It is a shame that the group who worked almost two years on the revisions were not acknowledged.

These highlighted components are what are combined to be the graphophonemic cueing systems. The other two components listed are the other two of the three cueing systems. So, in essence, this articulates the three cueing systems.

This should say: When a student consistently struggles in reading, they need access to differentiated.....

But they most likely had courses that focused on a wide array of reading and writing difficulties, with dyslexia being one of them.

Renaming this section: Questions to Consider for Characteristics of Dyslexia

Then there is no need for the chart. This annotated section is somewhat removed from the chart and repeats the questions from the chart with explanations. Chart could be removed and just link the Appendix beneath the section.

I don't think the chart is necessary. A heading over the expanded version would work just as well.

Consider starting with strength-based question and even reframing, such as: Does the student demonstrate cognitive ability to support age level academic learning so that reading, spelling, and phonological difficulties are unexpected?

remove "c".

Spacing issues.

possibly consider differentiating sounds of spoken language and put (pa) in parentheses.

What does this mean?

Why is prosody, or expression missing?

odd wording. Wouldn't strengths be considered assets? Also, it seems that coexisting strengths can complicate identification. It is often challenging to get a twice exceptional identification because of the strengths compensating difficulties and challenges.

Is this adjective needed? what would "non-important" characteristics be?

OR consider "primary".

Consider removing "in-depth".

I thought that the first immigrants did what they knew with a new sense of not being restrained by past status or castes. But this caused them to enact the same kinds of oppression that they experienced. They did what they knew without thinking of how they felt as the oppressed - or maybe they did and didn't care.

[(https://artsandculture.google.com/entity/primogeniture/m010875?hl=en)]

or "praxis" in teaching - linking theory and practice.

Navigation is part of completing comprehension activities in open digital spaces (possibly in closed ones, as well).

(a) the constantly growing number of available information sources, (b) the different for-mats in which digital information is presented, and (c)the varying quality of the information available” Like Warlick's contention.

to comprehend in the internet text space, readers must connect ideas across multiple texts. We also argue that they must understand the navigation of moving across networked texts, the move back and forth as Warlick notes that the hyperlinked texts can lead readers into greater understanding or greater distraction.

P. 20 activity beginning at word level, like Marie Clay (book handling), we posit that digital reading activity also begins with "text" handling.

p. 20 "digitally networked" in a closed system. So even "digitally" and "networked" does not equate to internet. She later calls this open-ended networked systems of the internet.

p. 19 digital texts are affected by where they are found.

multimodal texts have dynamic features typical of digital texts.

Digital spaces delineated from "contexts", yet at the same time, the 4 constructs of texts, activities, reader, and contexts do overlap as she notes below.

small windows of text possibly good for students with dyslexia.

Interesting finding - ADHD readers stay on task more with digital reading.

I wonder if note taking and the ability to respond in the text is part of the issue.

This is a concern.

https://www.youtube.com/watch?v=ZIhZxHX1URY&ab_channel=NBCNews

It seems like now is a good time to do some collaborative rewriting of history to get some structural critique from diverse perspectives and a more inclusive angular views.

It seems like the opportunity to do this- contribute- makes the work authentic from the beginning. Full of possibilities to make the world better.

These are interesting juxtapositions. The first two seem to have some opposing tensions, but democracy and participation seem to be more synonymous.

An approach to education influenced by the Italian Resistance Movement in WWI, the Reggio Emilia Approach, identifies listening as a pedagogy and Carlina Rinaldi articulates it well. Here are some quotes from collaborative work from [Reggio Children and Harvard's Project Zero] x

Alex- thanks so much for sharing these personal and powerful teacher/teaching take aways! I, too, have found that most of my former 3rd and 4th graders' most important audience was their peers! It was a powerful learning moment for me. I almost said surprising, too. It was surprising and, at the same time, I wondered why it was a surprise. It makes sense.

This reminds me of the pamphlet writing from the Hamilton-Jefferson era in which they engaged in edgy writing to provoke public discourse under Greek pseudonyms conveying characteristics of the writers. Recently read (listened to <3 Audible) Ron Chernow's Alexander Hamilton bio in which the pamphlet writing reminded me of our current Twitter political exchanges. This is an authentic engagement!

I appreciate your acknowledgement of "students had the power".... You didn't "empower" them. You gave them a space to use the power they already have to do this kind of work.

Another Reggio philosophy is understanding that to practice a Pedagogy of Listening and teaching into the intentions of our students makes us vulnerable and that we have to become more comfortable living with doubt and uncertainty. We participate in a process of Negotiated Learning that is child originated and teacher framed. This is an early childhood approach, and my background (K-4). Possibly adolescents can frame their own learning? Here is more info on Negotiated Learning.

Appreciate this acknowledgement as a developmental process.

I appreciate this acknowledgement! I will look for research I read in the 1990s that found a high percentage of engineers with dyslexic tendencies. I have also read The Gift of Dyslexia which refers to a brain that perceives the world more 3-dimensionally. Many artists identify, or a have been identified, as dyslexic. Appreciate the focus on difference rather than deficit.

I would argue that no one has perfect ability. I think this is a poor wording choice.

I have to disagree with Moats here. I have worked with students with dyslexic tendencies who can segment sounds, but have difficulties with letter perception and formation. I think it goes back to Wolf's definition of different brain organization and the research on 3-D thinking and perceptions of people with dyslexia.

It is interesting that OK is using this definition for dyslexia. It is one that I also prefer as it refers to a difference rather than a deficit or disability. There is also research pointing to a high percentage of engineers and artists with dyslexia. Some have described this type of brain as engaging with the world in a more 3-dimensional manner. I'll add some resources later.

Thank you for highlighting respectful words to use. Often the "larger culture" needs to learn respectful language to engage and continue in conversations around topics in which we feel unequipped, and, therefore, often remain silent.

Unlearning seems to be more difficult than initial learning regardless of the concept or topic.