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reading "Home"
DR. MEL LEVINE
Dr. Levine is also the co-founder of All Kinds of Minds, a nonprofit Institute for the study of differences in learning, and co-chairs the Institute's Board of Directors with Charles R. Schwab. He is the author of A Mind at a Time , The Myth of Laziness and Ready or Not, Here Life Comes . Additional bio info.DR. SALLY SHAYWITZ
Dr. Sally E. Shaywitz is a professor of Pediatric Neurology at Yale University.She is the author of "Overcoming Dyslexia" and has published articles in many scientific and popular journals, including Nature, Journal of the American Medical Association, Scientific American and Child.She is a member of the Institute of Medicine at the National Academy of Sciences and the National Reading Panel.DR. MARK GREENBERG
Dr. Mark Greenberg is the Bennett Endowed Chair of Prevention Research in the College of Health and Human Development and the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University.. He is also a member of the leadership team of CASEL, the Collaborative for Academic, Social, and Emotional Learning. AUDITORY CONCEPTUALIZATION Lindamood Auditory Conceptualization Test. Pat Lindamood: I began to have some leadings as to what was making a difference for them.And it had to do with their ability to be consciously aware of individual sounds, the phonemes of the language, and whether two were the same or different, and when they were put together into syllables and words, that they could not judge the identity or the COGNITIVE CONSEQUENCES OF SHAME Each of these affect spotlights has its function and the spotlight of shame makes us droop like this, turn away, and for a moment we can’t think. As this happens to the child, the cognitive apparatus is turned off. If you can’t think clearly in the moment of shame, everything is working properly. DR. GROVER (RUSS) WHITEHURST Dr. Grover (Russ) Whitehurst was the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration (2002-2008). Dr. Whitehurst administered the Institute, including the activities of the National Center for Education Statistics, the National Center for Education Evaluation and Regional Assistance and THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
DR. ZVIA BREZNITZ
Dr. Zvia Breznitz is the Director of the Laboratory for Neurocognitive Research at the University of Haifa in Israel.She is also a Member of the University's Brain and Behavior Center and the Academic director of the Student support clinic for the diagnosis and remediation of learning disabilities.NANCY HENNESSY
Nancy Hennessy, M.Ed., is an experienced teacher, administrator, diagnostician and consultant in both regular and special education.She served as the president of the International Dyslexia Association (IDA) from 2003-2005 and has developed teacher training programs and presented speeches throughout the United States. Additional bio info "What must it be like to come to school everyday and HOME | CHILDREN OF THE CODEINTERVIEWSONLINE VIDEOSINTERACTIVE ORTHOGRAPHYPD & EVENTSDVDSCOMMENTS Imagine Growing up Ashamed of Your Mind Note: Click on any word on this site to experience Interactive Orthography . According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the Continuereading "Home"
DR. MEL LEVINE
Dr. Levine is also the co-founder of All Kinds of Minds, a nonprofit Institute for the study of differences in learning, and co-chairs the Institute's Board of Directors with Charles R. Schwab. He is the author of A Mind at a Time , The Myth of Laziness and Ready or Not, Here Life Comes . Additional bio info.DR. SALLY SHAYWITZ
Dr. Sally E. Shaywitz is a professor of Pediatric Neurology at Yale University.She is the author of "Overcoming Dyslexia" and has published articles in many scientific and popular journals, including Nature, Journal of the American Medical Association, Scientific American and Child.She is a member of the Institute of Medicine at the National Academy of Sciences and the National Reading Panel.DR. MARK GREENBERG
Dr. Mark Greenberg is the Bennett Endowed Chair of Prevention Research in the College of Health and Human Development and the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University.. He is also a member of the leadership team of CASEL, the Collaborative for Academic, Social, and Emotional Learning. AUDITORY CONCEPTUALIZATION Lindamood Auditory Conceptualization Test. Pat Lindamood: I began to have some leadings as to what was making a difference for them.And it had to do with their ability to be consciously aware of individual sounds, the phonemes of the language, and whether two were the same or different, and when they were put together into syllables and words, that they could not judge the identity or the COGNITIVE CONSEQUENCES OF SHAME Each of these affect spotlights has its function and the spotlight of shame makes us droop like this, turn away, and for a moment we can’t think. As this happens to the child, the cognitive apparatus is turned off. If you can’t think clearly in the moment of shame, everything is working properly. DR. GROVER (RUSS) WHITEHURST Dr. Grover (Russ) Whitehurst was the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration (2002-2008). Dr. Whitehurst administered the Institute, including the activities of the National Center for Education Statistics, the National Center for Education Evaluation and Regional Assistance and THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
DR. ZVIA BREZNITZ
Dr. Zvia Breznitz is the Director of the Laboratory for Neurocognitive Research at the University of Haifa in Israel.She is also a Member of the University's Brain and Behavior Center and the Academic director of the Student support clinic for the diagnosis and remediation of learning disabilities.NANCY HENNESSY
Nancy Hennessy, M.Ed., is an experienced teacher, administrator, diagnostician and consultant in both regular and special education.She served as the president of the International Dyslexia Association (IDA) from 2003-2005 and has developed teacher training programs and presented speeches throughout the United States. Additional bio info "What must it be like to come to school everyday and TOPIC THEMES ARCHIVE Stewarding the HEALTH of our Children's Learning-----“The Children of the Code experience was life changing for me. I have renewed passion to ensure that every child learn to break the code–there is nothing wrong with the struggling reader–there is something wrong with the curriculum or the implementation of the curriculum!” DR. JACK P. SHONKOFF Jack P. Shonkoff, M.D. is the Julius B. Richmond FAMRI Professor of Child Health and Development and founding director of the university-wide Center on the Developing Child at Harvard University.He also chairs the National Scientific Council on the Developing Child, a multidisciplinary collaboration comprising leading scholars in neuroscience, developmental psychology, pediatrics, and COGNITIVE CONSEQUENCES OF SHAME Shame Disables Reading. I’m asking you to consider that there are two forms of cognition in the learning process. One is the neo-cortical brain, our most recent evolutionary adaptation, that lets us process information.It lets us correlate new things we’re learning to stuff we learned before. DR. MICHAEL MERZENICH Dr. Michael Merzenich is the Chair of Otolaryngology at the Keck Center for Integrative Neurosciences at the University of California at San Francisco.He is a scientist and educator, and founder of Scientific Learning Corporation and Posit Science Corporation, companies that develop therapeutic programs for the neurologically and psychiatrically impaired.PHONEMIC AWARENESS
Phonemic Awareness..What does it take to be able to learn to read? We know that it initially takes a clear understanding that the language we hear is composed of smaller sounds.These are called phonemes, the smallest units of sound.Dr. G. Reid Lyon, Past- Chief of the Child Development and Behavior Branch of the National Institute of Child Health & Human Development, National Institutes of DR. CHARLES PERFETTI Dr. Perfetti's central research interest is in the cognitive science of language and reading processes. His work on the relationship between word recognition and comprehension is part of the bedrock of modern thought about reading. Additional bio info. Dr. Perfetti is renowned for his knowledge and expertise and is the best kind ofscientist
DR. MARILYN JAGER ADAMS Dr. Marilyn Jager Adams is a brilliant and rigorous scientist. The following conversation ranges from the history of reading to the emergence of phonemic awareness science, and from a discussion of the layers of ambiguity involved in reading to an overview of the unique processing challenges involved in THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
DR. KEITH STANOVICH
Dr. Keith Stanovich is Canada's Research Chair of Applied Cognitive Science at the Department of Human Development and Applied Psychology, University of Toronto. His research in the field of reading was fundamental to the emergence of today's scientific consensus about what reading is, how it works and what it does for the mind. He is the author of: Progress in Understanding ReadingDR. LOUISA MOATS
Dr. Louisa Cook Moats, is Vice President of the International Dyslexia Association and a Consultant Advisor to Sopris West Educational Services. Dr. Moats specializes in the implementation of school-wide interventions for improving literacy. She directed the NICHD Early Reading Interventions Project in Washington, DC and as a Distinguished Visiting Scholar, worked on the California Reading HOME | CHILDREN OF THE CODEINTERVIEWSONLINE VIDEOSINTERACTIVE ORTHOGRAPHYPD & EVENTSDVDSCOMMENTS Imagine Growing up Ashamed of Your Mind Note: Click on any word on this site to experience Interactive Orthography . According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the Continuereading "Home"
DR. MEL LEVINE
Dr. Levine is also the co-founder of All Kinds of Minds, a nonprofit Institute for the study of differences in learning, and co-chairs the Institute's Board of Directors with Charles R. Schwab. He is the author of A Mind at a Time , The Myth of Laziness and Ready or Not, Here Life Comes . Additional bio info.DR. SALLY SHAYWITZ
Dr. Sally E. Shaywitz is a professor of Pediatric Neurology at Yale University.She is the author of "Overcoming Dyslexia" and has published articles in many scientific and popular journals, including Nature, Journal of the American Medical Association, Scientific American and Child.She is a member of the Institute of Medicine at the National Academy of Sciences and the National Reading Panel.DR. MARK GREENBERG
Dr. Mark Greenberg is the Bennett Endowed Chair of Prevention Research in the College of Health and Human Development and the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University.. He is also a member of the leadership team of CASEL, the Collaborative for Academic, Social, and Emotional Learning. AUDITORY CONCEPTUALIZATION Lindamood Auditory Conceptualization Test. Pat Lindamood: I began to have some leadings as to what was making a difference for them.And it had to do with their ability to be consciously aware of individual sounds, the phonemes of the language, and whether two were the same or different, and when they were put together into syllables and words, that they could not judge the identity or the DR. GROVER (RUSS) WHITEHURST Dr. Grover (Russ) Whitehurst was the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration (2002-2008). Dr. Whitehurst administered the Institute, including the activities of the National Center for Education Statistics, the National Center for Education Evaluation and Regional Assistance and THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
DR. CHARLES PERFETTI Dr. Perfetti's central research interest is in the cognitive science of language and reading processes. His work on the relationship between word recognition and comprehension is part of the bedrock of modern thought about reading. Additional bio info. Dr. Perfetti is renowned for his knowledge and expertise and is the best kind ofscientist
DR. ZVIA BREZNITZ
Dr. Zvia Breznitz is the Director of the Laboratory for Neurocognitive Research at the University of Haifa in Israel.She is also a Member of the University's Brain and Behavior Center and the Academic director of the Student support clinic for the diagnosis and remediation of learning disabilities.NANCY HENNESSY
Nancy Hennessy, M.Ed., is an experienced teacher, administrator, diagnostician and consultant in both regular and special education.She served as the president of the International Dyslexia Association (IDA) from 2003-2005 and has developed teacher training programs and presented speeches throughout the United States. Additional bio info "What must it be like to come to school everyday and HOME | CHILDREN OF THE CODEINTERVIEWSONLINE VIDEOSINTERACTIVE ORTHOGRAPHYPD & EVENTSDVDSCOMMENTS Imagine Growing up Ashamed of Your Mind Note: Click on any word on this site to experience Interactive Orthography . According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the Continuereading "Home"
DR. MEL LEVINE
Dr. Levine is also the co-founder of All Kinds of Minds, a nonprofit Institute for the study of differences in learning, and co-chairs the Institute's Board of Directors with Charles R. Schwab. He is the author of A Mind at a Time , The Myth of Laziness and Ready or Not, Here Life Comes . Additional bio info.DR. SALLY SHAYWITZ
Dr. Sally E. Shaywitz is a professor of Pediatric Neurology at Yale University.She is the author of "Overcoming Dyslexia" and has published articles in many scientific and popular journals, including Nature, Journal of the American Medical Association, Scientific American and Child.She is a member of the Institute of Medicine at the National Academy of Sciences and the National Reading Panel.DR. MARK GREENBERG
Dr. Mark Greenberg is the Bennett Endowed Chair of Prevention Research in the College of Health and Human Development and the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University.. He is also a member of the leadership team of CASEL, the Collaborative for Academic, Social, and Emotional Learning. AUDITORY CONCEPTUALIZATION Lindamood Auditory Conceptualization Test. Pat Lindamood: I began to have some leadings as to what was making a difference for them.And it had to do with their ability to be consciously aware of individual sounds, the phonemes of the language, and whether two were the same or different, and when they were put together into syllables and words, that they could not judge the identity or the DR. GROVER (RUSS) WHITEHURST Dr. Grover (Russ) Whitehurst was the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration (2002-2008). Dr. Whitehurst administered the Institute, including the activities of the National Center for Education Statistics, the National Center for Education Evaluation and Regional Assistance and THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
DR. CHARLES PERFETTI Dr. Perfetti's central research interest is in the cognitive science of language and reading processes. His work on the relationship between word recognition and comprehension is part of the bedrock of modern thought about reading. Additional bio info. Dr. Perfetti is renowned for his knowledge and expertise and is the best kind ofscientist
DR. ZVIA BREZNITZ
Dr. Zvia Breznitz is the Director of the Laboratory for Neurocognitive Research at the University of Haifa in Israel.She is also a Member of the University's Brain and Behavior Center and the Academic director of the Student support clinic for the diagnosis and remediation of learning disabilities.NANCY HENNESSY
Nancy Hennessy, M.Ed., is an experienced teacher, administrator, diagnostician and consultant in both regular and special education.She served as the president of the International Dyslexia Association (IDA) from 2003-2005 and has developed teacher training programs and presented speeches throughout the United States. Additional bio info "What must it be like to come to school everyday and TOPIC THEMES ARCHIVE Stewarding the HEALTH of our Children's Learning-----“The Children of the Code experience was life changing for me. I have renewed passion to ensure that every child learn to break the code–there is nothing wrong with the struggling reader–there is something wrong with the curriculum or the implementation of the curriculum!” DR. JACK P. SHONKOFF Jack P. Shonkoff, M.D. is the Julius B. Richmond FAMRI Professor of Child Health and Development and founding director of the university-wide Center on the Developing Child at Harvard University.He also chairs the National Scientific Council on the Developing Child, a multidisciplinary collaboration comprising leading scholars in neuroscience, developmental psychology, pediatrics, and DR. MICHAEL MERZENICH Dr. Michael Merzenich is the Chair of Otolaryngology at the Keck Center for Integrative Neurosciences at the University of California at San Francisco.He is a scientist and educator, and founder of Scientific Learning Corporation and Posit Science Corporation, companies that develop therapeutic programs for the neurologically and psychiatrically impaired.PHONEMIC AWARENESS
Phonemic Awareness..What does it take to be able to learn to read? We know that it initially takes a clear understanding that the language we hear is composed of smaller sounds.These are called phonemes, the smallest units of sound.Dr. G. Reid Lyon, Past- Chief of the Child Development and Behavior Branch of the National Institute of Child Health & Human Development, National Institutes of DR. MARILYN JAGER ADAMS Dr. Marilyn Jager Adams is a brilliant and rigorous scientist. The following conversation ranges from the history of reading to the emergence of phonemic awareness science, and from a discussion of the layers of ambiguity involved in reading to an overview of the unique processing challenges involved in DR. CHARLES PERFETTI Dr. Perfetti's central research interest is in the cognitive science of language and reading processes. His work on the relationship between word recognition and comprehension is part of the bedrock of modern thought about reading. Additional bio info. Dr. Perfetti is renowned for his knowledge and expertise and is the best kind ofscientist
