When a child is shame-averse to expressing what they are reading, they are, necessarily, less able to learn to read.
This is an important step towards better understanding the underlying processing issues involved in ‘reading improficiency’ (affecting 6 in 10) as well as ‘dyslexia’ (affecting 1 in 10)
Research: mental health effects of feeling chronically improficient in the skill areas most important to success in school
“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”
We are raising funds to give our DVD sets to the teachers and literacy volunteers that need it the most but can afford it the least. Help us!
Higher Vocabulary ~ Higher Intelligence ~ Higher Income = Reading Matters It must be added that the differences in vocabulary here are not differences learned in oral conversation. After grade 4 vocabulary growth is largely driven through literacy not speech. Because most of the difference in adult vocabulary is a result of reading, using vocabulary as […]
Working Memory: IQ is not fixed. For better and worse, learning changes IQ. Because intelligence both shapes and is shaped by learning our conversation about the plasticity of IQ is another case in point for: “I” become the “me” I learn to be.
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 […]