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Discussion (35 Comments)Read Original on HackerNews
I imagine some kind of teacher training handbook or something. I'm pretty good with rote practice and mechanical repetition, so if there is a list out there of "in case of X, do Y" I will be able to memorize it. Do share if you know what I'm talking about.
Outside of relatively narrow domains, I'm not sure a runbook makes any sense here. People are not, in this sense, machines.
Restating the highlighted result: Gc ("Comprehension-Knowledge") had the strongest effect on both lexical and phonological decoding. Knowing a word makes it easiest to comprehend when reading. This is probably completely obvious, but the broader point is that rich conversations with students that involve teaching them lots of words will improve their reading.
Only partially supported interpretation/application - All this business about phonics will only take you so far if the adults in a kids life (including their teachers) are not talking to them richly about a lot of stuff. Asking teachers to do a lot of rote repetition risks cutting out the really important part of school where students are actually building vocabulary. Teachers that use/teach large vocabularies may be unexpectedly more effective at teaching reading.
You mean pronounce the word. Reading is supposed to include comprehension.
Something to check if you are getting older and not enjoying reading as much lately!
I’m learning Japanese, and I’ve started learning Chinese characters, both their meanings and how to read them. Reading them feels different than English... I have a hypothesis that our brains work differently when processing symbols that encode meanings as opposed to just sounds. English requires an extra step, where characters are translated into sounds and then into words.
With Chinese characters, you are immediately looking at the meaning; you don’t need translation into sounds. This feels like a more efficient process cognitively to me, even though I have to memorize to recognize more characters.
The spelling of a word is more connected to the meaning than it is to the pronunciation.
They all activate different regions of the brain and clearly are being processed in different ways.
https://pmc.ncbi.nlm.nih.gov/articles/PMC2782536/
> I'm basically in 15 hour loops
When does...sleeping...happen?
Anyway, from my experience with my daughter, the step from single letters to silabes is difficult.
Consider, how do you read "f=ma", or "e=mc^2"? Why don't those follow the same rules? They use the same symbols as our alphabets, after all?
Or consider "do re mi" is pronounced differently from "do re me". And, amusingly, most people will not read those correctly. This doesn't rob the names of the notes as meaningless. Nor does it mean that they are not taught correctly. But you learn to interact with the symbols. Not merely transcribe them between representations.
And just solving for one form of ambiguity does not, necessarily, help. Consider contronyms. Words that are literally their own opposites.
I'm convinced the main thing lost in getting kids to read, is that too many mistake interaction with the words as automatic. It isn't. Taking apart a word symbol by symbol and putting it back together in a different form is the entire point of teaching how to read. And if you don't teach kids to do that with words, are you surprised when they can't do it with equations?
Again, you base the claim that English is not phonetic based on confusions in how different phonemes are represented using the 26 symbols of our alphabet. A thing that is defined as symbols representing phonemes. You could also have a syllabary or a logography. The syllabary would still be phonetic, of course. A logographic writing system is truly not phonetic. Think emoji.
And, of course, I'm summarizing very very briefly.
U is a vowel.
But the details of the new study seem to support exactly that original idea.
Perhaps a little more detail on why and what kinds of smart, but it was a pretty broad set of mental skills that mattered
Is bad grammar one of the reasons, even though the title suggests there is just one?
"Since the 1990s, the phonological deficit hypothesis has been the dominant explanation favored by researchers" https://en.wikipedia.org/wiki/Phonological_deficit_hypothesi...