COGNITIVE CONSEQUENCES OF SHAME Each of these affect spotlights has its function and the spotlight of shame makes us droop like this, turn away, and for a moment we can’t think. As this happens to the child, the cognitive apparatus is turned off. If you can’t think clearly in the moment of shame, everything is working properly. THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
DR. KEITH STANOVICH
Dr. Keith Stanovich is Canada's Research Chair of Applied Cognitive Science at the Department of Human Development and Applied Psychology, University of Toronto. His research in the field of reading was fundamental to the emergence of today's scientific consensus about what reading is, how it works and what it does for the mind. He is the author of: Progress in Understanding ReadingDR. LOUISA MOATS
Dr. Louisa Cook Moats, is Vice President of the International Dyslexia Association and a Consultant Advisor to Sopris West Educational Services. Dr. Moats specializes in the implementation of school-wide interventions for improving literacy. She directed the NICHD Early Reading Interventions Project in Washington, DC and as a Distinguished Visiting Scholar, worked on the California Reading HOME | CHILDREN OF THE CODEINTERVIEWSONLINE VIDEOSINTERACTIVE ORTHOGRAPHYPD & EVENTSDVDSCOMMENTS Imagine Growing up Ashamed of Your Mind Note: Click on any word on this site to experience Interactive Orthography . According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the Continuereading "Home"
DR. SALLY SHAYWITZ
Dr. Sally E. Shaywitz is a professor of Pediatric Neurology at Yale University.She is the author of "Overcoming Dyslexia" and has published articles in many scientific and popular journals, including Nature, Journal of the American Medical Association, Scientific American and Child.She is a member of the Institute of Medicine at the National Academy of Sciences and the National Reading Panel.DR. MEL LEVINE
Dr. Levine is also the co-founder of All Kinds of Minds, a nonprofit Institute for the study of differences in learning, and co-chairs the Institute's Board of Directors with Charles R. Schwab. He is the author of A Mind at a Time , The Myth of Laziness and Ready or Not, Here Life Comes . Additional bio info.DR. MARK GREENBERG
Dr. Mark Greenberg is the Bennett Endowed Chair of Prevention Research in the College of Health and Human Development and the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University.. He is also a member of the leadership team of CASEL, the Collaborative for Academic, Social, and Emotional Learning. DR. JACK P. SHONKOFF Jack P. Shonkoff, M.D. is the Julius B. Richmond FAMRI Professor of Child Health and Development and founding director of the university-wide Center on the Developing Child at Harvard University.He also chairs the National Scientific Council on the Developing Child, a multidisciplinary collaboration comprising leading scholars in neuroscience, developmental psychology, pediatrics, and DR. GROVER (RUSS) WHITEHURST Dr. Grover (Russ) Whitehurst was the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration (2002-2008). Dr. Whitehurst administered the Institute, including the activities of the National Center for Education Statistics, the National Center for Education Evaluation and Regional Assistance and DR. MICHAEL MERZENICH Dr. Michael Merzenich is the Chair of Otolaryngology at the Keck Center for Integrative Neurosciences at the University of California at San Francisco.He is a scientist and educator, and founder of Scientific Learning Corporation and Posit Science Corporation, companies that develop therapeutic programs for the neurologically and psychiatrically impaired.DR. KEITH STANOVICH
Dr. Keith Stanovich is Canada's Research Chair of Applied Cognitive Science at the Department of Human Development and Applied Psychology, University of Toronto. His research in the field of reading was fundamental to the emergence of today's scientific consensus about what reading is, how it works and what it does for the mind. He is the author of: Progress in Understanding ReadingDR. LOUISA MOATS
Dr. Louisa Cook Moats, is Vice President of the International Dyslexia Association and a Consultant Advisor to Sopris West Educational Services. Dr. Moats specializes in the implementation of school-wide interventions for improving literacy. She directed the NICHD Early Reading Interventions Project in Washington, DC and as a Distinguished Visiting Scholar, worked on the California ReadingARTHUR ROLNICK
Arthur Rolnick: So, we said, “Look, hands down, this beats conventional economic development, which we argued was a zero public return. And it stacks up well against any private return. We argued this was a fairly safe investment because, if done right and focusedon
HOME | CHILDREN OF THE CODEINTERVIEWSONLINE VIDEOSINTERACTIVE ORTHOGRAPHYPD & EVENTSDVDSCOMMENTS Imagine Growing up Ashamed of Your Mind Note: Click on any word on this site to experience Interactive Orthography . According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the Continuereading "Home"
DR. SALLY SHAYWITZ
Dr. Sally E. Shaywitz is a professor of Pediatric Neurology at Yale University.She is the author of "Overcoming Dyslexia" and has published articles in many scientific and popular journals, including Nature, Journal of the American Medical Association, Scientific American and Child.She is a member of the Institute of Medicine at the National Academy of Sciences and the National Reading Panel.DR. MEL LEVINE
Dr. Levine is also the co-founder of All Kinds of Minds, a nonprofit Institute for the study of differences in learning, and co-chairs the Institute's Board of Directors with Charles R. Schwab. He is the author of A Mind at a Time , The Myth of Laziness and Ready or Not, Here Life Comes . Additional bio info.DR. MARK GREENBERG
Dr. Mark Greenberg is the Bennett Endowed Chair of Prevention Research in the College of Health and Human Development and the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University.. He is also a member of the leadership team of CASEL, the Collaborative for Academic, Social, and Emotional Learning. DR. JACK P. SHONKOFF Jack P. Shonkoff, M.D. is the Julius B. Richmond FAMRI Professor of Child Health and Development and founding director of the university-wide Center on the Developing Child at Harvard University.He also chairs the National Scientific Council on the Developing Child, a multidisciplinary collaboration comprising leading scholars in neuroscience, developmental psychology, pediatrics, and DR. GROVER (RUSS) WHITEHURST Dr. Grover (Russ) Whitehurst was the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration (2002-2008). Dr. Whitehurst administered the Institute, including the activities of the National Center for Education Statistics, the National Center for Education Evaluation and Regional Assistance and DR. MICHAEL MERZENICH Dr. Michael Merzenich is the Chair of Otolaryngology at the Keck Center for Integrative Neurosciences at the University of California at San Francisco.He is a scientist and educator, and founder of Scientific Learning Corporation and Posit Science Corporation, companies that develop therapeutic programs for the neurologically and psychiatrically impaired.DR. KEITH STANOVICH
Dr. Keith Stanovich is Canada's Research Chair of Applied Cognitive Science at the Department of Human Development and Applied Psychology, University of Toronto. His research in the field of reading was fundamental to the emergence of today's scientific consensus about what reading is, how it works and what it does for the mind. He is the author of: Progress in Understanding ReadingDR. LOUISA MOATS
Dr. Louisa Cook Moats, is Vice President of the International Dyslexia Association and a Consultant Advisor to Sopris West Educational Services. Dr. Moats specializes in the implementation of school-wide interventions for improving literacy. She directed the NICHD Early Reading Interventions Project in Washington, DC and as a Distinguished Visiting Scholar, worked on the California ReadingARTHUR ROLNICK
Arthur Rolnick: So, we said, “Look, hands down, this beats conventional economic development, which we argued was a zero public return. And it stacks up well against any private return. We argued this was a fairly safe investment because, if done right and focusedon
DYSLEXIA | CHILDREN OF THE CODE Dyslexia Numbers. David Boulton: You’ve been attributing that up to twenty percent of the population has or could have dyslexia. Dr. Sally Shaywitz: Right. David Boulton: When we talked with Reid Lyon and James Wendorf, they’re very clear in the way that they frame it, coming at it from two different but correlated angles, that only about five to six percent of children, according to all BELOW BASIC, BASIC, AND PROFICIENCY SPECTRUM Code Processing Inefficiency Drags Comprehension. David Boulton: Related to the difference between basic and proficient, as you’ve just described it, is that ‘below basic’ is a fundamental inability to process the code and ‘below proficient’ is a less than optimal ability to translate that code processing into comprehension. So, ‘below proficiency’ represents this less than COGNITIVE CONSEQUENCES OF SHAME Each of these affect spotlights has its function and the spotlight of shame makes us droop like this, turn away, and for a moment we can’t think. As this happens to the child, the cognitive apparatus is turned off. If you can’t think clearly in the moment of shame, everything is working properly. DR. JACK P. SHONKOFF Jack P. Shonkoff, M.D. is the Julius B. Richmond FAMRI Professor of Child Health and Development and founding director of the university-wide Center on the Developing Child at Harvard University.He also chairs the National Scientific Council on the Developing Child, a multidisciplinary collaboration comprising leading scholars in neuroscience, developmental psychology, pediatrics, and AUDITORY CONCEPTUALIZATION Lindamood Auditory Conceptualization Test. Pat Lindamood: I began to have some leadings as to what was making a difference for them.And it had to do with their ability to be consciously aware of individual sounds, the phonemes of the language, and whether two were the same or different, and when they were put together into syllables and words, that they could not judge the identity or the DR. CHARLES PERFETTI Dr. Perfetti's central research interest is in the cognitive science of language and reading processes. His work on the relationship between word recognition and comprehension is part of the bedrock of modern thought about reading. Additional bio info. Dr. Perfetti is renowned for his knowledge and expertise and is the best kind ofscientist
DR. TIMOTHY SHANAHAN Dr. Timothy Shanahan is the Chair of the National Early Literacy Panel, President Elect (2006) of the International Reading Association, Member of the National Reading Panel, Director of the Center for Literacy, and Coordinator of Graduate Programs in Reading, Writing, and Literacy at the University of Illinois at Chicago. He received the Albert J. Harris Award for Outstanding Research onDR. GUY DEUTSCHER
Dr. Guy Deutscher, is a professor with the Department of Languages and Cultures of Ancient Mesopotamia at the University of Leiden in Holland. Dr. Deutscher is the author of a number of scholarly articles and the highly acclaimed book: "The Unfolding of Language: An Evolutionary Tour of Mankind's Greatest Invention". The Unfolding of Language won the Susanne K. Langer Award for OutstandingDR. JOHN SEARLE
Dr. John Searle is Mills Professor of the Philosophy of Mind and Language at University of California- Berkeley. In 2004 he received the National Humanities Medal for shaping modern thought about the nature of the human mind. He is the author of over a dozen books on language, mind and consciousness and has written hundreds of articlesand papers.
TERRENCE DEACON, PH.D. Dr. Terrence Deacon, professor of Biological Anthropology and Linguistics at UC Berkeley. His research combines human evolutionary biology and neuroscience and extends from laboratory-based cellular-molecular neurobiology to the study of semiotic processes underlying animal and human communication, especially language. He is the author of The Symbolic Species: The Co-evolution of Language and HOME | CHILDREN OF THE CODEINTERVIEWSONLINE VIDEOSINTERACTIVE ORTHOGRAPHYPD & EVENTSDVDSCOMMENTS Imagine Growing up Ashamed of Your Mind Note: Click on any word on this site to experience Interactive Orthography . According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the Continuereading "Home"
DR. MEL LEVINE
Dr. Levine is also the co-founder of All Kinds of Minds, a nonprofit Institute for the study of differences in learning, and co-chairs the Institute's Board of Directors with Charles R. Schwab. He is the author of A Mind at a Time , The Myth of Laziness and Ready or Not, Here Life Comes . Additional bio info.DR. SALLY SHAYWITZ
Dr. Sally E. Shaywitz is a professor of Pediatric Neurology at Yale University.She is the author of "Overcoming Dyslexia" and has published articles in many scientific and popular journals, including Nature, Journal of the American Medical Association, Scientific American and Child.She is a member of the Institute of Medicine at the National Academy of Sciences and the National Reading Panel.DR. MARK GREENBERG
Dr. Mark Greenberg is the Bennett Endowed Chair of Prevention Research in the College of Health and Human Development and the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University.. He is also a member of the leadership team of CASEL, the Collaborative for Academic, Social, and Emotional Learning.DR. ZVIA BREZNITZ
Dr. Zvia Breznitz is the Director of the Laboratory for Neurocognitive Research at the University of Haifa in Israel.She is also a Member of the University's Brain and Behavior Center and the Academic director of the Student support clinic for the diagnosis and remediation of learning disabilities. DR. GROVER (RUSS) WHITEHURST Dr. Grover (Russ) Whitehurst was the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration (2002-2008). Dr. Whitehurst administered the Institute, including the activities of the National Center for Education Statistics, the National Center for Education Evaluation and Regional Assistance and AUDITORY CONCEPTUALIZATION Lindamood Auditory Conceptualization Test. Pat Lindamood: I began to have some leadings as to what was making a difference for them.And it had to do with their ability to be consciously aware of individual sounds, the phonemes of the language, and whether two were the same or different, and when they were put together into syllables and words, that they could not judge the identity or the DR. KEITH STANOVICH: MATTHEW EFFECTS Dr. Keith Stanovich is Canada's Research Chair of Applied Cognitive Science at the Department of Human Development and Applied Psychology, University of Toronto. His research in the field of reading was fundamental to the emergence of today's scientific consensus about what reading is, how it works and what it does for the mind. He is the author of: Progress in Understanding Reading THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
NANCY HENNESSY
Nancy Hennessy, M.Ed., is an experienced teacher, administrator, diagnostician and consultant in both regular and special education.She served as the president of the International Dyslexia Association (IDA) from 2003-2005 and has developed teacher training programs and presented speeches throughout the United States. Additional bio info "What must it be like to come to school everyday and HOME | CHILDREN OF THE CODEINTERVIEWSONLINE VIDEOSINTERACTIVE ORTHOGRAPHYPD & EVENTSDVDSCOMMENTS Imagine Growing up Ashamed of Your Mind Note: Click on any word on this site to experience Interactive Orthography . According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the Continuereading "Home"
DR. MEL LEVINE
Dr. Levine is also the co-founder of All Kinds of Minds, a nonprofit Institute for the study of differences in learning, and co-chairs the Institute's Board of Directors with Charles R. Schwab. He is the author of A Mind at a Time , The Myth of Laziness and Ready or Not, Here Life Comes . Additional bio info.DR. SALLY SHAYWITZ
Dr. Sally E. Shaywitz is a professor of Pediatric Neurology at Yale University.She is the author of "Overcoming Dyslexia" and has published articles in many scientific and popular journals, including Nature, Journal of the American Medical Association, Scientific American and Child.She is a member of the Institute of Medicine at the National Academy of Sciences and the National Reading Panel.DR. MARK GREENBERG
Dr. Mark Greenberg is the Bennett Endowed Chair of Prevention Research in the College of Health and Human Development and the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University.. He is also a member of the leadership team of CASEL, the Collaborative for Academic, Social, and Emotional Learning.DR. ZVIA BREZNITZ
Dr. Zvia Breznitz is the Director of the Laboratory for Neurocognitive Research at the University of Haifa in Israel.She is also a Member of the University's Brain and Behavior Center and the Academic director of the Student support clinic for the diagnosis and remediation of learning disabilities. DR. GROVER (RUSS) WHITEHURST Dr. Grover (Russ) Whitehurst was the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration (2002-2008). Dr. Whitehurst administered the Institute, including the activities of the National Center for Education Statistics, the National Center for Education Evaluation and Regional Assistance and AUDITORY CONCEPTUALIZATION Lindamood Auditory Conceptualization Test. Pat Lindamood: I began to have some leadings as to what was making a difference for them.And it had to do with their ability to be consciously aware of individual sounds, the phonemes of the language, and whether two were the same or different, and when they were put together into syllables and words, that they could not judge the identity or the DR. KEITH STANOVICH: MATTHEW EFFECTS Dr. Keith Stanovich is Canada's Research Chair of Applied Cognitive Science at the Department of Human Development and Applied Psychology, University of Toronto. His research in the field of reading was fundamental to the emergence of today's scientific consensus about what reading is, how it works and what it does for the mind. He is the author of: Progress in Understanding Reading THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
