"The Code and the
Challenge of Learning to Read It"
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Participants will benefit by updating and improving their understanding of 'what is at stake' and 'what is involved' in learning to read:
The human, social, and economic dimensions of reading related difficulties.
How reading effects our overall learning abilities and the development of our minds.
How chronic reading difficulty effects self-esteem.
Why so many people experience difficulty learning to read.
The connections between family, language, self-esteem and learning to read.
Phonemic awareness, phonics, fluency, vocabulary and comprehension.
The relationship between the alphabet, spelling, oral language, reading, and writing.
The code of written English, how it developed and how it works.
How the brain uses the code to generate the experience we call reading.
How meaningless code-processing and meaningful language experiences connect.
How to 'read' where and why struggling readers are struggling.
How to become better first-person learners in applying reading methodologies to individual learners.
Read comments from past participants
Each component of the seminar includes:
1) Overview by presenter (David Boulton)
2) Video clips from interviews with leading experts
3) Summary and extension by presenter
The seminar begins with asking the audience to temporarily suspend their assumptions about reading and how to teach it and to join with us in the shared intention of learning together:
"The problem is our society's lack of insight into what is involved in acquiring literacy." - Dr. Louisa Moats, Reading Scientist, Sopris West (COTC interview)
"We need to reconceptualize what it means to learn to read and who's responsible for its success if we're going to deal with the problem." - Dr. Grover Whitehurst, Director Institute of Education Sciences, Assistant Secretary of Education, U.S. Department of Education (COTC interview).
"If I had my druthers, instructional methods wouldn't be the big deal. What would be the big deal is if teachers could ask themselves: what does it take to learn to read?" - G. Reid Lyon - Ex-Branch Chief, National Institute of Child Health and Human Development (COTC Interview)
COTC seminars address most or all of the following as adjusted by audience composition and available time:
Part 1: We Have a Problem: Presentation and discussion of the individual and collective dimensions of reading related difficulties: Lives at Risk - Cognitive and Emotional Consequences - Educational Attainment - Social Pathology - Adult Literacy - Economics of Reading - National Learning Disability - Reframing How We Think
Part 2: What's So Difficult About Learning to Read? Presentation and discussion of numerous perspectives on why learning to read is so challenging for so many children and adults: It's a Code - It's Not Natural - Impoverished Learning Trajectories - Instructional Confusion - Self-Blame - The Power of Shame - Shame Avoidance
Part 3: In The Beginning Was The Word - Presentation and discussion on language from the perspectives of Anthropology, Linguistics, Developmental Neuroscience, Phonological Processing, Family Language Patterns, Vocabulary Development, Oral Language Comprehension, and Phonemic Awareness.
Part 4: A Brief History of the Code - Presentation and discussion of the code of written English, how it developed and how it works: The Invention of the Alphabet - The Alphabet's Effect on Western Civilization - Written English - King Henry's Scribes - The Printing Press - The High Cost of Fonts - The Folly of Code Reform - Phonics - Whole Language - Reading Wars
Part 5: The Brain's Challenge - Presentation and discussion of the challenges unique to processing the code: Automaticity - Timing is Everything - Eye Movements - Code Ambiguity - Brain Process Asynchrony
Part 6: The Matthew Effect and the Downward Spiral of Shame - Presentation and discussion of the critical relationship between Emotion and Cognition in determining each Student's Threshold for Confusion Frustration and its relationship to The Matthew Effect or to entering The Downward Spiral of Shame.
Part 7: Orientation to Teaching - Offers insights and suggestions that inform teaching practice relative to Reducing Confusion, Reframing Shame and learning to become better First-Person Learner-Teachers in choosing and differentiating the instructional methods and tools that will best serve the needs of struggling readers.
Part 8: Closing Q&A and Dialogue (depending on audience composition and time we may have Q&A and dialogue periodically throughout each part)
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Participation in a Children of the Code interview does
not constitute or imply an endorsement of the Children of the Code project or
documentary by the interviewee. Conversely, publishing an interview does not
constitute or imply an endorsement of or agreement with the views of the interviewee, other
than as stated in the actual interview, by the Children of the Code
project or documentary.
Copyright statement: Copyright (c) 2009, Implicity, Children of the Code and Learning Stewards. All Rights Reserved. Permission to use, copy, modify, and distribute these materials for educational, research, and not-for-profit purposes, without fee and without a signed licensing agreement, is hereby granted, provided that the above copyright notice (with hyperlinks when online) and this paragraph appear in all excerpts, copies, modifications, and distributions. For commercial license to use contact: email@example.com. (back to top)