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WE HAVE A PROBLEM
We must reframe how we think about what is at stake and what is involved in learning to read. After reviewing the dimensions of the reading crisis we present the dangerous cognitive, linguistic, academic, EMOTIONAL, and social consequences of protracted learning to read difficulties. Next we present some of the consequences of adult low-literacy to our: democracy, economy, health care system, tax burden, and in terms of persistent poverty and consumer behavior. Finally, given the number of lives affected, we make the case that reading improficiency is our nation's most wide-spread learning disability and that nothing short of a complete REFRAME in how we think about it is going to improve the situation.
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CAUSES & CONTRIBUTING FACTORS
Many other factors contribute to and exacerbate these root issues: Innate learning differences and disabilities, parental education and involvement, preschools and print exposure all contribute to a child's readiness or lack thereof. Limited English proficiency, the proliferation of media (TV, Video Games...), incompetent instruction, inadequate teacher training, the ~ 4th grade switch to 'reading to learn", our education system's resistance to change, and our society's shallow thinking about reading all exacerbate the confusion. Making all of the above more difficult, educators, parents, and society as a whole, conspire (unintentionally but insidiously-pervasively) to cause children to feel like they are at fault for their learning to read difficulties.
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认识学习障碍
学习障碍是一种看不出来的障碍，它起因於脑神经生理传输障碍的一种疾病，一般呈现出来的状况听说读写算等不同类型的障碍.适用对象/国小、国中 / 片长25分钟
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学习障碍体验活动
为实际体验学习障碍者的非不为也，是不能也的痛苦经验，本影片藉由专家学者主持，各种课程的设计安排，让一般人真正了解什麽是学习障碍。．．．．
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Autism
Autism Video
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EAD-I-NESS
In this chapter we explore some key factors and issues related to how children's early learning trajectories determine their level of readiness for taking on the challenges involved in learning to read:
*the role of the family in shaping children's readiness for reading
*the interplay of nature and nurture in early learning trajectories
*the sensitive slope of early childhood brain development
*the inseparability of emotion and cognition in all learning
*the fundamental role language plays in human life - from the beginning
*how children's language foundations develop and adapt to their environments
*how children's trajectories through all the above result in meaningful differences that profoundly affect the difficulty they have learning to read
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SHAME
Building on 'CHILD'S FAULT' from 'Causes and Contributing Factors', this module's first segment provides a good starting point for appreciating the “SHAME” that struggling readers experience. Next, “The Power of Shame” describes shame's painful life-long and often life-distorting effects. The next three segments explore the “Public Shame” of the classroom; the “Fear of Shame” felt by children as they anticipate being asked to read out loud in classrooms, and how both drive the “Secret Shame” that causes children to hide their reading difficulties from parents, teachers and peers. “Emotionally Learning Disabling” and “Avoidance” build on the previous segments and show how powerfully behavior-determining and learning-disabling shame avoidance can be. Finally, “Cognitively Learning Disabling” begins our discussion of the ‘downward spiral of shame’ (another future module) and describes how shame disrupts, distracts, and chokes the cognitive processing that is necessary for learning to read in the first place.
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A BRIEF HISTORY OF THE CODE - PART 1
Understanding the code and and its history is essential to understanding the "CONFUSION' involved in learning to read it today. The "Power of Writing" begins our journey into the profound cognitive and institutional consequences of becoming code users (writers and readers). Next, "The Alphabet's Big Bang" and "Grecian Formulas" explore the origin of the Alphabet and it's unparalleled effects on the minds and institutions that gave rise to western civilization (future segments will address pre-alphabetic writing systems). In "Lend Me Your Ears" we introduce the initial relationships between letters and sounds (critical background for future segments on how the code became so complex). And, in the "Code of da Vinci" we present the code as both the 'DNA of science' and the 'media that enabled the Renaissance'. Finally, we review the "Spread, Rise, and Fall of Literacy" which sets the stage for "A Brief History of the Code - Part 2: Ye First Millennium Bug" (coming later in the series).
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A BRIEF HISTORY OF THE CODE - PART 2
Though readiness and readiness differentiated instruction reduce the difficulty, working through the code's confusing letter-sound relationships is what most challenges the brains of most struggling readers. There is a direct and causal relationship between the confusion in the code and the 'stutters' heard in the voice of a struggling reader. Obviously, understanding this confusion is critical to understanding the challenges involved in learning to read. As importantly, understanding how the code became so confused is critical to reframing the experience of struggling readers. The more we understand the accidents and negligence that led to the confusion in the English code the more it becomes obvious that it is absurdly negligent to blame and shame children for their struggle with it.
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特教影片
相关特教影片介绍
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Scientific Learning
The origins of Scientific Learning go back more than 30 years to the work conducted by our founders, noted research scientists Drs. Michael Merzenich and Bill Jenkins at the University of California, San Francisco, and Drs. Paula Tallal and Steven Miller at Rutgers University.
Their research collaboration established several key findings:
* The core cognitive and linguistic attributes that allow a student to learn can be improved through intensive intervention.
* Acoustically modified speech technology can help build a wide range of critical language and reading skills.
* Computers can be used to create interactive, adaptive learning interventions based on a neuroscience foundation that yield years of growth in as little as a few weeks.
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