NANCY HENNESSY
Nancy Hennessy, M.Ed., is an experienced teacher, administrator, diagnostician and consultant in both regular and special education.She served as the president of the International Dyslexia Association (IDA) from 2003-2005 and has developed teacher training programs and presented speeches throughout the United States. Additional bio info "What must it be like to come to school everyday and TOPIC THEMES ARCHIVE Stewarding the HEALTH of our Children's Learning-----“The Children of the Code experience was life changing for me. I have renewed passion to ensure that every child learn to break the code–there is nothing wrong with the struggling reader–there is something wrong with the curriculum or the implementation of the curriculum!” DYSLEXIA | CHILDREN OF THE CODE Dyslexia Numbers. David Boulton: You’ve been attributing that up to twenty percent of the population has or could have dyslexia. Dr. Sally Shaywitz: Right. David Boulton: When we talked with Reid Lyon and James Wendorf, they’re very clear in the way that they frame it, coming at it from two different but correlated angles, that only about five to six percent of children, according to all DR. JACK P. SHONKOFF Jack P. Shonkoff, M.D. is the Julius B. Richmond FAMRI Professor of Child Health and Development and founding director of the university-wide Center on the Developing Child at Harvard University.He also chairs the National Scientific Council on the Developing Child, a multidisciplinary collaboration comprising leading scholars in neuroscience, developmental psychology, pediatrics, andPHONEMIC AWARENESS
Phonemic Awareness..What does it take to be able to learn to read? We know that it initially takes a clear understanding that the language we hear is composed of smaller sounds.These are called phonemes, the smallest units of sound.Dr. G. Reid Lyon, Past- Chief of the Child Development and Behavior Branch of the National Institute of Child Health & Human Development, National Institutes of DR. MICHAEL MERZENICH Dr. Michael Merzenich is the Chair of Otolaryngology at the Keck Center for Integrative Neurosciences at the University of California at San Francisco.He is a scientist and educator, and founder of Scientific Learning Corporation and Posit Science Corporation, companies that develop therapeutic programs for the neurologically and psychiatrically impaired. BELOW BASIC, BASIC, AND PROFICIENCY SPECTRUM Code Processing Inefficiency Drags Comprehension. David Boulton: Related to the difference between basic and proficient, as you’ve just described it, is that ‘below basic’ is a fundamental inability to process the code and ‘below proficient’ is a less than optimal ability to translate that code processing into comprehension. So, ‘below proficiency’ represents this less than DR. MARILYN JAGER ADAMS Dr. Marilyn Jager Adams is a brilliant and rigorous scientist. The following conversation ranges from the history of reading to the emergence of phonemic awareness science, and from a discussion of the layers of ambiguity involved in reading to an overview of the unique processing challenges involved in DR. CHARLES PERFETTI Dr. Perfetti's central research interest is in the cognitive science of language and reading processes. His work on the relationship between word recognition and comprehension is part of the bedrock of modern thought about reading. Additional bio info. Dr. Perfetti is renowned for his knowledge and expertise and is the best kind ofscientist
COGNITIVE CONSEQUENCES OF SHAME Each of these affect spotlights has its function and the spotlight of shame makes us droop like this, turn away, and for a moment we can’t think. As this happens to the child, the cognitive apparatus is turned off. If you can’t think clearly in the moment of shame, everything is working properly.DR. KEITH STANOVICH
Dr. Keith Stanovich is Canada's Research Chair of Applied Cognitive Science at the Department of Human Development and Applied Psychology, University of Toronto. His research in the field of reading was fundamental to the emergence of today's scientific consensus about what reading is, how it works and what it does for the mind. He is the author of: Progress in Understanding Reading HOME | CHILDREN OF THE CODEINTERVIEWSONLINE VIDEOSINTERACTIVE ORTHOGRAPHYPD & EVENTSDVDSCOMMENTS Imagine Growing up Ashamed of Your Mind Note: Click on any word on this site to experience Interactive Orthography . According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the Continuereading "Home"
DR. MEL LEVINE
Dr. Levine is also the co-founder of All Kinds of Minds, a nonprofit Institute for the study of differences in learning, and co-chairs the Institute's Board of Directors with Charles R. Schwab. He is the author of A Mind at a Time , The Myth of Laziness and Ready or Not, Here Life Comes . Additional bio info. DYSLEXIA | CHILDREN OF THE CODE Dyslexia Numbers. David Boulton: You’ve been attributing that up to twenty percent of the population has or could have dyslexia. Dr. Sally Shaywitz: Right. David Boulton: When we talked with Reid Lyon and James Wendorf, they’re very clear in the way that they frame it, coming at it from two different but correlated angles, that only about five to six percent of children, according to allDR. MARK GREENBERG
Dr. Mark Greenberg is the Bennett Endowed Chair of Prevention Research in the College of Health and Human Development and the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University.. He is also a member of the leadership team of CASEL, the Collaborative for Academic, Social, and Emotional Learning.DR. SALLY SHAYWITZ
Dr. Sally E. Shaywitz is a professor of Pediatric Neurology at Yale University.She is the author of "Overcoming Dyslexia" and has published articles in many scientific and popular journals, including Nature, Journal of the American Medical Association, Scientific American and Child.She is a member of the Institute of Medicine at the National Academy of Sciences and the National Reading Panel.DR. ZVIA BREZNITZ
Dr. Zvia Breznitz is the Director of the Laboratory for Neurocognitive Research at the University of Haifa in Israel.She is also a Member of the University's Brain and Behavior Center and the Academic director of the Student support clinic for the diagnosis and remediation of learning disabilities. DR. MICHAEL MERZENICH Dr. Michael Merzenich is the Chair of Otolaryngology at the Keck Center for Integrative Neurosciences at the University of California at San Francisco.He is a scientist and educator, and founder of Scientific Learning Corporation and Posit Science Corporation, companies that develop therapeutic programs for the neurologically and psychiatrically impaired. DR. GROVER (RUSS) WHITEHURST Dr. Grover (Russ) Whitehurst was the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration (2002-2008). Dr. Whitehurst administered the Institute, including the activities of the National Center for Education Statistics, the National Center for Education Evaluation and Regional Assistance and DR. CHARLES PERFETTI Dr. Perfetti's central research interest is in the cognitive science of language and reading processes. His work on the relationship between word recognition and comprehension is part of the bedrock of modern thought about reading. Additional bio info. Dr. Perfetti is renowned for his knowledge and expertise and is the best kind ofscientist
THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
HOME | CHILDREN OF THE CODEINTERVIEWSONLINE VIDEOSINTERACTIVE ORTHOGRAPHYPD & EVENTSDVDSCOMMENTS Imagine Growing up Ashamed of Your Mind Note: Click on any word on this site to experience Interactive Orthography . According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the Continuereading "Home"
DR. MEL LEVINE
Dr. Levine is also the co-founder of All Kinds of Minds, a nonprofit Institute for the study of differences in learning, and co-chairs the Institute's Board of Directors with Charles R. Schwab. He is the author of A Mind at a Time , The Myth of Laziness and Ready or Not, Here Life Comes . Additional bio info. DYSLEXIA | CHILDREN OF THE CODE Dyslexia Numbers. David Boulton: You’ve been attributing that up to twenty percent of the population has or could have dyslexia. Dr. Sally Shaywitz: Right. David Boulton: When we talked with Reid Lyon and James Wendorf, they’re very clear in the way that they frame it, coming at it from two different but correlated angles, that only about five to six percent of children, according to allDR. MARK GREENBERG
Dr. Mark Greenberg is the Bennett Endowed Chair of Prevention Research in the College of Health and Human Development and the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University.. He is also a member of the leadership team of CASEL, the Collaborative for Academic, Social, and Emotional Learning.DR. SALLY SHAYWITZ
Dr. Sally E. Shaywitz is a professor of Pediatric Neurology at Yale University.She is the author of "Overcoming Dyslexia" and has published articles in many scientific and popular journals, including Nature, Journal of the American Medical Association, Scientific American and Child.She is a member of the Institute of Medicine at the National Academy of Sciences and the National Reading Panel.DR. ZVIA BREZNITZ
Dr. Zvia Breznitz is the Director of the Laboratory for Neurocognitive Research at the University of Haifa in Israel.She is also a Member of the University's Brain and Behavior Center and the Academic director of the Student support clinic for the diagnosis and remediation of learning disabilities. DR. MICHAEL MERZENICH Dr. Michael Merzenich is the Chair of Otolaryngology at the Keck Center for Integrative Neurosciences at the University of California at San Francisco.He is a scientist and educator, and founder of Scientific Learning Corporation and Posit Science Corporation, companies that develop therapeutic programs for the neurologically and psychiatrically impaired. DR. GROVER (RUSS) WHITEHURST Dr. Grover (Russ) Whitehurst was the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration (2002-2008). Dr. Whitehurst administered the Institute, including the activities of the National Center for Education Statistics, the National Center for Education Evaluation and Regional Assistance and DR. CHARLES PERFETTI Dr. Perfetti's central research interest is in the cognitive science of language and reading processes. His work on the relationship between word recognition and comprehension is part of the bedrock of modern thought about reading. Additional bio info. Dr. Perfetti is renowned for his knowledge and expertise and is the best kind ofscientist
THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
HOME | CHILDREN OF THE CODE Imagine Growing up Ashamed of Your Mind Note: Click on any word on this site to experience Interactive Orthography . According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the Continuereading "Home"
SIMPLIFIED SPELLING BOARD’S 300 SPELLINGS Background Research Notes: CODE REFORM (ATTEMPTS) HISTORY NOTE: THE CHILDREN OF THE CODE PROJECT IS NOT ADVOCATING ALPHABET OR SPELLING REFORM. WE SHARE THESE PIECES AS EXHIBITS OF THINKING ABOUT THE RELATIONSHIP BETWEEN THE CODE AND READING RELATED PROBLEMS. Simplified Spelling Board’s 300 Spellings Which U.S. President Teddy Roosevelt THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
BELOW BASIC, BASIC, AND PROFICIENCY SPECTRUM Code Processing Inefficiency Drags Comprehension. David Boulton: Related to the difference between basic and proficient, as you’ve just described it, is that ‘below basic’ is a fundamental inability to process the code and ‘below proficient’ is a less than optimal ability to translate that code processing into comprehension. So, ‘below proficiency’ represents this less than COGNITIVE CONSEQUENCES OF SHAME Each of these affect spotlights has its function and the spotlight of shame makes us droop like this, turn away, and for a moment we can’t think. As this happens to the child, the cognitive apparatus is turned off. If you can’t think clearly in the moment of shame, everything is working properly. AUDITORY CONCEPTUALIZATION Lindamood Auditory Conceptualization Test. Pat Lindamood: I began to have some leadings as to what was making a difference for them.And it had to do with their ability to be consciously aware of individual sounds, the phonemes of the language, and whether two were the same or different, and when they were put together into syllables and words, that they could not judge the identity or the DR. KEITH STANOVICH: MATTHEW EFFECTS Dr. Keith Stanovich is Canada's Research Chair of Applied Cognitive Science at the Department of Human Development and Applied Psychology, University of Toronto. His research in the field of reading was fundamental to the emergence of today's scientific consensus about what reading is, how it works and what it does for the mind. He is the author of: Progress in Understanding Reading DR. JACK P. SHONKOFF Jack P. Shonkoff, M.D. is the Julius B. Richmond FAMRI Professor of Child Health and Development and founding director of the university-wide Center on the Developing Child at Harvard University.He also chairs the National Scientific Council on the Developing Child, a multidisciplinary collaboration comprising leading scholars in neuroscience, developmental psychology, pediatrics, andPROCESSING STUTTERS
Processing Stutters. David Boulton: It’s clear in talking to the phonological side of neuroscience that fuzzy representations in the phonemic, phonological dimensions require more processing time to disambiguate and cause a processing stutter – again purely on the auditory processing side. To the extent that that’s true, then itseems
DR. MARILYN JAGER ADAMS Dr. Marilyn Jager Adams is a brilliant and rigorous scientist. The following conversation ranges from the history of reading to the emergence of phonemic awareness science, and from a discussion of the layers of ambiguity involved in reading to an overview of the unique processing challenges involved in HOME | CHILDREN OF THE CODEINTERVIEWSONLINE VIDEOSINTERACTIVE ORTHOGRAPHYPD & EVENTSDVDSCOMMENTS Imagine Growing up Ashamed of Your Mind Note: Click on any word on this site to experience Interactive Orthography . According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the Continuereading "Home"
DR. MEL LEVINE
Dr. Levine is also the co-founder of All Kinds of Minds, a nonprofit Institute for the study of differences in learning, and co-chairs the Institute's Board of Directors with Charles R. Schwab. He is the author of A Mind at a Time , The Myth of Laziness and Ready or Not, Here Life Comes . Additional bio info. DYSLEXIA | CHILDREN OF THE CODE Dyslexia Numbers. David Boulton: You’ve been attributing that up to twenty percent of the population has or could have dyslexia. Dr. Sally Shaywitz: Right. David Boulton: When we talked with Reid Lyon and James Wendorf, they’re very clear in the way that they frame it, coming at it from two different but correlated angles, that only about five to six percent of children, according to allDR. MARK GREENBERG
Dr. Mark Greenberg is the Bennett Endowed Chair of Prevention Research in the College of Health and Human Development and the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University.. He is also a member of the leadership team of CASEL, the Collaborative for Academic, Social, and Emotional Learning.DR. SALLY SHAYWITZ
Dr. Sally E. Shaywitz is a professor of Pediatric Neurology at Yale University.She is the author of "Overcoming Dyslexia" and has published articles in many scientific and popular journals, including Nature, Journal of the American Medical Association, Scientific American and Child.She is a member of the Institute of Medicine at the National Academy of Sciences and the National Reading Panel.DR. ZVIA BREZNITZ
Dr. Zvia Breznitz is the Director of the Laboratory for Neurocognitive Research at the University of Haifa in Israel.She is also a Member of the University's Brain and Behavior Center and the Academic director of the Student support clinic for the diagnosis and remediation of learning disabilities. DR. MICHAEL MERZENICH Dr. Michael Merzenich is the Chair of Otolaryngology at the Keck Center for Integrative Neurosciences at the University of California at San Francisco.He is a scientist and educator, and founder of Scientific Learning Corporation and Posit Science Corporation, companies that develop therapeutic programs for the neurologically and psychiatrically impaired. DR. GROVER (RUSS) WHITEHURST Dr. Grover (Russ) Whitehurst was the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration (2002-2008). Dr. Whitehurst administered the Institute, including the activities of the National Center for Education Statistics, the National Center for Education Evaluation and Regional Assistance and DR. CHARLES PERFETTI Dr. Perfetti's central research interest is in the cognitive science of language and reading processes. His work on the relationship between word recognition and comprehension is part of the bedrock of modern thought about reading. Additional bio info. Dr. Perfetti is renowned for his knowledge and expertise and is the best kind ofscientist
THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
HOME | CHILDREN OF THE CODEINTERVIEWSONLINE VIDEOSINTERACTIVE ORTHOGRAPHYPD & EVENTSDVDSCOMMENTS Imagine Growing up Ashamed of Your Mind Note: Click on any word on this site to experience Interactive Orthography . According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the Continuereading "Home"
DR. MEL LEVINE
Dr. Levine is also the co-founder of All Kinds of Minds, a nonprofit Institute for the study of differences in learning, and co-chairs the Institute's Board of Directors with Charles R. Schwab. He is the author of A Mind at a Time , The Myth of Laziness and Ready or Not, Here Life Comes . Additional bio info. DYSLEXIA | CHILDREN OF THE CODE Dyslexia Numbers. David Boulton: You’ve been attributing that up to twenty percent of the population has or could have dyslexia. Dr. Sally Shaywitz: Right. David Boulton: When we talked with Reid Lyon and James Wendorf, they’re very clear in the way that they frame it, coming at it from two different but correlated angles, that only about five to six percent of children, according to allDR. MARK GREENBERG
