Lucy Calkins Retreats on Phonics in Fight Over Reading Curriculum by Dana Goldstein

Not much talk of potentially splitting out methods for neurodivergent learners here. Teaching reading strategies may net out dramatically differently between neurotypical children and those with issues like dyslexia. Perceptual and processing issues may make some methods dramatically harder for some learners over others, and we still don't seem to have any respect for that.

This example is an interesting one of the sort of generational die out of old ideas and adoption of new ones as seen in Kuhn's scientific revolutions.

[[Jorge Arango]] interviews Veronica Erb on Annotating Books

Anecdotal evidence that dyslexia has an overlap with creating links to see a "bigger picture"

Gould, Jessica. “Teachers College, Columbia U. Dissolves Program behind Literacy Curriculum Used in NYC Public Schools.” Gothamist, September 8, 2023. https://gothamist.com/news/columbia-university-dissolves-program-behind-literacy-curriculum-used-in-nyc-public-schools.

The Teachers College of Columbia University has shut down the Lucy Calkins Units of Study literacy program.

Missing from the story is more emphasis on not only the social costs, which they touch on, but the tremendous financial (sunk) cost to the system by not only adopting it but enriching Calkins and the institution (in a position of trust) which benefitted from having sold it.

link to: https://hypothes.is/a/eicbpgSKEe6vc0fPdIm05w

Harry Lorayne struggled in school because of dyslexia which wasn't noticed or as well understood at the time. As a result he dropped out of high school after his freshman year.

Here's some justification for the prior statement on equity, but it comes after instead of before. (see: https://hypothes.is/a/SHEFJjM6Ee2Gru-y0d_1lg)

While there is some foundation to the claim given, it would need more support. The sage on the stage may be becoming outmoded with other potential models, but removing it altogether does remove some pieces which may help to support neurodiverse learners who work better via oral transmission rather than using literate modes (eg. dyslexia).

Who is to say that it's "just" sage on the stage lecturing and regurgitation? Why couldn't these same analytical practices be aimed at lectures, interviews, or other oral modes of presentation which will occur during thesis research? (Think anthropology and sociology research which may have much more significant oral aspects.)

Certainly some of these methods can create new levels of agency on the part of the learner/researcher. Has anyone designed experiments to measure this sort of agency growth?

https://www.kpcc.org/show/airtalk/2022-08-31/californias-legislative-session-ends-tonight-what-bills-are-on-the-chopping-block-as-time-winds-down

Audio: https://traffic.omny.fm/d/clips/acc8cc57-ff7c-44c5-9bd6-ab0900fbdc43/39d4b39e-aa2d-40b1-bc07-ab2201235e43/fc58c5dd-b403-4747-a66c-af02013eab18/audio.mp3?utm_source=Podcast&in_playlist=f9e7dcf5-d162-4723-b710-ab2201235e4c

Want to relisten to this. Caught the very end on interventions and it sounded very much like teaching "orality" rather than teaching literacy.

Perhaps teaching orality first helps to frame literacy? even acknowledging it could help certainly...

Cross reference LAist series: https://laist.com/news/education/dyslexia-california-teacher-preparation-training-structured-literacy

Timestamps 19:11 - 35:20

CA Senate Bill 488 2021; signed, in process,

Orton-Gillingham method (procedure/process) but can be implemented differently. Rigorous and works. Over 100 years old.

Wilson program uses pieces of OG. What's this? Not enough detail here.

Dyslexia training will be built into some parts of credentialling programs.

Each child is different.

This requires context knowledge on the part of the teacher and then a large tool bag of methods to help the widest variety of those differences.

In the box programs don't work because children are not one size fits all.

Magic wand ? What would you want?

Madhuri would like to have: - rigorous teaching in early grades - if we can teach structured literacy following a specific scope in sequence most simple to most complex - teaching with same familiar patterns over and over - cumulative (builds on itself) - multisensory - explicit - Strong transitional kindergarten through grade 3 instruction

Prevention trumps intervention.

Otherwise you're feeding into the school to prison pipeline.

Madhuri's call for teaching that is structured, cumulative, multisensory, and explicit sounds a lot like what I would imagine orality-based instruction looks like as well. The structure there particularly makes it easier to add pieces later on in a way that literacy doesn't necessarily.

Just as there are deficits like dyslexia in the literate world, are there those who have similar deficits relating to location in the oral world? What do these look like? What are they called specifically?

There are definitely memory deficits withing cognitive neuropsychology. Is there a comprehensive list one could look at?

Some people aren't as good at spatial orientation as others. Women are stereotyped as being less good at direction and direction finding.

https://www.reddit.com/r/ObsidianMD/comments/uv995v/bionic_reading_seems_great_but_patent_is_a_bummer/

This is reminiscent of Rapid Serial Visual Presentation (RSVP) reading method which became popular for a while a few years back, got squashed by patent claims, and then has slowly been coming back as the method was reported in the early 1970s.

Dyslexia software for those with dyslexia

Dyslexia and Dysgraphia Software