Back to Part 2: A Warning Shot from the Bush Administration Everyone we interviewed agreed: a significant component of the challenge of learning to read (English) is recognizing unfamiliar words fast enough to keep comprehension primed and flowing. What most challenges the brain and causes the processing delays that “stutter” the flow of reading, […]
Back to Part 1: Children of the Code Though most of our work was very well received, the more we explored the most common “brain processing challenge” involved in learning to read, the more we started to experience resistance. We first noticed this as we began to interview people who didn’t agree with the National […]
The “Children of the Code” project conducted over one hundred in-depth interviews with leading scientists and scholars whose expertise contributed to our prevailing understanding of the “the code and the challenges involved in learning to read it”. Children of the Code Interviewees “This program and the kind of effort that you’re doing seems to be […]
https://www.buzzsprout.com/251698/939602-mentorships-in-education-with-david-boulton
What happens to the learning of children who grow up chronically feeling not good enough at learning?Chronic learning performance anxiety negatively affects the learning-health of most of our children.
When a child is shame-averse to expressing what they are reading, they are, necessarily, less able to learn to read.
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.
I experienced… the unhealthy shame that exists in our culture of medicine — where I felt alone, isolated, not feeling the healthy kind of shame that you feel, because you can’t talk about it with your colleagues.
Until we attend to the culture of shame that surrounds learning errors, we will be only nipping at the edges of one of the greatest threats to our children’s education.
Refusing to speak or speaking in a whisper spares the child from the possible humiliation or embarrassment of saying the “wrong” thing.