Dr. Mark Greenberg is the Bennett Endowed Chair of Prevention Research in the College of Health and Human Development and the Director of the Prevention Research Center for the Promotion of Human Development at Penn State University.. He is also a member of the leadership team of CASEL, the Collaborative for Academic, Social, and Emotional Learning.DR. SALLY SHAYWITZ
Dr. Sally E. Shaywitz is a professor of Pediatric Neurology at Yale University.She is the author of "Overcoming Dyslexia" and has published articles in many scientific and popular journals, including Nature, Journal of the American Medical Association, Scientific American and Child.She is a member of the Institute of Medicine at the National Academy of Sciences and the National Reading Panel.DR. ZVIA BREZNITZ
Dr. Zvia Breznitz is the Director of the Laboratory for Neurocognitive Research at the University of Haifa in Israel.She is also a Member of the University's Brain and Behavior Center and the Academic director of the Student support clinic for the diagnosis and remediation of learning disabilities. DR. MICHAEL MERZENICH Dr. Michael Merzenich is the Chair of Otolaryngology at the Keck Center for Integrative Neurosciences at the University of California at San Francisco.He is a scientist and educator, and founder of Scientific Learning Corporation and Posit Science Corporation, companies that develop therapeutic programs for the neurologically and psychiatrically impaired. DR. GROVER (RUSS) WHITEHURST Dr. Grover (Russ) Whitehurst was the Director of the Institute of Education Sciences, and an Assistant Secretary of Education with the U.S. Department of Education under the Bush administration (2002-2008). Dr. Whitehurst administered the Institute, including the activities of the National Center for Education Statistics, the National Center for Education Evaluation and Regional Assistance and DR. CHARLES PERFETTI Dr. Perfetti's central research interest is in the cognitive science of language and reading processes. His work on the relationship between word recognition and comprehension is part of the bedrock of modern thought about reading. Additional bio info. Dr. Perfetti is renowned for his knowledge and expertise and is the best kind ofscientist
THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
HOME | CHILDREN OF THE CODE Imagine Growing up Ashamed of Your Mind Note: Click on any word on this site to experience Interactive Orthography . According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the Continuereading "Home"
SIMPLIFIED SPELLING BOARD’S 300 SPELLINGS Background Research Notes: CODE REFORM (ATTEMPTS) HISTORY NOTE: THE CHILDREN OF THE CODE PROJECT IS NOT ADVOCATING ALPHABET OR SPELLING REFORM. WE SHARE THESE PIECES AS EXHIBITS OF THINKING ABOUT THE RELATIONSHIP BETWEEN THE CODE AND READING RELATED PROBLEMS. Simplified Spelling Board’s 300 Spellings Which U.S. President Teddy Roosevelt THE COMPASS OF SHAME The Compass of Shame. Dr. Donald Nathanson: You see, if shame is a spotlight just like all the other affects, if shame is a spotlight that pulls the neocortical cognitive apparatus to focus our attention in a shame based manner, then every shame experience focuses us on incapacity, deficit, failure; all kinds of things about our worstpossible
BELOW BASIC, BASIC, AND PROFICIENCY SPECTRUM Code Processing Inefficiency Drags Comprehension. David Boulton: Related to the difference between basic and proficient, as you’ve just described it, is that ‘below basic’ is a fundamental inability to process the code and ‘below proficient’ is a less than optimal ability to translate that code processing into comprehension. So, ‘below proficiency’ represents this less than COGNITIVE CONSEQUENCES OF SHAME Each of these affect spotlights has its function and the spotlight of shame makes us droop like this, turn away, and for a moment we can’t think. As this happens to the child, the cognitive apparatus is turned off. If you can’t think clearly in the moment of shame, everything is working properly. AUDITORY CONCEPTUALIZATION Lindamood Auditory Conceptualization Test. Pat Lindamood: I began to have some leadings as to what was making a difference for them.And it had to do with their ability to be consciously aware of individual sounds, the phonemes of the language, and whether two were the same or different, and when they were put together into syllables and words, that they could not judge the identity or the DR. KEITH STANOVICH: MATTHEW EFFECTS Dr. Keith Stanovich is Canada's Research Chair of Applied Cognitive Science at the Department of Human Development and Applied Psychology, University of Toronto. His research in the field of reading was fundamental to the emergence of today's scientific consensus about what reading is, how it works and what it does for the mind. He is the author of: Progress in Understanding Reading DR. JACK P. SHONKOFF Jack P. Shonkoff, M.D. is the Julius B. Richmond FAMRI Professor of Child Health and Development and founding director of the university-wide Center on the Developing Child at Harvard University.He also chairs the National Scientific Council on the Developing Child, a multidisciplinary collaboration comprising leading scholars in neuroscience, developmental psychology, pediatrics, andPROCESSING STUTTERS
Processing Stutters. David Boulton: It’s clear in talking to the phonological side of neuroscience that fuzzy representations in the phonemic, phonological dimensions require more processing time to disambiguate and cause a processing stutter – again purely on the auditory processing side. To the extent that that’s true, then itseems
DR. MARILYN JAGER ADAMS Dr. Marilyn Jager Adams is a brilliant and rigorous scientist. The following conversation ranges from the history of reading to the emergence of phonemic awareness science, and from a discussion of the layers of ambiguity involved in reading to an overview of the unique processing challenges involved inSkip to content
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IMAGINE GROWING UP
ASHAMED OF YOUR MIND NOTE: Click on _any word on this site _to experience _InteractiveOrthography . _
According to the U.S. Department of Education more than 60% of all K-12 students are reading below the level of proficiency required for the brain-work of reading to be transparent to the mind-work of learning at the grade level they are in. Obviously, reading is the skill that matters most to success in school and children who fall behind in reading are in great academic danger. But it is not just the lack of reading skills that most endangers these children. It’s the collateral damage to their faith in their ability to learn – it’s the MIND-SHAME. KIDS DESCRIBE PUBLIC SHAME OF READING DIFFICULTIES Kids describe reading out loud in their classrooms.NEWS:
5-20 – Join us 5-28-20 for live conference presentation: “FLIPPINGLEARNING TO READ
”
5-19 – PARADIGM INERTIA IN READING SCIENCE AND POLICYINTERVIEWS
GROVER (RUSS) WHITEHURST Ex-Director of the Institute of Education Sciences & Assistant Secretary of Education, U.S. Department of EducationRead Interview
JACK P. SHONKOFF
Chair, The National Scientific Council on the Developing Child; Co-Editor: From Neurons to NeighborhoodsRead Interview
LOUISA MOATS
Reading Scientist, Sopris West; Author: Language Essentials for Teachers of Reading and SpellingRead Interview
JACK P. SHONKOFF
Chair, The National Scientific Council on the Developing Child; Co-Editor: From Neurons to NeighborhoodsRead Interview
LOUISA MOATS
Reading Scientist, Sopris West; Author: Language Essentials for Teachers of Reading and SpellingRead Interview
SIEGFRIED ENGELMANN (PHONE INTERVIEW) Professor of Instructional Research, University of Oregon; Creator ofDirect Instruction
Read Interview
LOUISA MOATS
Reading Scientist, Sopris West; Author: Language Essentials for Teachers of Reading and SpellingRead Interview
SIEGFRIED ENGELMANN (PHONE INTERVIEW) Professor of Instructional Research, University of Oregon; Creator ofDirect Instruction
Read Interview
SIEGFRIED ENGELMANN (VIDEO INTERVIEW) Professor of Instructional Research, University of Oregon; Creator ofDirect Instruction
Read Interview
SIEGFRIED ENGELMANN (PHONE INTERVIEW) Professor of Instructional Research, University of Oregon; Creator ofDirect Instruction
Read Interview
SIEGFRIED ENGELMANN (VIDEO INTERVIEW) Professor of Instructional Research, University of Oregon; Creator ofDirect Instruction
Read Interview
G. REID LYON
Past Chief of the Child Development & Behavior Branch of the National Institute of Child Health & Human Development (NICHD) at the National Institute of Health (NIH)Read Interview
SIEGFRIED ENGELMANN (VIDEO INTERVIEW) Professor of Instructional Research, University of Oregon; Creator ofDirect Instruction
Read Interview
G. REID LYON
Past Chief of the Child Development & Behavior Branch of the National Institute of Child Health & Human Development (NICHD) at the National Institute of Health (NIH)Read Interview
DR. TIMOTHY SHANAHAN Chair National Early Literacy Panel, President (2006) International Reading Association, Member of National Reading Panel; Director, Center for Literacy, University of Illinois at ChicagoRead Interview
G. REID LYON
Past Chief of the Child Development & Behavior Branch of the National Institute of Child Health & Human Development (NICHD) at the National Institute of Health (NIH)Read Interview
DR. TIMOTHY SHANAHAN Chair National Early Literacy Panel, President (2006) International Reading Association, Member of National Reading Panel; Director, Center for Literacy, University of Illinois at ChicagoRead Interview
MICHAEL MERZENICH
Chair of Otolaryngology, Integrative Neurosciences, UCSF; Member National Academy of Sciences; Co-Founder of Scientific Learning Corporation & Posit Science CorporationRead Interview
DR. TIMOTHY SHANAHAN Chair National Early Literacy Panel, President (2006) International Reading Association, Member of National Reading Panel; Director, Center for Literacy, University of Illinois at ChicagoRead Interview
MICHAEL MERZENICH
Chair of Otolaryngology, Integrative Neurosciences, UCSF; Member National Academy of Sciences; Co-Founder of Scientific Learning Corporation & Posit Science CorporationRead Interview
DR. MARILYN JAGER ADAMS Senior Scientist, Soliloquy Learning; Author: Beginning to Read: Thinking and Learning About PrintRead Interview
MICHAEL MERZENICH
Chair of Otolaryngology, Integrative Neurosciences, UCSF; Member National Academy of Sciences; Co-Founder of Scientific Learning Corporation & Posit Science CorporationRead Interview
DR. MARILYN JAGER ADAMS Senior Scientist, Soliloquy Learning; Author: Beginning to Read: Thinking and Learning About PrintRead Interview
MARYANNE WOLF
Director, Center for Reading & Language Research; Professor of Child Development, Tufts UniversityRead Interview
DR. MARILYN JAGER ADAMS Senior Scientist, Soliloquy Learning; Author: Beginning to Read: Thinking and Learning About PrintRead Interview
MARYANNE WOLF
Director, Center for Reading & Language Research; Professor of Child Development, Tufts UniversityRead Interview
KEITH STANOVICH
Chair, Applied Cognitive Science, University of Toronto; Author: Reading Matters: How Reading Engagement Influences CognitionRead Interview
MARYANNE WOLF
Director, Center for Reading & Language Research; Professor of Child Development, Tufts UniversityRead Interview
KEITH STANOVICH
Chair, Applied Cognitive Science, University of Toronto; Author: Reading Matters: How Reading Engagement Influences CognitionRead Interview
PAULA TALLAL
Board of Governor's Professor of Neuroscience, Rutgers University; Co-Founder of Scientific Learning CorporationRead Interview
KEITH STANOVICH
Chair, Applied Cognitive Science, University of Toronto; Author: Reading Matters: How Reading Engagement Influences CognitionRead Interview
PAULA TALLAL
Board of Governor's Professor of Neuroscience, Rutgers University; Co-Founder of Scientific Learning CorporationRead Interview
SALLY SHAYWITZ
Neuroscientist, Department of Pediatrics, Yale; Author: OvercomingDyslexia
Read Interview
PAULA TALLAL
Board of Governor's Professor of Neuroscience, Rutgers University; Co-Founder of Scientific Learning CorporationRead Interview
SALLY SHAYWITZ
Neuroscientist, Department of Pediatrics, Yale; Author: OvercomingDyslexia
Read Interview
CHARLES A. PERFETTI
Professor of Psychology & Linguistics; Senior Scientist and Associate Director, Learning Research & Development Center, University ofPittsburgh
Read Interview
SALLY SHAYWITZ
Neuroscientist, Department of Pediatrics, Yale; Author: OvercomingDyslexia
Read Interview
CHARLES A. PERFETTI
Professor of Psychology & Linguistics; Senior Scientist and Associate Director, Learning Research & Development Center, University ofPittsburgh
Read Interview
EDWARD KAME'ENUI
Ex-Commissioner for Special Education Research, U.S. Department of Education; Director, Institute for the Development of Educational Achievement (IDEA), University of OregonRead Interview
CHARLES A. PERFETTI
Professor of Psychology & Linguistics; Senior Scientist and Associate Director, Learning Research & Development Center, University ofPittsburgh
Read Interview
EDWARD KAME'ENUI
Ex-Commissioner for Special Education Research, U.S. Department of Education; Director, Institute for the Development of Educational Achievement (IDEA), University of OregonRead Interview
CHRISTOF KOCH
Professor of Computation and Neural Systems, Caltech - Author: The Quest for Consciousness: A Neurobiological ApproachRead Interview
EDWARD KAME'ENUI
Ex-Commissioner for Special Education Research, U.S. Department of Education; Director, Institute for the Development of Educational Achievement (IDEA), University of OregonRead Interview
CHRISTOF KOCH
Professor of Computation and Neural Systems, Caltech - Author: The Quest for Consciousness: A Neurobiological ApproachRead Interview
DR. ZVIA BREZNITZ
Professor, Neuropsychology of Reading & Dyslexia, University ofHaifa, Israel
Read Interview
CHRISTOF KOCH
Professor of Computation and Neural Systems, Caltech - Author: The Quest for Consciousness: A Neurobiological ApproachRead Interview
DR. ZVIA BREZNITZ
Professor, Neuropsychology of Reading & Dyslexia, University ofHaifa, Israel
Read Interview
MARK T. GREENBERG
Director, Prevention Research Center, Penn State Dept. of Human Development & Family Studies; CASEL Leadership TeamRead Interview
DR. ZVIA BREZNITZ
Professor, Neuropsychology of Reading & Dyslexia, University ofHaifa, Israel
Read Interview
MARK T. GREENBERG
Director, Prevention Research Center, Penn State Dept. of Human Development & Family Studies; CASEL Leadership TeamRead Interview
DONALD L. NATHANSON
Clinical Professor of Psychiatry & Human Behavior at Jefferson Medical College; Founding Executive Director of the Silvan S. Tomkins Institute; Author: Shame and Pride & Knowing FeelingRead Interview
MARK T. GREENBERG
Director, Prevention Research Center, Penn State Dept. of Human Development & Family Studies; CASEL Leadership TeamRead Interview
DONALD L. NATHANSON
Clinical Professor of Psychiatry & Human Behavior at Jefferson Medical College; Founding Executive Director of the Silvan S. Tomkins Institute; Author: Shame and Pride & Knowing FeelingRead Interview
KEITH RAYNER
Distinguished Professor, University of Massachusetts; Author: Eye Movements in Reading and Information ProcessingRead Interview
DONALD L. NATHANSON
Clinical Professor of Psychiatry & Human Behavior at Jefferson Medical College; Founding Executive Director of the Silvan S. Tomkins Institute; Author: Shame and Pride & Knowing FeelingRead Interview
KEITH RAYNER
Distinguished Professor, University of Massachusetts; Author: Eye Movements in Reading and Information ProcessingRead Interview
MEL LEVINE
Co-Chair and Co-Founder, All Kinds of Minds; Author: A Mind at a Time, The Myth of Laziness & Ready or Not Here Life ComesRead Interview
KEITH RAYNER
Distinguished Professor, University of Massachusetts; Author: Eye Movements in Reading and Information ProcessingRead Interview
MEL LEVINE
Co-Chair and Co-Founder, All Kinds of Minds; Author: A Mind at a Time, The Myth of Laziness & Ready or Not Here Life ComesRead Interview
ANNE CUNNINGHAM
Director, Joint Doctoral Program in Special Education, University of California- Berkeley; Historian of the Society for the ScientificStudy of Reading
Read Interview
MEL LEVINE
Co-Chair and Co-Founder, All Kinds of Minds; Author: A Mind at a Time, The Myth of Laziness & Ready or Not Here Life ComesRead Interview
ANNE CUNNINGHAM
Director, Joint Doctoral Program in Special Education, University of California- Berkeley; Historian of the Society for the ScientificStudy of Reading
Read Interview
PAT LINDAMOOD AND NANCI BELL Principal Scientists & Co-Founders of Lindamood-Bell LearningProcesses
Read Interview
ANNE CUNNINGHAM
Director, Joint Doctoral Program in Special Education, University of California- Berkeley; Historian of the Society for the ScientificStudy of Reading
Read Interview
PAT LINDAMOOD AND NANCI BELL Principal Scientists & Co-Founders of Lindamood-Bell LearningProcesses
Read Interview
RICHARD VENEZKY
Past Unidel Professor of Educational Studies & Professor of Computer, Information Sciences & Linguistics, University of Delaware; Author: The American Way of Spelling: The Structure and Origins of AmericanEnglish Orthography
Read Interview
PAT LINDAMOOD AND NANCI BELL Principal Scientists & Co-Founders of Lindamood-Bell LearningProcesses
Read Interview
RICHARD VENEZKY
Past Unidel Professor of Educational Studies & Professor of Computer, Information Sciences & Linguistics, University of Delaware; Author: The American Way of Spelling: The Structure and Origins of AmericanEnglish Orthography
Read Interview
JOHN SEARLE
Mills Professor of the Philosophy of Mind & Language, University of California-Berkeley; Author: Mind, A Brief IntroductionRead Interview
RICHARD VENEZKY
Past Unidel Professor of Educational Studies & Professor of Computer, Information Sciences & Linguistics, University of Delaware; Author: The American Way of Spelling: The Structure and Origins of AmericanEnglish Orthography
Read Interview
JOHN SEARLE
Mills Professor of the Philosophy of Mind & Language, University of California-Berkeley; Author: Mind, A Brief IntroductionRead Interview
