What happens in the brain (generally and simplistically) when a competent reader in first, second or third class reads: (i) sound information is processed; (ii) print is matched with or connected to speech and print and (iii) memories for the words is stored.
Why the brain effort/activation in the temporal parietal region is much more active for readers with typical achievement than for children with reading difficulties.
Why dyslexia is not a visual-processing problem (even if it feels that way to some people).
Developing readers, even those with no reading problems, will still sometimes spell letters backwards in second grade.
Children with dyslexia need good instruction on how to read words i.e. intensive instruction focusing on phonics and decoding; they don’t need a visual processing intervention (such as a colour overlay). But, if you do use an overlay, a blue one is better than a red one!
The importance of teaching children about letters and the sounds they make. Teach them to read and spell words with them and give them lots of practice reading words that have those patterns in them.
You don’t need something “multi-sensory.” Data does not suggest that writing letters in sand or shaving foam help children with dyslexia learn sound-letter relationships.
Readers with dyslexia may have similar brain processing patterns as novice readers.
Morphemes – longer units of letters such as “-tion” – are chunks of words that you can work with. For readers with dyslexia, knowing and using morphemes reduces the size of the task.
Teachers can have an influence in shaping children’s brains to work in particular ways. But he does not believe that an extensive understanding of the workings of the brain is necessary for teachers.
How can a teacher know if they’re practising the “science of reading” in their classroom?
Teachers need to be thoughtful about the quality of information they receive, even from initial teacher education or professional development experiences. Find honest brokers – people you can trust to tell you if things are scientific or not.
For example, for a long time people believed that phonological awareness needed to be developed without letters. The data suggest that focusing on the sounds as they relate to letters might be superior to focusing on sounds in isolation.
Settled questions: Children need to learn how to decode. Devin makes a distinction between teaching words by sight and sight memory. We need to think about how much phonics we teach. If there is a programme available that does the things you need to do, use the programme and think about how you can make the programme work for your children.
How his own experience of teacher education inspired him to become a teacher educator.
A teacher can take a scientific approach to teaching.
Morphology – study of meaningful parts in words. Help you assemble words and assemble the meaning of words. If you teach students about these, it will improve their vocabulary and their reading. Children can learn morphemes such as -ing, -ed etc.
Children should preferably be asked to look for small words in big words after they have learned some morphemes they can look for.
Evaluating the teaching of reading: Is the teaching responsive to the children in the classroom? Are the practices being used good for this context? Is the teacher using explicit instruction methods at the outset to introduce children to new skills and strategies? Are they gradually giving the children opportunities to use those skills and strategies independently?
His views on using artificial intelligence large language models in reading instruction now and his vision for using artificial intelligences in teaching reading in the future. Teachers remain important but AI can help us make better decisions.
Give children choice about what they want to read from among a selection of options.
He is hopeful for the future of research in reading because people are paying more attention to what is supported by evidence.
He recommends the book Explicit Instruction by Anita L. Archer and Charles A. Hughes.
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