Can it be possible to have an orthographic mapping (and thus major fluency and reading speed issue) when you have really good phonemic awareness? This is what my daughter’s neuropsych text seems to show. 3rd grader with 5th grade level phonemic awareness but 1st grade level orthographic areas and 5th percentile reading speed. 77th percentile word reading.
@jans8139Ай бұрын
This is an excellent talk on fluency! one of the best I've seen and very helpful to understanding fluency difficulties.
@vadyar100Ай бұрын
Can anybody explain classical conditioning in neuroscience terms with in the case of reading?
@vadyar100Ай бұрын
Sound quality is not much good
@toddspires6032 ай бұрын
Can Dyslexia be detected with FMRI to figure out who definitely has it?
@arshadmehmood11145 ай бұрын
It's quite interesting to know about such topics in detail.
@bagitindia5 ай бұрын
great great content here. I have been binge watching. the resource link however is not working now. Thanks
@bronzong916 ай бұрын
Thanks, do you actually suggest teaching students do those advanced level phonemic awareness tasks (deletion, substitution, reversing) to improve at untizing?
@quiltfabriccom7 ай бұрын
I looked at quite a few videos before this one. This is the best.
@mapitsorangaka10307 ай бұрын
I would like to register for Reading Science, I'm a speech language pathologist and Remedial Therapist. Please advise me.
@gumbotalkmedia8 ай бұрын
Orthodontic 1:00 1:00 1:00 mapping basically means I'm white and I say so.
@debrabrown77998 ай бұрын
I love this video! It helped me to understand so much more about orthographic mapping. Thank you!
@TaiLe-dr5ve8 ай бұрын
In American Cambridge Dictionary, i see: They write the word 'menu' is /ˈmen.ju/, but i hear many native American speakers say /ˈme.nju/ They write the word 'city' is /ˈsɪt̬·i/, but i hear many native American speakers say /ˈsɪ.t̬i/ /ˈmen.ju/ and /ˈme.nju/, which is correct? Is there any different when speaking these two syllable types. /ˈsɪt̬·i/ and /ˈsɪ.t̬i/, which is correct? Is there any different when speaking these two syllable types.
@ceiamyatt15711 ай бұрын
My phone needs charging talk to you In the am enjoy your day! Ceia Myatt Love's you
@rosarioluis853111 ай бұрын
Gostaria que houvesse novo lançamento em português dos livros de torey hayden nem todas as pessoas sabem inglês
@nartthucreations76811 ай бұрын
Nice story ❤🎉
@kxoesisexox916611 ай бұрын
Even teacher have speech impediment
@joycesouza21 Жыл бұрын
Wow! she so inspiring ❤
@joycesouza21 Жыл бұрын
I've just watched 5min of this class and I'm in ecstasy! Thank you so much! Now, let me keep taking notes
@victoriacarlson-casaregola2319 Жыл бұрын
Thank you so much for sharing this conversation. It has been the meeting I, as a speech-language pathologist, truly needed to attend before the school year begins.
@Melissa0774 Жыл бұрын
Does this have anything to do with Torey Hayden? This video comes up when I search her.
@reettaelina10 ай бұрын
Same
@user-rj9qz4nj9c Жыл бұрын
The Reading League Rocks!!!
@theprimalpitch190 Жыл бұрын
And the science is where?
@readdoctor Жыл бұрын
Thank you Dr. Clonan, for a easy to follow accurate video helping educators underrated assessments and test scores. Dr. Jesse P. Turner Central Connecticut Literacy Center Director
@janeidemuller4701 Жыл бұрын
Como traduzir?
@trishmohr772 Жыл бұрын
I loved this!!!
@JessicaHll Жыл бұрын
One of THE BEST, short explanations of SOR and how the brain reads I've seen. Thank you!
@StacyHarris-fs7ob Жыл бұрын
Minute 38:00 Learners, not Learner's. Might want to fix your slideshow.
@krisbscott Жыл бұрын
Love this! Can't wait to share with leaders in my district!
@kellyleigh1339 Жыл бұрын
Are there places who can help with understanding educational evaluation results for parents? Thank you!
@TheReadingLeague Жыл бұрын
Thank you for your question; we certainly understand how challenging it can be for parents to interpret educational evaluation results. The primary responsibility of interpretation and explanation should rest with the person or team who issued the evaluation (e.g., school-based team, school psychologist, outside evaluator). If there are questions beyond those that should be answered in these meetings, parents can check with their state's department of education to see if they partner with organizations that offer support in this area. There are also advocacy organizations such as Decoding Dyslexia and/or professional organizations such as NCIL which have helpful guidance and tools. Here is a link to the NCIL family landing page that may be helpful: improvingliteracy.org/family
@Laura-vl6db Жыл бұрын
Dyslexia is not just a reading problem! It affects our daily lives too.