DR. DAVID ABRAM
Cultural Ecologist and Philosopher; Author: The Spell of the SensuousRead Interview
JOHN SEARLE
Mills Professor of the Philosophy of Mind & Language, University of California-Berkeley; Author: Mind, A Brief IntroductionRead Interview
DR. DAVID ABRAM
Cultural Ecologist and Philosopher; Author: The Spell of the SensuousRead Interview
MARKETA CARAVOLAS
Director, Bangor Dyslexia Unit, Bangor University, Wales England Author: International Report on Literacy Research, Language-specific influences of phonology and orthography on emergent literacyRead Interview
DR. DAVID ABRAM
Cultural Ecologist and Philosopher; Author: The Spell of the SensuousRead Interview
MARKETA CARAVOLAS
Director, Bangor Dyslexia Unit, Bangor University, Wales England Author: International Report on Literacy Research, Language-specific influences of phonology and orthography on emergent literacyRead Interview
TODD RISLEY
Professor Emeritus of Psychology, University of Alaska; Co-Author: Meaningful Differences in the Everyday Experience of Young AmericanChildren
Read Interview
MARKETA CARAVOLAS
Director, Bangor Dyslexia Unit, Bangor University, Wales England Author: International Report on Literacy Research, Language-specific influences of phonology and orthography on emergent literacyRead Interview
TODD RISLEY
Professor Emeritus of Psychology, University of Alaska; Co-Author: Meaningful Differences in the Everyday Experience of Young AmericanChildren
Read Interview
THOMAS CABLE
Professor of English, University of Texas at Austin; Co-Author: A History of the English LanguageRead Interview
TODD RISLEY
Professor Emeritus of Psychology, University of Alaska; Co-Author: Meaningful Differences in the Everyday Experience of Young AmericanChildren
Read Interview
THOMAS CABLE
Professor of English, University of Texas at Austin; Co-Author: A History of the English LanguageRead Interview
DR. JOHANNA DRUCKER
Chair of Media Studies, University of Virginia; Author: The Alphabetic LabyrinthRead Interview
THOMAS CABLE
Professor of English, University of Texas at Austin; Co-Author: A History of the English LanguageRead Interview
DR. JOHANNA DRUCKER
Chair of Media Studies, University of Virginia; Author: The Alphabetic LabyrinthRead Interview
TERRENCE DEACON
Cognitive Anthropologist, University of California-Berkeley; Author: The Symbolic Species:The Co-Evolution of Language and the BrainRead Interview
DR. JOHANNA DRUCKER
Chair of Media Studies, University of Virginia; Author: The Alphabetic LabyrinthRead Interview
TERRENCE DEACON
Cognitive Anthropologist, University of California-Berkeley; Author: The Symbolic Species:The Co-Evolution of Language and the BrainRead Interview
GUY DEUTSCHER
Professor, Department of Languages and Cultures of Ancient Mesopotamia, University of Leiden in Holland; Author: Unfolding Language - an evolutionary tour of mankind's greatest inventionRead Interview
TERRENCE DEACON
Cognitive Anthropologist, University of California-Berkeley; Author: The Symbolic Species:The Co-Evolution of Language and the BrainRead Interview
GUY DEUTSCHER
Professor, Department of Languages and Cultures of Ancient Mesopotamia, University of Leiden in Holland; Author: Unfolding Language - an evolutionary tour of mankind's greatest inventionRead Interview
JOHN H. FISHER
Medievalist; Retired Professor Emeritus of English, University of Tennessee; Leading authority on the development of the written English language; Author: The Emergence of Standard EnglishRead Interview
GUY DEUTSCHER
Professor, Department of Languages and Cultures of Ancient Mesopotamia, University of Leiden in Holland; Author: Unfolding Language - an evolutionary tour of mankind's greatest inventionRead Interview
JOHN H. FISHER
Medievalist; Retired Professor Emeritus of English, University of Tennessee; Leading authority on the development of the written English language; Author: The Emergence of Standard EnglishRead Interview
MALCOLM RICHARDSON
Chair, Dept. of English, Louisiana State University; Research: The Textual Awakening of the English Middle Classes, 1380-1520Read Interview
JOHN H. FISHER
Medievalist; Retired Professor Emeritus of English, University of Tennessee; Leading authority on the development of the written English language; Author: The Emergence of Standard EnglishRead Interview
MALCOLM RICHARDSON
Chair, Dept. of English, Louisiana State University; Research: The Textual Awakening of the English Middle Classes, 1380-1520Read Interview
DR. LEONARD SHLAIN
Physician; Best-Selling Author: The Alphabet vs. The GoddessRead Interview
MALCOLM RICHARDSON
Chair, Dept. of English, Louisiana State University; Research: The Textual Awakening of the English Middle Classes, 1380-1520Read Interview
DR. LEONARD SHLAIN
Physician; Best-Selling Author: The Alphabet vs. The GoddessRead Interview
JAMES J. HECKMAN
Nobel Prize Winner in Economic Sciences 2000; Professor, University of Chicago; Lead Author: The Productivity Argument for Investing inYoung Children
Read Interview
DR. LEONARD SHLAIN
Physician; Best-Selling Author: The Alphabet vs. The GoddessRead Interview
JAMES J. HECKMAN
Nobel Prize Winner in Economic Sciences 2000; Professor, University of Chicago; Lead Author: The Productivity Argument for Investing inYoung Children
Read Interview
ERIC HANUSHEK
Senior Fellow, Hoover Institution of Stanford University; Chairman, Executive Committee for the Texas Schools Project; Member, Koret Task Force on K–12 EducationRead Interview
JAMES J. HECKMAN
Nobel Prize Winner in Economic Sciences 2000; Professor, University of Chicago; Lead Author: The Productivity Argument for Investing inYoung Children
Read Interview
ERIC HANUSHEK
Senior Fellow, Hoover Institution of Stanford University; Chairman, Executive Committee for the Texas Schools Project; Member, Koret Task Force on K–12 EducationRead Interview
ALEX GRANZIN
School District Psychologist, Past President, Oregon School Psychologists AssociationRead Interview
ERIC HANUSHEK
Senior Fellow, Hoover Institution of Stanford University; Chairman, Executive Committee for the Texas Schools Project; Member, Koret Task Force on K–12 EducationRead Interview
ALEX GRANZIN
School District Psychologist, Past President, Oregon School Psychologists AssociationRead Interview
PETER E. LEONE
Director, National Center on Education, Disability & Juvenile JusticeRead Interview
ALEX GRANZIN
School District Psychologist, Past President, Oregon School Psychologists AssociationRead Interview
PETER E. LEONE
Director, National Center on Education, Disability & Juvenile JusticeRead Interview
ARTHUR J. ROLNICK
Senior Vice President & Director of Research, Federal Reserve Bank of Minneapolis; Co- Author: The Economics of Early Childhood DevelopmentRead Interview
PETER E. LEONE
Director, National Center on Education, Disability & Juvenile JusticeRead Interview
ARTHUR J. ROLNICK
Senior Vice President & Director of Research, Federal Reserve Bank of Minneapolis; Co- Author: The Economics of Early Childhood DevelopmentRead Interview
CHRIS DOHERTY
Former Director, Reading First Program, U.S. Department of EducationRead Interview
ARTHUR J. ROLNICK
Senior Vice President & Director of Research, Federal Reserve Bank of Minneapolis; Co- Author: The Economics of Early Childhood DevelopmentRead Interview
CHRIS DOHERTY
Former Director, Reading First Program, U.S. Department of EducationRead Interview
ROBERT SWEET
Co-Founder, National Right to Read Foundation; Retired Professional Staff, U.S. House of RepresentativesRead Interview
CHRIS DOHERTY
Former Director, Reading First Program, U.S. Department of EducationRead Interview
ROBERT SWEET
Co-Founder, National Right to Read Foundation; Retired Professional Staff, U.S. House of RepresentativesRead Interview
NANCY HENNESSY
President (2003-2005), International Dyslexia AssociationRead Interview
ROBERT SWEET
Co-Founder, National Right to Read Foundation; Retired Professional Staff, U.S. House of RepresentativesRead Interview
NANCY HENNESSY
President (2003-2005), International Dyslexia AssociationRead Interview
JAMES WENDORF
Executive Director, National Center for Learning DisabilitiesRead Interview
NANCY HENNESSY
President (2003-2005), International Dyslexia AssociationRead Interview
JAMES WENDORF
Executive Director, National Center for Learning DisabilitiesRead Interview
ROBERT WEDGEWORTH
President, ProLiteracyRead Interview
JAMES WENDORF
Executive Director, National Center for Learning DisabilitiesRead Interview
ROBERT WEDGEWORTH
President, ProLiteracyRead Interview
RICK LAVOIE
Learning Disabilities Specialist, Creator: How Difficult Can This Be?: The F.A.T. City Workshop & Last One Picked, First One Picked On: The Social Implications of Learning DisabilitiesRead Interview
ROBERT WEDGEWORTH
President, ProLiteracyRead Interview
RICK LAVOIE
Learning Disabilities Specialist, Creator: How Difficult Can This Be?: The F.A.T. City Workshop & Last One Picked, First One Picked On: The Social Implications of Learning DisabilitiesRead Interview
GROVER (RUSS) WHITEHURST Ex-Director of the Institute of Education Sciences & Assistant Secretary of Education, U.S. Department of EducationRead Interview
RICK LAVOIE
Learning Disabilities Specialist, Creator: How Difficult Can This Be?: The F.A.T. City Workshop & Last One Picked, First One Picked On: The Social Implications of Learning DisabilitiesRead Interview
GROVER (RUSS) WHITEHURST Ex-Director of the Institute of Education Sciences & Assistant Secretary of Education, U.S. Department of EducationRead Interview
JACK P. SHONKOFF
Chair, The National Scientific Council on the Developing Child; Co-Editor: From Neurons to NeighborhoodsRead Interview
View More
Interviews
NOTE: Remember to click on _any_ word on this page to experience the next evolutionary step in technology supported reading.VIDEOS
WHAT’S AT STAKE?
MORE AMERICAN CHILDREN SUFFER LONG-TERM LIFE-HARM AS A CONSEQUENCE OF READING DIFFICULTIES THAN FROM PARENTAL ABUSE, ACCIDENTS, AND ALL OTHER CHILDHOOD DISEASES AND DISORDERS COMBINED. IN PURELY ECONOMIC TERMS, READING RELATED DIFFICULTIES COST MORE THAN THE WAR ON TERRORISM, CRIME, AND DRUGS COMBINED. _WE NEED TO REFRAME OUR SOCIETY'S THINKING ABOUT WHAT'S AT STAKE AND WHAT'S INVOLVED IN LEARNING TO READ. _ NOTE: Click on any word on this page to experience the next evolutionary step in technologysupported reading.
In the U.S. alone approximately one hundred million CHILDREN ANDADULTS
have
difficulty reading. The COGNITIVE, LINGUISTIC, ACADEMIC, EMOTIONAL
, SOCIAL
, and
physical HEALTH
consequences
of their reading difficulties significantly diminish their opportunities in school, work, and life. In the aggregate, reading difficulties skew our DEMOCRACY,
drag our ECONOMY
,
perpetuate poverty, and cost U.S. taxpayers HUNDREDS OF BILLIONS OFDOLLARS
each
year. R
EADING
IMPROFICIENCY IS OUR NATION'S MOST WIDE-SPREAD AND COSTLY LEARNINGDISABILITY
and
nothing short of a complete REFRAMEin how our
society thinks about 'what's at stake' and 'what's involved' is going to improve the situation.WHAT IS READING?
The first step in 'reframing' how our society thinks about reading is to update our understanding of what reading is. See also: Learning Stewards on What Is Reading > "IT'S NOT BY CHANCE THAT THE WORD SPELL HAS THIS DOUBLE MEANING - TO > CAST A SPELL, OR TO ARRANGE THE LETTERS IN THE CORRECT ORDER TO > SPELL OUT A WORD ... IT WAS EXPERIENCED BY ORAL PEOPLES, WHO HAD NOT > MET THE WRITTEN WORD BEFORE, AS MAGIC, AS A VERY POWERFUL FORM OF > MAGIC." - DR. DAVID ABRAM> , Author:
> The Spell of the Sensuous>
> "WHEN WE READ WE TAKE IN A CODE AND GET A SET OF INSTRUCTIONS AND WE > PERFORM COGNITIVE PROCESSES." - DR. JOHANNA DRUCKER,> Author
> the Alphabetic Labyrinth CAUSES AND CONTRIBUTING FACTORS WHY IS LEARNING TO READ SO DIFFICULT? The root cause of reading difficulties (in most children) can be understood in terms of the complex interplay between: * a) UNNATURAL CONFUSION(the code)
* b) the child's developmental READINESS to learn through theconfusion
* c) how well INSTRUCTIONdifferentially
adapts to a child's level of readiness * d) the child's EMOTIONAL RESPONSEto
all the above.
NOTE: Click on any word on this page to experience the next evolutionary step in technologysupported reading.
> "Some people there are who, being grown; forget the horrible task > of learning to read. It is perhaps the greatest single effort > that the human undertakes, and he must do it as a child.” _ - > _John Steinbeck, Nobel Prize Winning Author
"NO ONE IS TO BLAME, WE ARE ALL RESPONSIBLE" > "We're saying that it’s a miracle that it ever happens. It’s > very unsurprising that many people struggle with it." -Dr. Michael > Merzenich , Keck > Center for Integrative Neurosciences, University of California at> San Francisco
Many other factors contribute to and exacerbate these root issues: INNATE LEARNING
DIFFERENCES AND DISABILITIES, PARENTAL
EDUCATION AND INVOLVEMENT, PRESCHOOLS
and PRINT
EXPOSURE all
contribute to a child's READINESS or lack thereof. LIMITED ENGLISHproficiency,
the proliferation of MEDIA(TV,
Video Games...), INCOMPETENT INSTRUCTION,
inadequate TEACHER TRAINING, the
3rd-to-4th grade switch to 'READING TO LEARN", our
education system's RESISTANCE TO CHANGE, and our
society's SHALLOW THINKINGabout
reading all exacerbate the CONFUSION. Making all
of the above more difficult, educators, parents, and society as a whole, conspire (unintentionally but insidiously-pervasively) to CAUSE CHILDREN TO FEEL LIKE THEY ARE AT FAULTfor the
difficulties they experience.WHAT IS READING?
The first step in 'reframing' how our society thinks about reading is to update our understanding of what reading is. See also: Learning Stewards on What Is Reading > "IT'S NOT BY CHANCE THAT THE WORD SPELL HAS THIS DOUBLE MEANING - TO > CAST A SPELL, OR TO ARRANGE THE LETTERS IN THE CORRECT ORDER TO > SPELL OUT A WORD ... IT WAS EXPERIENCED BY ORAL PEOPLES, WHO HAD NOT > MET THE WRITTEN WORD BEFORE, AS MAGIC, AS A VERY POWERFUL FORM OF > MAGIC." - DR. DAVID ABRAM> , Author:
> The Spell of the Sensuous>
> "WHEN WE READ WE TAKE IN A CODE AND GET A SET OF INSTRUCTIONS AND WE > PERFORM COGNITIVE PROCESSES." - DR. JOHANNA DRUCKER,> Author
> the Alphabetic Labyrinth CAUSES AND CONTRIBUTING FACTORS WHY IS LEARNING TO READ SO DIFFICULT? The root cause of reading difficulties (in most children) can be understood in terms of the complex interplay between: * a) UNNATURAL CONFUSION(the code)
* b) the child's developmental READINESS to learn through theconfusion
* c) how well INSTRUCTIONdifferentially
adapts to a child's level of readiness * d) the child's EMOTIONAL RESPONSEto
all the above.
NOTE: Click on any word on this page to experience the next evolutionary step in technologysupported reading.
> "Some people there are who, being grown; forget the horrible task > of learning to read. It is perhaps the greatest single effort > that the human undertakes, and he must do it as a child.” _ - > _John Steinbeck, Nobel Prize Winning Author
"NO ONE IS TO BLAME, WE ARE ALL RESPONSIBLE" > "We're saying that it’s a miracle that it ever happens. It’s > very unsurprising that many people struggle with it." -Dr. Michael > Merzenich , Keck > Center for Integrative Neurosciences, University of California at> San Francisco
Many other factors contribute to and exacerbate these root issues: INNATE LEARNING
DIFFERENCES AND DISABILITIES, PARENTAL
EDUCATION AND INVOLVEMENT, PRESCHOOLS
and PRINT
EXPOSURE all
contribute to a child's READINESS or lack thereof. LIMITED ENGLISHproficiency,
the proliferation of MEDIA(TV,
Video Games...), INCOMPETENT INSTRUCTION,
inadequate TEACHER TRAINING, the
3rd-to-4th grade switch to 'READING TO LEARN", our
education system's RESISTANCE TO CHANGE, and our
society's SHALLOW THINKINGabout
reading all exacerbate the CONFUSION. Making all
of the above more difficult, educators, parents, and society as a whole, conspire (unintentionally but insidiously-pervasively) to CAUSE CHILDREN TO FEEL LIKE THEY ARE AT FAULTfor the
difficulties they experience. READINESS: EARLY LEARNING TRAJECTORIES Children's early life learning trajectories determine their level of READINESS for the challenges involved in learning to read. Understanding these trajectories involves understanding: * the interplay of NATURE AND NURTURE * the SENSITIVE PERIODSof
development children's brains progress through * the inseparability of EMOTION AND COGNITIONin
all learning
* the critical role of the FAMILY LEARNING ENVIRONMENT * the fundamental role of language - 'IN THE
BEGINNING IS THE WORD'
* how children's LANGUAGE FOUNDATIONSdevelopmentally
adapt to their environments * how children's trajectories through all the above result in MEANINGFUL DIFFERENCESthat
profoundly affect the difficulty they have learning to read NOTE: Click on any word on this page to experience the next evolutionary step in technologysupported reading.
> "SO THE SOBERING MESSAGE HERE IS THAT IF CHILDREN DON'T HAVE THE > RIGHT EXPERIENCES DURING THESE SENSITIVE PERIODS FOR THE DEVELOPMENT > OF A VARIETY OF SKILLS, INCLUDING MANY COGNITIVE AND LANGUAGE > CAPACITIES, THAT'S A BURDEN THAT THOSE KIDS ARE GOING TO CARRY; THE > SENSITIVE PERIOD IS OVER, AND IT'S GOING TO BE HARDER FOR > THEM." - DR. JACK SHONKOFF> ,
> Chair, National Scientific Council on the Developing Child>
> "...children who have trouble with oral language generally will go > on to have difficulty with written language..." - DR. PAULA TALLAL> , Co-Director,
> Center for Molecular and Behavioral Neuroscience, Rutgers>
> "...CHILDREN OF PROFESSIONAL PARENTS -- I MEAN, TALKATIVE FAMILIES > AND COLLEGE EDUCATED -- HEARD FORTY-EIGHT MILLION WORDS ADDRESSED TO > THEM BY THE TIME THEY'RE FOUR. CHILDREN IN WELFARE FAMILIES WHO WERE > TACITURN HEARD THIRTEEN MILLION WORDS ADDRESSED TO THEM BY THE TIME > THEY WERE FOUR." - DR. TODD RISLEY,> co-author
> "Meaningful Differences in the Everyday Experiences of Young > American Children" CAUSES AND CONTRIBUTING FACTORS WHY IS LEARNING TO READ SO DIFFICULT? The root cause of reading difficulties (in most children) can be understood in terms of the complex interplay between: * a) UNNATURAL CONFUSION(the code)
* b) the child's developmental READINESS to learn through theconfusion
* c) how well INSTRUCTIONdifferentially
adapts to a child's level of readiness * d) the child's EMOTIONAL RESPONSEto
all the above.
