21
May 18

The Simple View of Reading (SVR)-Part 1

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    The Simple View of Reading (SVR) was proposed by researchers Gough and Tunmer in 1986. It was developed to reconcile “The Reading Wars” argument of the 1980s, between advocates of bottom up processing (decoding) and those who supported top down processing (language comprehension.) The Simple View of Reading shows us that, while reading […]

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25
Apr 18

Co-existing Conditions of Dyslexia

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When my son was first diagnosed with dyslexia, I also learned that he had dyscalculia. In addition to these “gifts,” he also has some executive functioning challenges, as well as sensory processing and auditory processing issues. Over the years, I have learned that many of my students have had additional learning differences along with dyslexia. […]

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19
Apr 18

A Ride Through the Reading Stages Part 2

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In A Ride Through the Reading Stages Part 1, you were taken on a journey from Jeanne Chall’s Stage 0, “Pre-reading,” also called “Pseudo Reading,” to Stage 1, where the child develops their decoding skills.  Now our journey picks up at Stage 2 and ends at Stage 5. I shall continue with the bike analogy […]

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16
Apr 18

A Ride Through the Reading Stages Part 1

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  Dr Richard Selznick talks about Dr Jeanne Chall’s Stages of Reading Development as providing teachers, parents, and evaluators with ‘signposts’ about what to do with a child with reading difficulties. His featured video located about half way down his home page for The Shutdown-Learner provides us with a wonderful overview of this model.    […]

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03
Apr 18

The Great Reading Debate Part 2

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I introduced this topic in my previous blog, where I attempted to condense into a few paragraphs, a century of reading instruction that veered between the extremes of whole-word literacy immersion and explicit but tedious phonic based instruction. In this concluding part, I examine the main battles of the Reading Wars and the important reading […]

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19
Mar 18

The Great Reading Debate Part 1

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  Ever since colonial times, educators have debated the correct way to teach reading. A century ago, this crystallized into distinct factions teaching either explicit decoding using phonics or more implicit learning through whole-word instruction methods. The argument between researchers, reading professionals, politicians, teachers and parents has become very heated at times, and in the […]

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