“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 […]
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.
Re: Word-spotting baboons leave scientists spellbound: Reading baboons may shed light on human learning This kind of article can be, like the ‘cna yuo raed tihs’ simplification, can lead the general population into a dangerously trivialized view of reading.” There is an incomparable difference between the way hearing able children learn to read (alphabetic writing systems in […]
Re: Getting Our Kids Ready for the Competition – the Great Conversations and the 32,000,000 Missing Words! by Dick Jacobs Your piece creates a great framework for conversation but one point needs clarification: “Cognitive science tells us that if learning our reading fundamentals doesn’t start very early and the skills aren’t in place by age nine or ten, […]