NOTE: Click on any word on this page to experience the next evolutionary step in technologysupported reading.
> "Some people there are who, being grown; forget the horrible task > of learning to read. It is perhaps the greatest single effort > that the human undertakes, and he must do it as a child.” _ - > _John Steinbeck, Nobel Prize Winning Author
"NO ONE IS TO BLAME, WE ARE ALL RESPONSIBLE" > "We're saying that it’s a miracle that it ever happens. It’s > very unsurprising that many people struggle with it." -Dr. Michael > Merzenich , Keck > Center for Integrative Neurosciences, University of California at> San Francisco
Many other factors contribute to and exacerbate these root issues: INNATE LEARNING
DIFFERENCES AND DISABILITIES, PARENTAL
EDUCATION AND INVOLVEMENT, PRESCHOOLS
and PRINT
EXPOSURE all
contribute to a child's READINESS or lack thereof. LIMITED ENGLISHproficiency,
the proliferation of MEDIA(TV,
Video Games...), INCOMPETENT INSTRUCTION,
inadequate TEACHER TRAINING, the
3rd-to-4th grade switch to 'READING TO LEARN", our
education system's RESISTANCE TO CHANGE, and our
society's SHALLOW THINKINGabout
reading all exacerbate the CONFUSION. Making all
of the above more difficult, educators, parents, and society as a whole, conspire (unintentionally but insidiously-pervasively) to CAUSE CHILDREN TO FEEL LIKE THEY ARE AT FAULTfor the
difficulties they experience. READINESS: EARLY LEARNING TRAJECTORIES Children's early life learning trajectories determine their level of READINESS for the challenges involved in learning to read. Understanding these trajectories involves understanding: * the interplay of NATURE AND NURTURE * the SENSITIVE PERIODSof
development children's brains progress through * the inseparability of EMOTION AND COGNITIONin
all learning
* the critical role of the FAMILY LEARNING ENVIRONMENT * the fundamental role of language - 'IN THE
BEGINNING IS THE WORD'
* how children's LANGUAGE FOUNDATIONSdevelopmentally
adapt to their environments * how children's trajectories through all the above result in MEANINGFUL DIFFERENCESthat
profoundly affect the difficulty they have learning to read NOTE: Click on any word on this page to experience the next evolutionary step in technologysupported reading.
> "SO THE SOBERING MESSAGE HERE IS THAT IF CHILDREN DON'T HAVE THE > RIGHT EXPERIENCES DURING THESE SENSITIVE PERIODS FOR THE DEVELOPMENT > OF A VARIETY OF SKILLS, INCLUDING MANY COGNITIVE AND LANGUAGE > CAPACITIES, THAT'S A BURDEN THAT THOSE KIDS ARE GOING TO CARRY; THE > SENSITIVE PERIOD IS OVER, AND IT'S GOING TO BE HARDER FOR > THEM." - DR. JACK SHONKOFF> ,
> Chair, National Scientific Council on the Developing Child>
> "...children who have trouble with oral language generally will go > on to have difficulty with written language..." - DR. PAULA TALLAL> , Co-Director,
> Center for Molecular and Behavioral Neuroscience, Rutgers>
> "...CHILDREN OF PROFESSIONAL PARENTS -- I MEAN, TALKATIVE FAMILIES > AND COLLEGE EDUCATED -- HEARD FORTY-EIGHT MILLION WORDS ADDRESSED TO > THEM BY THE TIME THEY'RE FOUR. CHILDREN IN WELFARE FAMILIES WHO WERE > TACITURN HEARD THIRTEEN MILLION WORDS ADDRESSED TO THEM BY THE TIME > THEY WERE FOUR." - DR. TODD RISLEY,> co-author
> "Meaningful Differences in the Everyday Experiences of Young > American Children" SHAME: THE DARK HEART OF READING DIFFICULTIES "THEY FEEL LIKE THEY’RE FAILURES; THEY TELL US THAT. LOUSY READING PRODUCES A PERCEPTION OF STUPIDITY AND DUMBNESS TO PEERS AND CLEARLY TO THE YOUNGSTER WHO IS STRUGGLING. THAT IS THE SHAME." - Dr. G. ReidLyon
NOTE: Click on any word on this page to experience the next evolutionary step in technologysupported reading.
Building on 'CHILD'S FAULT' from 'CAUSES
AND CONTRIBUTING FACTORS', this
module's first segment provides the starting point for appreciatingthe “SHAME ”
that struggling readers experience. Next, “THE POWER OF SHAME”
discusses shame's painful life-long and often life-distorting effects. The next three segments explore the “PUBLIC SHAME” of the
classroom; the “FEAR OF SHAME” felt
by children as they anticipate being asked to read out loud in classrooms, and how both drive the “SECRET SHAME” that
causes children to hide their reading difficulties from parents, teachers, and peers. “EMOTIONALLY LEARNING DISABLING”
and “AVOIDANCE
” build on
the previous segments and show how powerfully behavior-determining and learning-disabling shame avoidance can be. Finally, “COGNITIVELYLEARNING DISABLING
”
begins our discussion of the "DOWNWARD SPIRAL OF SHAME" (From our
chapter the "BRAIN'S CHALLENGE ") and describes how shame disrupts, distracts, and chokes the cognitive processing that is necessary for learning to read in the first place. See also: "THE DOWNWARD SPIRAL OF SHAME"
> Dr. Maryanne Wolf:> YOU KNOW I
> HAVEN’T THOUGHT IN THESE TERMS. BUT AS YOU SAY THEM THERE IS NO > QUESTION THAT’S OUR ENEMY. SHAME.>
> Dr. Donald Nathanson:> “Like
> most scholars, until awakened by the “Children of the Code” > project, I took reading as much for granted as eating and drinking. > Very few of us have paid sufficient attention to the specific > emotions triggered in children as they begin to read. Yet any > impediment to mastery of the confusing code that connects spoken and > written English must trigger shame, the emotion that stops all > useful thought. SO PAINFUL DOES SHAME BECOME IN THE PUBLIC ARENA OF > THE SCHOOLROOM THAT OUR CHILDREN SWIFTLY DIVIDE INTO TWO STREAMS AND > TWO FUTURES PURELY ON THE BASIS OF THEIR RESPONSE TO THE SHAME THAT > ACCOMPANIES THE STRUGGLE TO LEARN OUR WRITTEN LANGUAGE. READINESS: EARLY LEARNING TRAJECTORIES Children's early life learning trajectories determine their level of READINESS for the challenges involved in learning to read. Understanding these trajectories involves understanding: * the interplay of NATURE AND NURTURE * the SENSITIVE PERIODSof
development children's brains progress through * the inseparability of EMOTION AND COGNITIONin
all learning
* the critical role of the FAMILY LEARNING ENVIRONMENT * the fundamental role of language - 'IN THE
BEGINNING IS THE WORD'
* how children's LANGUAGE FOUNDATIONSdevelopmentally
adapt to their environments * how children's trajectories through all the above result in MEANINGFUL DIFFERENCESthat
profoundly affect the difficulty they have learning to read NOTE: Click on any word on this page to experience the next evolutionary step in technologysupported reading.
> "SO THE SOBERING MESSAGE HERE IS THAT IF CHILDREN DON'T HAVE THE > RIGHT EXPERIENCES DURING THESE SENSITIVE PERIODS FOR THE DEVELOPMENT > OF A VARIETY OF SKILLS, INCLUDING MANY COGNITIVE AND LANGUAGE > CAPACITIES, THAT'S A BURDEN THAT THOSE KIDS ARE GOING TO CARRY; THE > SENSITIVE PERIOD IS OVER, AND IT'S GOING TO BE HARDER FOR > THEM." - DR. JACK SHONKOFF> ,
> Chair, National Scientific Council on the Developing Child>
> "...children who have trouble with oral language generally will go > on to have difficulty with written language..." - DR. PAULA TALLAL> , Co-Director,
> Center for Molecular and Behavioral Neuroscience, Rutgers>
> "...CHILDREN OF PROFESSIONAL PARENTS -- I MEAN, TALKATIVE FAMILIES > AND COLLEGE EDUCATED -- HEARD FORTY-EIGHT MILLION WORDS ADDRESSED TO > THEM BY THE TIME THEY'RE FOUR. CHILDREN IN WELFARE FAMILIES WHO WERE > TACITURN HEARD THIRTEEN MILLION WORDS ADDRESSED TO THEM BY THE TIME > THEY WERE FOUR." - DR. TODD RISLEY,> co-author
> "Meaningful Differences in the Everyday Experiences of Young > American Children" SHAME: THE DARK HEART OF READING DIFFICULTIES "THEY FEEL LIKE THEY’RE FAILURES; THEY TELL US THAT. LOUSY READING PRODUCES A PERCEPTION OF STUPIDITY AND DUMBNESS TO PEERS AND CLEARLY TO THE YOUNGSTER WHO IS STRUGGLING. THAT IS THE SHAME." - Dr. G. ReidLyon
NOTE: Click on any word on this page to experience the next evolutionary step in technologysupported reading.
Building on 'CHILD'S FAULT' from 'CAUSES
AND CONTRIBUTING FACTORS', this
module's first segment provides the starting point for appreciatingthe “SHAME ”
that struggling readers experience. Next, “THE POWER OF SHAME”
discusses shame's painful life-long and often life-distorting effects. The next three segments explore the “PUBLIC SHAME” of the
classroom; the “FEAR OF SHAME” felt
by children as they anticipate being asked to read out loud in classrooms, and how both drive the “SECRET SHAME” that
causes children to hide their reading difficulties from parents, teachers, and peers. “EMOTIONALLY LEARNING DISABLING”
and “AVOIDANCE
” build on
the previous segments and show how powerfully behavior-determining and learning-disabling shame avoidance can be. Finally, “COGNITIVELYLEARNING DISABLING
”
begins our discussion of the "DOWNWARD SPIRAL OF SHAME" (From our
chapter the "BRAIN'S CHALLENGE ") and describes how shame disrupts, distracts, and chokes the cognitive processing that is necessary for learning to read in the first place. See also: "THE DOWNWARD SPIRAL OF SHAME"
> Dr. Maryanne Wolf:> YOU KNOW I
> HAVEN’T THOUGHT IN THESE TERMS. BUT AS YOU SAY THEM THERE IS NO > QUESTION THAT’S OUR ENEMY. SHAME.>
> Dr. Donald Nathanson:> “Like
> most scholars, until awakened by the “Children of the Code” > project, I took reading as much for granted as eating and drinking. > Very few of us have paid sufficient attention to the specific > emotions triggered in children as they begin to read. Yet any > impediment to mastery of the confusing code that connects spoken and > written English must trigger shame, the emotion that stops all > useful thought. SO PAINFUL DOES SHAME BECOME IN THE PUBLIC ARENA OF > THE SCHOOLROOM THAT OUR CHILDREN SWIFTLY DIVIDE INTO TWO STREAMS AND > TWO FUTURES PURELY ON THE BASIS OF THEIR RESPONSE TO THE SHAME THAT > ACCOMPANIES THE STRUGGLE TO LEARN OUR WRITTEN LANGUAGE. A BRIEF HISTORY OF THE CODE – PART 1: SO LET IT BE WRITTEN Understanding the code and its history is essential to understandingthe "CONFUSION
' involved in
learning to read it today. The "POWER OF WRITING"
begins our journey into the profound cognitive and institutional consequences of becoming code users (writers and readers). Next, "THEALPHABET'S BIG BANG
"
and "GRECIAN FORMULAS"
explore the origin of the Alphabet and it's unparalleled effects on the minds and institutions that gave rise to western civilization (future segments will address oral cultures and pre-alphabetic writing systems). In "LEND ME YOUR EARS" we
introduce the initial relationships between letters and sounds (critical background for future segments on how the code became so complex). And, in the "CODE OF DA VINCI" we
present the code as both the 'DNA of science' and the 'media that enabled the Renaissance'. Finally, we review the "SPREAD, RISE, ANDFALL OF LITERACY
"
which sets the stage for "A Brief History of the Code - Part 2: Ye First Millennium Bug". > "The big step between civilization and more primitive forms of human > society is written language."Dr. John Searle > , Professor of the > Philosophy of Mind and Language at U.C. Berkeley>
> "We have all become children of the code" - Dr. Malcolm Richardson> , Chair,
> Department of English, LSU>
> "I think it was much easier to learn how to read in the 8th century > B.C. than it is today." - Dr. Frank Moore Cross, > Professor Emeritus of Ancient > Languages, Harvard University > "Once we start writing, we are able to then reflect back upon what > we have written, and we enter into this kind of recursive relation > to our own written signs. And, so, only then, a certain degree or > experience of self-reflection that we now sort of take for granted, > comes into being." – David Abram > , Philosopher and > Ecologist, Author: The Spell of the Sensuous.>
> "In learning to read... we were satisfied when we knew the letters > of the alphabet" - Plato, The Republic SHAME: THE DARK HEART OF READING DIFFICULTIES "THEY FEEL LIKE THEY’RE FAILURES; THEY TELL US THAT. LOUSY READING PRODUCES A PERCEPTION OF STUPIDITY AND DUMBNESS TO PEERS AND CLEARLY TO THE YOUNGSTER WHO IS STRUGGLING. THAT IS THE SHAME." - Dr. G. ReidLyon
NOTE: Click on any word on this page to experience the next evolutionary step in technologysupported reading.
