What we call their improficiencies are ours. Proficiency stats are mirrors that say more about our proficiency in stewarding their learning than they say about their capacity for learning.
“CHANGING TRAJECTORIES” is the final chapter of Phase I of COTC and includes our suggestions and tips for improving the learning trajectories of struggling readers.
“THE BRAIN’S CHALLENGE” is the centerpiece of the Children of the Code project and illustrates the main challenge underlying learning to read difficulties in the English language.
The Children of the Code site has been upgraded to much higher quality videos that can be run on your tablets, smartphones, etc. ++ Two new chapters: “What is Reading?” and “Paradigm Inertia”
Since posting my previous piece (When Learning Hurts – Toxic Learning) earlier this week, another blog focused on medical neuroscience posted a great overview of math anxiety called “Brain Markers of Math Anxiety“. The post refers to a study “The Neurodevelopmental Basis of Math Anxiety” that has identified the neural correlates of math anxiety for […]
What does it mean that most of our children are CHRONICALLY IMPROFICIENT in the skill areas most critically important for success in school?
The attribution of choice lies at the heart of virtually all forms of social inequality and what might also be called “self-inequality”. How we hold ourselves responsible for our choices forms much of the basis for how proud or ashamed of ourselves we are. How we hold others responsible for their choices forms much of […]
The following is in response to Pat Smith’s piece in the Columbus Dispatch, which I highly recommend. http://goo.gl/UA26f With gratitude and respect, a couple of points: 1) A lot more than 1/3 of our kids are in danger. Every child that is reading below the proficiency level assumed by the written materials in his or her […]
This is the first in a series of posts that explores the brain processing issues underlying difficulties in learning to read. In this post we focus on ‘processing stutters’ and their relationship to ‘processing speed’. We also establish the ‘speed of language’ as a baseline for understanding the processing speed demands of reading.
From LEADERS IN LEARNING “David challenges the status quo of thought about learning and causes you to go deeper into the process of how children learn and why they learn or don’t learn.” – John Zauner, Executive Director, Georgia School Superintendents Association “It’s a wonderful thing that you’re doing. I appreciate the scope of what you’re […]
