edu-cp-title>

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 DAVID REINKING <reinkin at clemson.edu<mailto:reinkin at clemson.edu>>
Date: Friday, May 3, 2019 at 9:35 AM
To: Hall of Fame <Reading-hall-of-fame at lists.nottingham.ac.uk<mailto:Reading-hall-of-fame at lists.nottingham.ac.uk>>
Subject: [Reading-hall-of-fame] "PBS" dyslexia page gone

The link I shared yesterday where I posted a comment about the dyslexia segment on the NewsHour is no longer active.  Coincidence?  On the other hand, after investigating further, I’m not sure that the site is really sponsored by PBS, although it uses a logo that looks like PBS.

The following link may be a better one to post a comment, because it seems unequivocally connected to the PBS NewsHour and specifically to the segment we have been discussing:

https://www.pbs.org/newshour/show/what-parents-of-dyslexic-children-are-teaching-schools-about-literacy

David Reinking

Adjunct Professor of Education

University of Georgia

Dept. of Language and Literacy Education

David.Reinking @uga.edu<http://uga.edu>

http://www.davidreinking.info<https://urldefense.proofpoint.com/v2/url?u=https-3A__na01.safelinks.protection.outlook.com_-3Furl-3Dhttp-253A-252F-252Fwww.davidreinking.info-252F-26data-3D01-257C01-257Clg40-2540txstate.edu-257Cd43f2d8241584a0ca81608d50aa7b5c9-257Cb19c134a14c94d4caf65c420f94c8cbb-257C0-26sdata-3Dji-252FNnlYJBKtAbG0lEfttgJUZxsi6BinXvN1OaPMm5Uc-253D-26reserved-3D0&d=DwMFAg&c=Ngd-ta5yRYsqeUsEDgxhcqsYYY1Xs5ogLxWPA_2Wlc4&r=gUnMZ3Xw_juA4Q4q8MsCC_IKO_x_v_mImmv8TQcuKAs&m=UedHPeoTlZDAK_Y35nsdvaZ1tvfVsAXM3l43vQNlACI&s=5qWqgpYErOqlfng1rqjL41TgwAGTYZ6oMB15g45RwUc&e=>/

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--
Yetta Goodman, Regents Professor Emerita
University of Arizona, College of Education
home address:  7914 S Galilleo Lane, Tucson AZ.85747-9609

http://www.retrospectivemiscue.com<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/her to
discover will remain visible for the rest of his/her life.
               Jean Piaget

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