Building on 'CHILD'S FAULT' from 'CAUSES
AND CONTRIBUTING FACTORS', this
module's first segment provides the starting point for appreciatingthe “SHAME ”
that struggling readers experience. Next, “THE POWER OF SHAME”
discusses shame's painful life-long and often life-distorting effects. The next three segments explore the “PUBLIC SHAME” of the
classroom; the “FEAR OF SHAME” felt
by children as they anticipate being asked to read out loud in classrooms, and how both drive the “SECRET SHAME” that
causes children to hide their reading difficulties from parents, teachers, and peers. “EMOTIONALLY LEARNING DISABLING”
and “AVOIDANCE
” build on
the previous segments and show how powerfully behavior-determining and learning-disabling shame avoidance can be. Finally, “COGNITIVELYLEARNING DISABLING
”
begins our discussion of the "DOWNWARD SPIRAL OF SHAME" (From our
chapter the "BRAIN'S CHALLENGE ") and describes how shame disrupts, distracts, and chokes the cognitive processing that is necessary for learning to read in the first place. See also: "THE DOWNWARD SPIRAL OF SHAME"
> Dr. Maryanne Wolf:> YOU KNOW I
> HAVEN’T THOUGHT IN THESE TERMS. BUT AS YOU SAY THEM THERE IS NO > QUESTION THAT’S OUR ENEMY. SHAME.>
> Dr. Donald Nathanson:> “Like
> most scholars, until awakened by the “Children of the Code” > project, I took reading as much for granted as eating and drinking. > Very few of us have paid sufficient attention to the specific > emotions triggered in children as they begin to read. Yet any > impediment to mastery of the confusing code that connects spoken and > written English must trigger shame, the emotion that stops all > useful thought. SO PAINFUL DOES SHAME BECOME IN THE PUBLIC ARENA OF > THE SCHOOLROOM THAT OUR CHILDREN SWIFTLY DIVIDE INTO TWO STREAMS AND > TWO FUTURES PURELY ON THE BASIS OF THEIR RESPONSE TO THE SHAME THAT > ACCOMPANIES THE STRUGGLE TO LEARN OUR WRITTEN LANGUAGE. A BRIEF HISTORY OF THE CODE – PART 1: SO LET IT BE WRITTEN Understanding the code and its history is essential to understandingthe "CONFUSION
' involved in
learning to read it today. The "POWER OF WRITING"
begins our journey into the profound cognitive and institutional consequences of becoming code users (writers and readers). Next, "THEALPHABET'S BIG BANG
"
and "GRECIAN FORMULAS"
explore the origin of the Alphabet and it's unparalleled effects on the minds and institutions that gave rise to western civilization (future segments will address oral cultures and pre-alphabetic writing systems). In "LEND ME YOUR EARS" we
introduce the initial relationships between letters and sounds (critical background for future segments on how the code became so complex). And, in the "CODE OF DA VINCI" we
present the code as both the 'DNA of science' and the 'media that enabled the Renaissance'. Finally, we review the "SPREAD, RISE, ANDFALL OF LITERACY
"
which sets the stage for "A Brief History of the Code - Part 2: Ye First Millennium Bug". > "The big step between civilization and more primitive forms of human > society is written language."Dr. John Searle > , Professor of the > Philosophy of Mind and Language at U.C. Berkeley>
> "We have all become children of the code" - Dr. Malcolm Richardson> , Chair,
> Department of English, LSU>
> "I think it was much easier to learn how to read in the 8th century > B.C. than it is today." - Dr. Frank Moore Cross, > Professor Emeritus of Ancient > Languages, Harvard University > "Once we start writing, we are able to then reflect back upon what > we have written, and we enter into this kind of recursive relation > to our own written signs. And, so, only then, a certain degree or > experience of self-reflection that we now sort of take for granted, > comes into being." – David Abram > , Philosopher and > Ecologist, Author: The Spell of the Sensuous.>
> "In learning to read... we were satisfied when we knew the letters > of the alphabet" - Plato, The Republic A BRIEF HISTORY OF THE CODE – PART 2: THE FIRST MILLENNIUM BUGThough READINESS
and READINESS
DIFFERENTIATED INSTRUCTIONreduce the
difficulty, working through the code's confusing letter-sound relationships is what _most_ challenges the brains of _most_ struggling readers. There is a direct and causal relationship between the confusion in the code and the 'stutters' heard in the voice of a struggling reader. Obviously, understanding this confusion is critical to understanding the challenges involved in learning to read. As importantly, _understanding how the code became so confused is critical to reframing the experience of struggling readers_. The more we understand the accidents and negligence that led to the confusion in the English code the more it becomes obvious that it is absurdly negligent to BLAMEand SHAME
children
for their struggle with it.- LATIN ROOTS
– The
clergy begin to write English using the letters/sounds of Latin- FRENCH RULES
–
French displaces English as the official language of England - THE KING’S ENGLISH–
Henry V resurrects English writing - THE CHANCERY SCRIBES–
The King's scribes forge the roots of modern English - THE ROOTS OF CONFUSION– How written
English became such a mess. - THE GREAT VOWEL SHIFT–
Major shifts in pronunciation add further confusion- CASTING SPELLS
- The
printing press standardizes the unstable writing system > ...In Greek, or Latin, for example, once you could view the letters, > you could read... there was almost a perfect match... Dr. Guy> Deutscher ,
> Author: The Unfolding of Language: An Evolutionary Tour of Mankind's > Greatest Invention>
> ... "we have fifty some sounds and only twenty-six > letters. So we have to adopt a whole variety of mechanisms to close > the gap." - Dr. Richard Venezky> , Author: The
> American Way of Spelling: The Structure and Origins of American > English Orthography>
> "We are always compromised in certain areas by having to represent > sounds with symbols that weren't designed to suit those > sounds." - Dr. Johanna Drucker> , Author: The
> Alphabetic Labyrinth>
> "it's easy to forget that the system we have learned is a system > that is based on a series of accidents that result in layers of > complexity"- Dr. Thomas Cable> ,
> Co-author:
> A History of the English Language>
> ..."the accident of the printing press, which in England served to > freeze spelling in the fifteenth century so you have these bizarre > spellings" - Dr. Malcolm Richardson,> Chair,
> Department of English, LSU>
> SEE ALSO: DR. LOUISA MOATS ON THE CONFUSION IN ENGLISH>
>
> SEE ALSO: THE FIRST MILLENNIUM BUG> –
> The fall of phoneticism and rise of confusion A BRIEF HISTORY OF THE CODE – PART 1: SO LET IT BE WRITTEN Understanding the code and its history is essential to understandingthe "CONFUSION
' involved in
learning to read it today. The "POWER OF WRITING"
begins our journey into the profound cognitive and institutional consequences of becoming code users (writers and readers). Next, "THEALPHABET'S BIG BANG
"
and "GRECIAN FORMULAS"
explore the origin of the Alphabet and it's unparalleled effects on the minds and institutions that gave rise to western civilization (future segments will address oral cultures and pre-alphabetic writing systems). In "LEND ME YOUR EARS" we
introduce the initial relationships between letters and sounds (critical background for future segments on how the code became so complex). And, in the "CODE OF DA VINCI" we
present the code as both the 'DNA of science' and the 'media that enabled the Renaissance'. Finally, we review the "SPREAD, RISE, ANDFALL OF LITERACY
"
which sets the stage for "A Brief History of the Code - Part 2: Ye First Millennium Bug". > "The big step between civilization and more primitive forms of human > society is written language."Dr. John Searle > , Professor of the > Philosophy of Mind and Language at U.C. Berkeley>
> "We have all become children of the code" - Dr. Malcolm Richardson> , Chair,
> Department of English, LSU>
> "I think it was much easier to learn how to read in the 8th century > B.C. than it is today." - Dr. Frank Moore Cross, > Professor Emeritus of Ancient > Languages, Harvard University > "Once we start writing, we are able to then reflect back upon what > we have written, and we enter into this kind of recursive relation > to our own written signs. And, so, only then, a certain degree or > experience of self-reflection that we now sort of take for granted, > comes into being." – David Abram > , Philosopher and > Ecologist, Author: The Spell of the Sensuous.>
> "In learning to read... we were satisfied when we knew the letters > of the alphabet" - Plato, The Republic A BRIEF HISTORY OF THE CODE – PART 2: THE FIRST MILLENNIUM BUGThough READINESS
and READINESS
DIFFERENTIATED INSTRUCTIONreduce the
difficulty, working through the code's confusing letter-sound relationships is what _most_ challenges the brains of _most_ struggling readers. There is a direct and causal relationship between the confusion in the code and the 'stutters' heard in the voice of a struggling reader. Obviously, understanding this confusion is critical to understanding the challenges involved in learning to read. As importantly, _understanding how the code became so confused is critical to reframing the experience of struggling readers_. The more we understand the accidents and negligence that led to the confusion in the English code the more it becomes obvious that it is absurdly negligent to BLAMEand SHAME
children
for their struggle with it.- LATIN ROOTS
– The
clergy begin to write English using the letters/sounds of Latin- FRENCH RULES
–
French displaces English as the official language of England - THE KING’S ENGLISH–
Henry V resurrects English writing - THE CHANCERY SCRIBES–
The King's scribes forge the roots of modern English - THE ROOTS OF CONFUSION– How written
English became such a mess. - THE GREAT VOWEL SHIFT–
Major shifts in pronunciation add further confusion- CASTING SPELLS
- The
printing press standardizes the unstable writing system > ...In Greek, or Latin, for example, once you could view the letters, > you could read... there was almost a perfect match... Dr. Guy> Deutscher ,
> Author: The Unfolding of Language: An Evolutionary Tour of Mankind's > Greatest Invention>
> ... "we have fifty some sounds and only twenty-six > letters. So we have to adopt a whole variety of mechanisms to close > the gap." - Dr. Richard Venezky> , Author: The
> American Way of Spelling: The Structure and Origins of American > English Orthography>
> "We are always compromised in certain areas by having to represent > sounds with symbols that weren't designed to suit those > sounds." - Dr. Johanna Drucker> , Author: The
> Alphabetic Labyrinth>
> "it's easy to forget that the system we have learned is a system > that is based on a series of accidents that result in layers of > complexity"- Dr. Thomas Cable> ,
> Co-author:
> A History of the English Language>
> ..."the accident of the printing press, which in England served to > freeze spelling in the fifteenth century so you have these bizarre > spellings" - Dr. Malcolm Richardson,> Chair,
> Department of English, LSU>
> SEE ALSO: DR. LOUISA MOATS ON THE CONFUSION IN ENGLISH>
>
> SEE ALSO: THE FIRST MILLENNIUM BUG> –
> The fall of phoneticism and rise of confusion A BRIEF HISTORY OF THE CODE – PART 3: PARADIGM INERTIA With the printing of the King James Bible literacy began to spread. As it did, reading teachers began to realize that the letter-sound relationships in the code made learning to read English difficult. Phonics was born in the 16th century as an attempt to train the reader to process the unruly code. Over a century later the whole word method (originally developed for the hearing-impaired) began being used as an alternate to the 'tedious' 'rote' work of phonics. Paralleling the battle between these two teaching _around _the code polarities, another movement began which focused on reforming the code itself. The story of our attempts to change the code is fascinating and understanding these attempts, and why they failed, sheds important light on the social, political, institutional, and even scientific _inertia_ that limits our understanding of the challenges involved in learning to read. See also "PARADIGM INERTIA IN READING SCIENCE AND POLICY"
> "The heart of our trouble is with our foolish alphabet. It doesn't > know how to spell and can't be taught." - Mark Twain>
> "Delay in the plan here proposed may be fatal... the minds of men > may again sink into indolence; a national acquiescence in error will > follow, and posterity be doomed to struggle with difficulties which > time and accident will perpetually multiply". - Noah Webster>
> "People are more likely to change their religion than change > their writing system_."_ - Charles Hockett, Anthropological> Linguist
> "...as every letter ought to be, confin'd to one; the same is to be > oberv'd in all the Letters, Vowels and Consonants, that wherever > they are met with, or in whatever Company, their Sound is always the > same." - Benjamin Franklin">
> The second great obstacle is our absurd spelling, which scholars > agree is the worst on the planet. In trying to learn this, two or > three years are worse than waster" - Melvile Dewey (Dewey decimal > system - champion of simplified spelling).>
> SEE ALSO STANISLAS DEHAENE ON HOW THE MESS OF ENGLISH AFFECTS "HOW > THE BRAIN LEARNS TO READ">
A BRIEF HISTORY OF THE CODE – PART 2: THE FIRST MILLENNIUM BUGThough READINESS
and READINESS
DIFFERENTIATED INSTRUCTIONreduce the
difficulty, working through the code's confusing letter-sound relationships is what _most_ challenges the brains of _most_ struggling readers. There is a direct and causal relationship between the confusion in the code and the 'stutters' heard in the voice of a struggling reader. Obviously, understanding this confusion is critical to understanding the challenges involved in learning to read. As importantly, _understanding how the code became so confused is critical to reframing the experience of struggling readers_. The more we understand the accidents and negligence that led to the confusion in the English code the more it becomes obvious that it is absurdly negligent to BLAMEand SHAME
children
for their struggle with it.- LATIN ROOTS
– The
clergy begin to write English using the letters/sounds of Latin- FRENCH RULES
–
French displaces English as the official language of England - THE KING’S ENGLISH–
Henry V resurrects English writing - THE CHANCERY SCRIBES–
The King's scribes forge the roots of modern English - THE ROOTS OF CONFUSION– How written
English became such a mess. - THE GREAT VOWEL SHIFT–
Major shifts in pronunciation add further confusion- CASTING SPELLS
- The
printing press standardizes the unstable writing system > ...In Greek, or Latin, for example, once you could view the letters, > you could read... there was almost a perfect match... Dr. Guy> Deutscher ,
> Author: The Unfolding of Language: An Evolutionary Tour of Mankind's > Greatest Invention>
> ... "we have fifty some sounds and only twenty-six > letters. So we have to adopt a whole variety of mechanisms to close > the gap." - Dr. Richard Venezky> , Author: The
> American Way of Spelling: The Structure and Origins of American > English Orthography>
> "We are always compromised in certain areas by having to represent > sounds with symbols that weren't designed to suit those > sounds." - Dr. Johanna Drucker> , Author: The
> Alphabetic Labyrinth>
> "it's easy to forget that the system we have learned is a system > that is based on a series of accidents that result in layers of > complexity"- Dr. Thomas Cable> ,
> Co-author:
> A History of the English Language>
> ..."the accident of the printing press, which in England served to > freeze spelling in the fifteenth century so you have these bizarre > spellings" - Dr. Malcolm Richardson,> Chair,
> Department of English, LSU>
> SEE ALSO: DR. LOUISA MOATS ON THE CONFUSION IN ENGLISH>
>
> SEE ALSO: THE FIRST MILLENNIUM BUG> –
> The fall of phoneticism and rise of confusion A BRIEF HISTORY OF THE CODE – PART 3: PARADIGM INERTIA With the printing of the King James Bible literacy began to spread. As it did, reading teachers began to realize that the letter-sound relationships in the code made learning to read English difficult. Phonics was born in the 16th century as an attempt to train the reader to process the unruly code. Over a century later the whole word method (originally developed for the hearing-impaired) began being used as an alternate to the 'tedious' 'rote' work of phonics. Paralleling the battle between these two teaching _around _the code polarities, another movement began which focused on reforming the code itself. The story of our attempts to change the code is fascinating and understanding these attempts, and why they failed, sheds important light on the social, political, institutional, and even scientific _inertia_ that limits our understanding of the challenges involved in learning to read. See also "PARADIGM INERTIA IN READING SCIENCE AND POLICY"
> "The heart of our trouble is with our foolish alphabet. It doesn't > know how to spell and can't be taught." - Mark Twain>
> "Delay in the plan here proposed may be fatal... the minds of men > may again sink into indolence; a national acquiescence in error will > follow, and posterity be doomed to struggle with difficulties which > time and accident will perpetually multiply". - Noah Webster>
> "People are more likely to change their religion than change > their writing system_."_ - Charles Hockett, Anthropological> Linguist
> "...as every letter ought to be, confin'd to one; the same is to be > oberv'd in all the Letters, Vowels and Consonants, that wherever > they are met with, or in whatever Company, their Sound is always the > same." - Benjamin Franklin">
> The second great obstacle is our absurd spelling, which scholars > agree is the worst on the planet. In trying to learn this, two or > three years are worse than waster" - Melvile Dewey (Dewey decimal > system - champion of simplified spelling).>
> SEE ALSO STANISLAS DEHAENE ON HOW THE MESS OF ENGLISH AFFECTS "HOW > THE BRAIN LEARNS TO READ">
THE BRAIN’S CHALLENGE Learning to read can be difficult for any one of a number of reasons.
CRITICAL ELEMENTS: To construct the reading experience the brainmust DIFFERENTIATE
and
process a number of elements including: LETTERS, PHONEMES
, MORPHEMES
,
and VOCABULARY
. CRITICAL
PROCESSING: The brain must AUTOMATIZEand SYNCHRONIZE
the sub
processing of the critical elements. CRITICAL SPEED: The brain must process all the above fast enough to construct RECOGNIZABLE WORDSat SPEEDS
that
approximate the rate at which the brain is accustomed to RECOGNIZINGSPOKEN LANGUAGE
.
Processing
speed is critical. Analysis of the EYE MOVEMENTSof good
readers reveals that, on average, the brain must process letters into sounds in less than a tenth of a second. THE BOTTLENECK: The 'stutters' in the voice of struggling readers reflect the time it takes the brain to work through the confusion in the code - the time it is taking to DISAMBIGUATEthe
code. Code disambiguation is the brain's greatest challenge during the process of learning to read. Exacerbating all the other challenges is the DOWNWARD SPIRALthat
disrupts and dissipates the brain's processing when shame sets in. > "The majority of our kids who have a tough time, they are slow, they > are labored in their reading" ->
> Dr.
> Reid Lyon, former Branch Chief of NICHD>
> "You wouldn’t have to have much of a fault in this machine > operating with high speed in this incredible processing efficiency > that’s required to begin to see somebody be a little slower at it > or a lot slower at it." - Michael Merzenich, Neuroscientist, > Member of National Academy of Sciences> "The problem
> with automatization is that, at any step, if you've got a slow down > step, if any piece of that enterprise has a block or you can't hold > enough of the information, the whole house of cards falls> apart" -
> Dr.
> Terrence Deacon, Neuroscientist, Anthropologist, Linguist> "The more
> complicated the translation from the orthography to the phonology > is, the more complicated this processing dance has to be within the > brain." - Dr. Paula Tallal, Board of Governors Chair of > Neuroscience, Rutgers>
A BRIEF HISTORY OF THE CODE – PART 3: PARADIGM INERTIA With the printing of the King James Bible literacy began to spread. As it did, reading teachers began to realize that the letter-sound relationships in the code made learning to read English difficult. Phonics was born in the 16th century as an attempt to train the reader to process the unruly code. Over a century later the whole word method (originally developed for the hearing-impaired) began being used as an alternate to the 'tedious' 'rote' work of phonics. Paralleling the battle between these two teaching _around _the code polarities, another movement began which focused on reforming the code itself. The story of our attempts to change the code is fascinating and understanding these attempts, and why they failed, sheds important light on the social, political, institutional, and even scientific _inertia_ that limits our understanding of the challenges involved in learning to read. See also "PARADIGM INERTIA IN READING SCIENCE AND POLICY"
> "The heart of our trouble is with our foolish alphabet. It doesn't > know how to spell and can't be taught." - Mark Twain>
> "Delay in the plan here proposed may be fatal... the minds of men > may again sink into indolence; a national acquiescence in error will > follow, and posterity be doomed to struggle with difficulties which > time and accident will perpetually multiply". - Noah Webster>
> "People are more likely to change their religion than change > their writing system_."_ - Charles Hockett, Anthropological> Linguist
> "...as every letter ought to be, confin'd to one; the same is to be > oberv'd in all the Letters, Vowels and Consonants, that wherever > they are met with, or in whatever Company, their Sound is always the > same." - Benjamin Franklin">
> The second great obstacle is our absurd spelling, which scholars > agree is the worst on the planet. In trying to learn this, two or > three years are worse than waster" - Melvile Dewey (Dewey decimal > system - champion of simplified spelling).>
> SEE ALSO STANISLAS DEHAENE ON HOW THE MESS OF ENGLISH AFFECTS "HOW > THE BRAIN LEARNS TO READ">
THE BRAIN’S CHALLENGE Learning to read can be difficult for any one of a number of reasons.