@sheilamehegan330 Жыл бұрын
Great video, Dr. Hogan! Thank you. What is a good assessment for Language Comp with older striving adolescents, and what do you recommend for them for a suitable Tier 2 or 3 instructional intervention?
@TheReadingLeague Жыл бұрын
Thank you for your question. We reached out to Dr. Hogan and her team and this was their response, " Thank you for this question and for thinking about adolescents. Unfortunately, there are not as many evidence-based curricula for adolescents. Though these are two great resources for classroom and small group lessons: greatmiddleschools.org/ and www.serpinstitute.org/educator-resources. As for assessments, the clinical evaluation of language fundamentals www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Speech-%26-Language/Clinical-Evaluation-of-Language-Fundamentals-%7C-Fifth-Edition/p/100000705.html and the test of integrated language and literacy are good options."
@AMNBabin8 ай бұрын
What do you recommend using to screen for language comprehension difficulties?
@liannaalexander5071 Жыл бұрын
I have definitely come to appreciate Dr. Shanahan's unpopular stances and love how he is always willing to challenge the status quo.
@user-hi3pp3kr9i Жыл бұрын
A couple of comments on the question about a list of studies supporting the Simple View of Reading. First, the statement regarding the number of studies comes from Kilpatrick (2020). In that paper, Kilpatrick does not provide a listing of studies but he may have such. Second, meta-analyses that have been done on studies of SVR predictions generally list the studies included. Of course, these are not all supportive of the SVR nor do they address all of the predictions that can be drawn from the SVR. But they do offer a listing of relevant studies - for instance, the recent analysis by Hjetland, Brinchmann, Scherer, Hulme, & Melby-Lervåg (2020) looked at the development of reading comprehension from preschool, assessing the influence of word recognition and language comprehension. Their study looked at the aggregate impacts across 64 longitudinal studies that met their selection criteria. Hjetland, H. N., Brinchmann, E. I., Scherer, R., Hulme, C., & Melby-Lervåg, M. (2020). Preschool pathways to reading comprehension: A systematic meta-analytic review. Educational Research Review, 30. doi:10.1016/j.edurev.2020.100323 Kilpatrick, D. A. (2020). The article that introduced the simple view of reading. The Reading League Journal, 1 (2), 13-14.
@billieball1 Жыл бұрын
Do you stand by this statement, as phrased? ""The Simple View holds that ONLY two abilities are needed to read a language."
@abbeypayeur2705 Жыл бұрын
Is there a list of the 150 studies that support the Simple View of Reading?
@TheReadingLeague Жыл бұрын
Abbey, this is a great question. We have reached out to Dr. Hoover to ask if he has such an ongoing list. If you have access to PsycINFO, you can find many of these studies by doing a search for the Simple View of Reading. In the meantime, we recommend reading The Reading League Journal's article on The Simple View of Reading, a preview of which can be found here: www.thereadingleague.org/wp-content/uploads/2020/06/13-14_Kilpatrick.pdf
@TheReadingLeague Жыл бұрын
@@billieball1 We will be glad to share your perspective with Dr. Hoover, thank you.
