“The Truth About Reading” Is Missing Truths...by Nancy Bailey (Part 3)



 


‘I cannot teach anybody anything, I can only make them think.’ –Socrates

 

Unfortunately, for most people thinking is one of the most difficult things to do.

 

Here is a comment in Nancy Baily’s blog post, by someone who is helping the director and producer.

Nora Chahbazi says         November 6, 2021 at 7:36 am

 

Nancy,

No instructional method, company, or organization is being promoted. All of that is very purposeful so the director and his team are influenced by what they learn through their research and interviews.

Nick, the producer and director, would love to interview you for the film so you can share your insights and help educate him. Please let me know if you are interested and I will connect you with the story producer for the film.

 

My response: I am sure they will interview Nancy and include her in the movie if she dances to their tune.

 

Neither Nora Chahbazi nor the producers will listen to insights if they clash with their promotion of SoR. I will post my emails to and from Nora in the next few days.

 

Nancy Bailey says

 

When it is said, “across the country children are not being TAUGHT to read” it appears the reference is teachers. Many veteran teachers are uncomfortable in the way they’re portrayed as failing to teach students the Science of Reading.

 

My comment:

 

All my posts are only concerned with getting kids to decode. I believe the rest, such as comprehension, vocabulary, fluency, etc. can easily be taught if kids are able to decode at grade level by end of grade 1. 

 

When kids are unable to decode they misbehave to avoid shame, and this disrupts the class. Kids who cannot decode waste precious time figuring out how to read when they should be reading and improving their vocabulary and comprehension. Teachers who teach science, geography, history etc. are also affected by kids who are unable to read until perhaps in upper grades when they figure out how to read using patterns and analogies.

 

Yes, teachers will be uncomfortable but it is not their fault for that is how they have been trained. Scientists and researchers themselves don’t appear to understand that kids are unable to read due to confusion as a result of being taught consonant sounds with extraneous sounds. What can we expect from teachers?

 

If you do not want to take my word for it then listen to Dr. Richard Selznick a paediatrician who told me that a majority of his thousands of patients (kids who go to him for checking why they cannot read) pronounce the consonants with extraneous sounds. I would not include this in my book ‘Shut Down Kids’ if I was not informed of this by him in our email discourses.

 

How will teachers ever improve when Sally Shaywitz pronounces the phonemes for the word dog as duhahguh, and Mark Seidenberg pronounces the phonemes for lamb as luhahmuhbuh. I have numerous video clips of consonants being taught with extraneous sounds. This is not teacher bashing but handing the ‘Holy Grail’ to ensure that no child will be left behind.

 

Nancy, I suggest you to go to any school you like and pick the kids in grades 1 to 3 who cannot read and ask them to read out the consonant sounds. I’ll bet that they will all pronounce the consonants with extraneous sounds. This is the single most important reason why kids disengage from learning to read and we call them dyslexic. We teach them the wrong phonemes and then say they lack phonemic awareness.

 

Here is a comment by a university adjunct professor on Facebook discussion yesterday, 29.12.21, which is related to my post here:

 

Bonnie Jean Adams

Luqman Michel, I believe that my students' challenges begin before they come to college. Unfortunately, either there is no identification/remediation or too little, too late. By the time a student reaches college, there is small concern for his challenges because of lack of time, education or interest on the part of the professors. I'm not laying blame on anyone. It is just very unfortunate that this is what happens. If I can make even some small difference...at least, I've tried.

 

AND we blame the poor standards of our graduates!