CRITICAL ELEMENTS: To construct the reading experience the brainmust DIFFERENTIATE
and
process a number of elements including: LETTERS, PHONEMES
, MORPHEMES
,
and VOCABULARY
. CRITICAL
PROCESSING: The brain must AUTOMATIZEand SYNCHRONIZE
the sub
processing of the critical elements. CRITICAL SPEED: The brain must process all the above fast enough to construct RECOGNIZABLE WORDSat SPEEDS
that
approximate the rate at which the brain is accustomed to RECOGNIZINGSPOKEN LANGUAGE
.
Processing
speed is critical. Analysis of the EYE MOVEMENTSof good
readers reveals that, on average, the brain must process letters into sounds in less than a tenth of a second. THE BOTTLENECK: The 'stutters' in the voice of struggling readers reflect the time it takes the brain to work through the confusion in the code - the time it is taking to DISAMBIGUATEthe
code. Code disambiguation is the brain's greatest challenge during the process of learning to read. Exacerbating all the other challenges is the DOWNWARD SPIRALthat
disrupts and dissipates the brain's processing when shame sets in. > "The majority of our kids who have a tough time, they are slow, they > are labored in their reading" ->
> Dr.
> Reid Lyon, former Branch Chief of NICHD>
> "You wouldn’t have to have much of a fault in this machine > operating with high speed in this incredible processing efficiency > that’s required to begin to see somebody be a little slower at it > or a lot slower at it." - Michael Merzenich, Neuroscientist, > Member of National Academy of Sciences> "The problem
> with automatization is that, at any step, if you've got a slow down > step, if any piece of that enterprise has a block or you can't hold > enough of the information, the whole house of cards falls> apart" -
> Dr.
> Terrence Deacon, Neuroscientist, Anthropologist, Linguist> "The more
> complicated the translation from the orthography to the phonology > is, the more complicated this processing dance has to be within the > brain." - Dr. Paula Tallal, Board of Governors Chair of > Neuroscience, Rutgers>
CHANGING TRAJECTORIESTHE PROBLEM
is
essentially social-educational. For every child and adult who struggles and for all of us as a society, ’reading problems _are always _a consequence of ‘learning problems’. Improving the learning trajectories of children (and adults) who strugglewith reading
requires an ORIENTATION SHIFTin
how PARENTS
and TEACHERS
_think_ about
learning and the challenges involved in learning to read. > "THE PROBLEM IS OUR SOCIETY'S LACK OF INSIGHT INTO WHAT IS INVOLVED > IN ACQUIRING LITERACY." -> DR. LOUISA
> MOATS, Reading > Scientist, Sopris West>
>
> "WE NEED TO RECONCEPTUALIZE WHAT IT MEANS TO LEARN TO READ AND > WHO’S RESPONSIBLE FOR ITS SUCCESS IF WE’RE GOING TO DEAL WITH > THE PROBLEM." - Dr. Grover Whitehurst,> Former Director
> of the Institute of Education Sciences, U.S. Department of> Education
>
Reading is an unnaturally confusing challengeto
our brains. It takes a lot of (early life learning) brain exercise for a brain to be readyfor the challenges
involved
in
learning to read. Depending on how well INSTRUCTION MEETS BRAINREADINESS ,
children follow one of TWO PATHS: the upward
spiraling of MATTHEW EFFECTSor
the downward spiralof CONFUSION
AND SHAME
.
SUGGESTIONS:
We need to BOOST BRAIN READINESS, REDUCE
EXTRANEOUS AMBIGUITY,
and REFRAME THE EMOTIONAL EXPERIENCE TO MINIMIZE LEARNER'S PROPENSITYTO BLAME THEMSELVES
AND
TRIGGER SHAME. We need to engage learners in ever more frequent, complex and rapid turn-taking DIALOGUE. We need to
learn to ISOLATE, VIVIFY AND GIVE FEEDBACKon the
real-time edge of learning. We need to be very careful to MINIMIZEour
contributions to the shame struggling learners feel. > "So painful does shame become in the public arena of the schoolroom > that our children swiftly divide into two streams and two futures > purely on the basis of their response to the shame that accompanies > the struggle to learn our written language." - Donald L. Nathanson,> M.D. Clinical
> Professor of Psychiatry, Jefferson Medical College, Author: Shame > and Pride and Knowing Feeling>
>
> "CHILDREN ARE DEVELOPING A PRE-CONSCIOUS AVERSION TO THE _FEEL _OF > CONFUSION AND A PRE-CONSCIOUS AVERSION TO THE FEEL OF CONFUSION > DECAPITATES LEARNING"-> CHILDREN
> OF THE CODE
>
THE BRAIN’S CHALLENGE Learning to read can be difficult for any one of a number of reasons.
CRITICAL ELEMENTS: To construct the reading experience the brainmust DIFFERENTIATE
and
process a number of elements including: LETTERS, PHONEMES
, MORPHEMES
,
and VOCABULARY
. CRITICAL
PROCESSING: The brain must AUTOMATIZEand SYNCHRONIZE
the sub
processing of the critical elements. CRITICAL SPEED: The brain must process all the above fast enough to construct RECOGNIZABLE WORDSat SPEEDS
that
approximate the rate at which the brain is accustomed to RECOGNIZINGSPOKEN LANGUAGE
.
Processing
speed is critical. Analysis of the EYE MOVEMENTSof good
readers reveals that, on average, the brain must process letters into sounds in less than a tenth of a second. THE BOTTLENECK: The 'stutters' in the voice of struggling readers reflect the time it takes the brain to work through the confusion in the code - the time it is taking to DISAMBIGUATEthe
code. Code disambiguation is the brain's greatest challenge during the process of learning to read. Exacerbating all the other challenges is the DOWNWARD SPIRALthat
disrupts and dissipates the brain's processing when shame sets in. > "The majority of our kids who have a tough time, they are slow, they > are labored in their reading" ->
> Dr.
> Reid Lyon, former Branch Chief of NICHD>
> "You wouldn’t have to have much of a fault in this machine > operating with high speed in this incredible processing efficiency > that’s required to begin to see somebody be a little slower at it > or a lot slower at it." - Michael Merzenich, Neuroscientist, > Member of National Academy of Sciences> "The problem
> with automatization is that, at any step, if you've got a slow down > step, if any piece of that enterprise has a block or you can't hold > enough of the information, the whole house of cards falls> apart" -
> Dr.
> Terrence Deacon, Neuroscientist, Anthropologist, Linguist> "The more
> complicated the translation from the orthography to the phonology > is, the more complicated this processing dance has to be within the > brain." - Dr. Paula Tallal, Board of Governors Chair of > Neuroscience, Rutgers>
CHANGING TRAJECTORIESTHE PROBLEM
is
essentially social-educational. For every child and adult who struggles and for all of us as a society, ’reading problems _are always _a consequence of ‘learning problems’. Improving the learning trajectories of children (and adults) who strugglewith reading
requires an ORIENTATION SHIFTin
how PARENTS
and TEACHERS
_think_ about
learning and the challenges involved in learning to read. > "THE PROBLEM IS OUR SOCIETY'S LACK OF INSIGHT INTO WHAT IS INVOLVED > IN ACQUIRING LITERACY." -> DR. LOUISA
> MOATS, Reading > Scientist, Sopris West>
>
> "WE NEED TO RECONCEPTUALIZE WHAT IT MEANS TO LEARN TO READ AND > WHO’S RESPONSIBLE FOR ITS SUCCESS IF WE’RE GOING TO DEAL WITH > THE PROBLEM." - Dr. Grover Whitehurst,> Former Director
> of the Institute of Education Sciences, U.S. Department of> Education
>
Reading is an unnaturally confusing challengeto
our brains. It takes a lot of (early life learning) brain exercise for a brain to be readyfor the challenges
involved
in
learning to read. Depending on how well INSTRUCTION MEETS BRAINREADINESS ,
children follow one of TWO PATHS: the upward
spiraling of MATTHEW EFFECTSor
the downward spiralof CONFUSION
AND SHAME
.
SUGGESTIONS:
We need to BOOST BRAIN READINESS, REDUCE
EXTRANEOUS AMBIGUITY,
and REFRAME THE EMOTIONAL EXPERIENCE TO MINIMIZE LEARNER'S PROPENSITYTO BLAME THEMSELVES
AND
TRIGGER SHAME. We need to engage learners in ever more frequent, complex and rapid turn-taking DIALOGUE. We need to
learn to ISOLATE, VIVIFY AND GIVE FEEDBACKon the
real-time edge of learning. We need to be very careful to MINIMIZEour
contributions to the shame struggling learners feel. > "So painful does shame become in the public arena of the schoolroom > that our children swiftly divide into two streams and two futures > purely on the basis of their response to the shame that accompanies > the struggle to learn our written language." - Donald L. Nathanson,> M.D. Clinical
> Professor of Psychiatry, Jefferson Medical College, Author: Shame > and Pride and Knowing Feeling>
>
> "CHILDREN ARE DEVELOPING A PRE-CONSCIOUS AVERSION TO THE _FEEL _OF > CONFUSION AND A PRE-CONSCIOUS AVERSION TO THE FEEL OF CONFUSION > DECAPITATES LEARNING"-> CHILDREN
> OF THE CODE
>
WHAT’S AT STAKE?
MORE AMERICAN CHILDREN SUFFER LONG-TERM LIFE-HARM AS A CONSEQUENCE OF READING DIFFICULTIES THAN FROM PARENTAL ABUSE, ACCIDENTS, AND ALL OTHER CHILDHOOD DISEASES AND DISORDERS COMBINED. IN PURELY ECONOMIC TERMS, READING RELATED DIFFICULTIES COST MORE THAN THE WAR ON TERRORISM, CRIME, AND DRUGS COMBINED. _WE NEED TO REFRAME OUR SOCIETY'S THINKING ABOUT WHAT'S AT STAKE AND WHAT'S INVOLVED IN LEARNING TO READ. _ NOTE: Click on any word on this page to experience the next evolutionary step in technologysupported reading.
In the U.S. alone approximately one hundred million CHILDREN ANDADULTS
have
difficulty reading. The COGNITIVE, LINGUISTIC, ACADEMIC, EMOTIONAL
, SOCIAL
, and
physical HEALTH
consequences
of their reading difficulties significantly diminish their opportunities in school, work, and life. In the aggregate, reading difficulties skew our DEMOCRACY,
drag our ECONOMY
,
perpetuate poverty, and cost U.S. taxpayers HUNDREDS OF BILLIONS OFDOLLARS
each
year. R
EADING
IMPROFICIENCY IS OUR NATION'S MOST WIDE-SPREAD AND COSTLY LEARNINGDISABILITY
and
nothing short of a complete REFRAMEin how our
society thinks about 'what's at stake' and 'what's involved' is going to improve the situation. CHANGING TRAJECTORIESTHE PROBLEM
is
essentially social-educational. For every child and adult who struggles and for all of us as a society, ’reading problems _are always _a consequence of ‘learning problems’. Improving the learning trajectories of children (and adults) who strugglewith reading
requires an ORIENTATION SHIFTin
how PARENTS
and TEACHERS
_think_ about
learning and the challenges involved in learning to read. > "THE PROBLEM IS OUR SOCIETY'S LACK OF INSIGHT INTO WHAT IS INVOLVED > IN ACQUIRING LITERACY." -> DR. LOUISA
> MOATS, Reading > Scientist, Sopris West>
>
> "WE NEED TO RECONCEPTUALIZE WHAT IT MEANS TO LEARN TO READ AND > WHO’S RESPONSIBLE FOR ITS SUCCESS IF WE’RE GOING TO DEAL WITH > THE PROBLEM." - Dr. Grover Whitehurst,> Former Director
> of the Institute of Education Sciences, U.S. Department of> Education
>
Reading is an unnaturally confusing challengeto
our brains. It takes a lot of (early life learning) brain exercise for a brain to be readyfor the challenges
involved
in
learning to read. Depending on how well INSTRUCTION MEETS BRAINREADINESS ,
children follow one of TWO PATHS: the upward
spiraling of MATTHEW EFFECTSor
the downward spiralof CONFUSION
AND SHAME
.
SUGGESTIONS:
We need to BOOST BRAIN READINESS, REDUCE
EXTRANEOUS AMBIGUITY,
and REFRAME THE EMOTIONAL EXPERIENCE TO MINIMIZE LEARNER'S PROPENSITYTO BLAME THEMSELVES
AND
TRIGGER SHAME. We need to engage learners in ever more frequent, complex and rapid turn-taking DIALOGUE. We need to
learn to ISOLATE, VIVIFY AND GIVE FEEDBACKon the
real-time edge of learning. We need to be very careful to MINIMIZEour
contributions to the shame struggling learners feel. > "So painful does shame become in the public arena of the schoolroom > that our children swiftly divide into two streams and two futures > purely on the basis of their response to the shame that accompanies > the struggle to learn our written language." - Donald L. Nathanson,> M.D. Clinical
> Professor of Psychiatry, Jefferson Medical College, Author: Shame > and Pride and Knowing Feeling>
>
> "CHILDREN ARE DEVELOPING A PRE-CONSCIOUS AVERSION TO THE _FEEL _OF > CONFUSION AND A PRE-CONSCIOUS AVERSION TO THE FEEL OF CONFUSION > DECAPITATES LEARNING"-> CHILDREN
> OF THE CODE
>
WHAT’S AT STAKE?
MORE AMERICAN CHILDREN SUFFER LONG-TERM LIFE-HARM AS A CONSEQUENCE OF READING DIFFICULTIES THAN FROM PARENTAL ABUSE, ACCIDENTS, AND ALL OTHER CHILDHOOD DISEASES AND DISORDERS COMBINED. IN PURELY ECONOMIC TERMS, READING RELATED DIFFICULTIES COST MORE THAN THE WAR ON TERRORISM, CRIME, AND DRUGS COMBINED. _WE NEED TO REFRAME OUR SOCIETY'S THINKING ABOUT WHAT'S AT STAKE AND WHAT'S INVOLVED IN LEARNING TO READ. _ NOTE: Click on any word on this page to experience the next evolutionary step in technologysupported reading.
In the U.S. alone approximately one hundred million CHILDREN ANDADULTS
have
difficulty reading. The COGNITIVE, LINGUISTIC, ACADEMIC, EMOTIONAL
, SOCIAL
, and
physical HEALTH
consequences
of their reading difficulties significantly diminish their opportunities in school, work, and life. In the aggregate, reading difficulties skew our DEMOCRACY,
drag our ECONOMY
,
perpetuate poverty, and cost U.S. taxpayers HUNDREDS OF BILLIONS OFDOLLARS
each
year. R
EADING
IMPROFICIENCY IS OUR NATION'S MOST WIDE-SPREAD AND COSTLY LEARNINGDISABILITY
and
nothing short of a complete REFRAMEin how our
society thinks about 'what's at stake' and 'what's involved' is going to improve the situation.WHAT IS READING?
The first step in 'reframing' how our society thinks about reading is to update our understanding of what reading is. See also: Learning Stewards on What Is Reading > "IT'S NOT BY CHANCE THAT THE WORD SPELL HAS THIS DOUBLE MEANING - TO > CAST A SPELL, OR TO ARRANGE THE LETTERS IN THE CORRECT ORDER TO > SPELL OUT A WORD ... IT WAS EXPERIENCED BY ORAL PEOPLES, WHO HAD NOT > MET THE WRITTEN WORD BEFORE, AS MAGIC, AS A VERY POWERFUL FORM OF > MAGIC." - DR. DAVID ABRAM> , Author:
> The Spell of the Sensuous>
> "WHEN WE READ WE TAKE IN A CODE AND GET A SET OF INSTRUCTIONS AND WE > PERFORM COGNITIVE PROCESSES." - DR. JOHANNA DRUCKER,> Author
> the Alphabetic LabyrinthView More Videos
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WHAT’S AT STAKE
The negative consequences and costs to afflicted individual children and adults, and to society as a whole, of reading relateddifficulties.
Learn More
CHILD HEALTH & DEVELOPMENT Children’s developmental trajectories affect the ease or difficulty of learning to read – the ease or difficulty of learning to read effects their ongoing health and development.Learn More
EMOTION
The role of emotions in learning to read and the effects of learning to read difficulties on emotional health.Learn More
LANGUAGE
Reading depends on, overlays, extends, and transforms language.Learn More
NEURO-COGNITIVE
The brain processing challenges in learning to read and what learning to read does for the mind.Learn More
THE CODE
The history of the code, it’s effect on civilization and our minds, and how it came to be so confusing.Learn More
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