This is episode 2 of 6 of Emily Hanford's "Sold a Story". I want to encourage everyone to understand that the dumbing down of the western world is not accidental.
I already listened to part 2 after listening to part 1 at your suggestion yesterday.
I hate the way some people think the act of learning can be reversed engineered, especially when they get it so wrong like Marie Clay did. They are doing the same thing in math, with disastrous results.
As a teacher in the late 90s, I was taught Reading Recovery methods of evaluation and intervention. Now, after listening to this podcast, I understand that the scientific literature was already there by this point in time to refute that method, yet we teachers were being introduced to it as the latest "evidence-based" intervention. And still today, school districts are touting their reading intevention programs, which are based on similar methods, as "data-driven".
Aflatoxin and botulinum did? Fluoride, mercury, and vaccine adjuvants had nothing to do with reducing IQs? Maybe it was Yellow Rain (trichothecene)! That did a number on the Israelites in the Exodus. (Numbers 11:33)
So, I am now listening to part 3 because I just can't stop, and I am practically pulling my hair out when I hear that teachers did not even look at the research for themselves, and that they resisted President Bush's push for phonics-based instruction merely based on their opinion of the man himself.
What strikes me most about this is the danger that any idea can get forced upon wide swaths of the population on the whims of a few people. And it's not just a top down control thing. It's like a social contagion of some kind.
Listened to the entire infuriating series last night. The conclusions Marie Clay drew are directly backwards. Absurdly so. Her method is literally learned illiteracy. My father taught me to read before kindergarten. Never have I "guessed" at a word, nor has anyone I know - including a dyslexic friend. This should be blindingly obvious to anyone who is a competent reader or even observes one. I am forced to wonder if she was functionally illiterate herself, along with the so-called teachers. The gross illogic of it beggars belief.
One thing that struck me while listening was how many "teachers" talked almost exclusively about how they _felt_. "I felt...", "I fell in love...", "...then I felt". Feelings and magical thinking - they speak like cultists. The story of the "avid readers" was particularly illustrative. All you have to do to be an avid reader is look like one! It's magic!
Yet more proof that your child's education is far too important to be allowed to educators.
Great podcast. My daughter was dyslexic and didn't learn through whole reading. She was reading at a 7th grade level in the 12th grade--we tested her. Four years of college as an English major and another 30 books she was reading better. I actually spent years and years helping her through school, and even helped her write papers in college. It isn't that simple. Her daughter, a nine year old and in third grade, reads well (I think) but doesn't like it. Very challenging topic.
I knew all this 25 years ago. Found Diane McGuinness’s Allographs code-based program and taught two of my three kids to read during their kindergarten years. It was her sound search stories that were the tool I used. The other parts of the program are good also, but the gold is in her stories. They teach the English code, phoneme by phoneme with the focus on spelling alternatives. The child does not memorize; inhaling is a closer description.
Thank you so much for posting this information. As a former teacher and current tutor this is very relevant to me.
I already listened to part 2 after listening to part 1 at your suggestion yesterday.
I hate the way some people think the act of learning can be reversed engineered, especially when they get it so wrong like Marie Clay did. They are doing the same thing in math, with disastrous results.
As a teacher in the late 90s, I was taught Reading Recovery methods of evaluation and intervention. Now, after listening to this podcast, I understand that the scientific literature was already there by this point in time to refute that method, yet we teachers were being introduced to it as the latest "evidence-based" intervention. And still today, school districts are touting their reading intevention programs, which are based on similar methods, as "data-driven".
Aflatoxin and botulinum did? Fluoride, mercury, and vaccine adjuvants had nothing to do with reducing IQs? Maybe it was Yellow Rain (trichothecene)! That did a number on the Israelites in the Exodus. (Numbers 11:33)
So, I am now listening to part 3 because I just can't stop, and I am practically pulling my hair out when I hear that teachers did not even look at the research for themselves, and that they resisted President Bush's push for phonics-based instruction merely based on their opinion of the man himself.
Bush Derangement Syndrome.
Interesting, I learned to read using phonics and guess I should be thankful.
This is a great series. On part 3 now.
What strikes me most about this is the danger that any idea can get forced upon wide swaths of the population on the whims of a few people. And it's not just a top down control thing. It's like a social contagion of some kind.
Our education system has been dumbed down for the past century. You may wish to read through this report by Corey's Digs. https://www.coreysdigs.com/health-science/alert-2030-psychological-agenda-obedience-training-for-prek-adults-already-global-with-billions-in-funding-for-full-control-part-9-timeline-580-players-and-conclusion/ Thank you for brining Sold a Story to your readers.
Listened to the entire infuriating series last night. The conclusions Marie Clay drew are directly backwards. Absurdly so. Her method is literally learned illiteracy. My father taught me to read before kindergarten. Never have I "guessed" at a word, nor has anyone I know - including a dyslexic friend. This should be blindingly obvious to anyone who is a competent reader or even observes one. I am forced to wonder if she was functionally illiterate herself, along with the so-called teachers. The gross illogic of it beggars belief.
One thing that struck me while listening was how many "teachers" talked almost exclusively about how they _felt_. "I felt...", "I fell in love...", "...then I felt". Feelings and magical thinking - they speak like cultists. The story of the "avid readers" was particularly illustrative. All you have to do to be an avid reader is look like one! It's magic!
Yet more proof that your child's education is far too important to be allowed to educators.
Great podcast. My daughter was dyslexic and didn't learn through whole reading. She was reading at a 7th grade level in the 12th grade--we tested her. Four years of college as an English major and another 30 books she was reading better. I actually spent years and years helping her through school, and even helped her write papers in college. It isn't that simple. Her daughter, a nine year old and in third grade, reads well (I think) but doesn't like it. Very challenging topic.
I knew all this 25 years ago. Found Diane McGuinness’s Allographs code-based program and taught two of my three kids to read during their kindergarten years. It was her sound search stories that were the tool I used. The other parts of the program are good also, but the gold is in her stories. They teach the English code, phoneme by phoneme with the focus on spelling alternatives. The child does not memorize; inhaling is a closer description.