@user-hi3pp3kr9i Жыл бұрын
@@billieball1 First, in the interest of advancing learning I urge the SOR community to reject the unprofessional manner in which your comments are offered. Second, your comments reflect several misunderstandings. As the SVR hypothesizes (RC = WR x LC), reading comprehension is the product of two (and only two) factors, word recognition and language comprehension. These are proposed as the proximal determinants of reading comprehension, and the SVR holds that any other factors impacting reading comprehension are distal ones operating through these two (and only) proximal factors. Accordingly, these two abilities are the only ones that must be mastered in order to master reading comprehension, there being no additional abilities beyond them that are required. To be sure, multiple abilities are needed to master the two proximal abilities, but beyond defining the two proximal abilities and their product, these are not addressed in the SVR. For the interested reader, as a description of the “big picture” of reading, the relationships between the abilities defined within the SVR (and some of their supportive empirical findings) have been discussed in several papers (e.g., Gough & Tunmer, 1986; Hoover & Gough, 1990; Hoover & Tunmer, 2018, 2020, 2022; Tunmer & Hoover, 1992, 2019), as has the distinction between models of reading ability and process. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10. doi:10.1177/074193258600700104 Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160. doi:10.1007/bf00401799 Hoover, W. A., & Tunmer, W. E. (2018). The simple view of reading: Three assessments of its adequacy. Remedial and Special Education, 39, 304-312. doi:10.1177/0741932518773154 Hoover, W. A., & Tunmer, W. E. (2020). The cognitive foundations of reading and its acquisition: A framework with applications connecting teaching and learning. Cham, CH: Springer. ISBN 978-3-030-44194-4 Hoover, W. A., & Tunmer, W. E. (2022). The primacy of science in communicating advances in the science of reading. Reading Research Quarterly, 57, 399-408. doi:10.1002/rrq.446. Tunmer, W. E., & Hoover, W. A. (1992). Cognitive and linguistic factors in learning to read. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 175-214). Hillsdale, NJ: Erlbaum. ISBN 9781351236904 Tunmer, W. E., & Hoover, W. A. (2019). The cognitive foundations of learning to read: A framework for preventing and remediating reading difficulties. Australian Journal of Learning Difficulties, 24, 75-93. doi:10.1080/19404158.2019.1614081
@jenniferedmonson282 Жыл бұрын
Can we get a link to print outs of slides?
@EmmyJay-Billions Жыл бұрын
Legit
@ammabee3693 Жыл бұрын
So valuable
@ibrahimkamara62252 жыл бұрын
Inspiring aspiration
@elisadamaso54042 жыл бұрын
Teaching, Reading, and Learning is the most the three important tools that we all need it to reach our goal. Education is very important and I enjoyed watched the video.
@elisadamaso54042 жыл бұрын
Awesome ideas. Please continue with your great work.
@jessicafrank59652 жыл бұрын
Every sentence there ends with "Danke schoen", "Bittes choen..."
@elisadamaso54042 жыл бұрын
I enjoyed the video and I learned the Dr.Shawn great ideas.
@geoffvlearningmatters2 жыл бұрын
Well, this is really wonderful. Thank you for such clarity of explanation.
@kellyleigh13392 жыл бұрын
I love the work that you are doing, it is just so important. The very ones who are supposed to be educating children are unintentionally helping or at best not preventing them from a life of poverty. The number of families that are destroyed through the course of trying to get help for their children and instead are being led on a wild goose chase. There is the intervention that isn’t even taking place when it should be, and then not being implemented with fidelity and the child continues to lose confidence because of not getting help that is driven by data. Instead, a lot of assumptions and opinions being used that are all subjective. A parent should never have to go into debt to ensure the school follows the law. It is so wrong and infuriating. When there is a problem with all of the instruction how is this determined? For example, when there is a child receiving a comprehensive evaluation, how do they go about ensuring that there isn’t a systematic problem with the curricula or how it is being implemented before testing the child for special education. Is this really even done in our schools?
@kellyleigh13392 жыл бұрын
You are the kind of superhero that I want to read about. Exactly what you have described is going on in Texas too. I feel as though I’m the only parent who realizes there is a huge issue in how schools are teaching reading. I had to take LETRS training myself to ensure my son was provided with appropriate reading instruction. However, when he is at school he is being taught guessing and other disproven philosophy based strategies. So even with our efforts he is still receiving contradictory instruction at school. I’m seeing spelling challenges and am instructing him in a way that allows him to orthographically map his spelling words, but am being met with resistance. It’s absolutely infuriating. It is heartbreaking. My son is struggling with math and getting him any services has been like pulling teeth. I had to hire an advocate to even get a comprehensive evaluation, as I requested one and the report didn’t even include index scores. When I asked for them I was told they weren’t done because they wanted to see how he did for a year with in person instruction as he was learning virtually during first grade. This was when he was getting better instruction because he had me to teach him using evidence based practices. This was just an excuse because I was only told they didn’t do a comprehensive evaluation when I requested index scores. I asked for them because I was told he didn’t have a disability and wanted to see what data showed this. Guess what there was no data showing this, but there was data showing there was likely a learning disorder. They refused all services I requested, so I hired an advocate and now here we are at the end of the year still without the help he truly need because of how long this has been drawn out by the district. I agree with everything you have said. It is so hard dealing with the school and they know it.
@annfinore26342 жыл бұрын
I understand the utter importance of scientific research holding educators accountable for the teaching of reading; and I appreciate it. However, I don't understand the slamming of educators who have gone before us with their theories. I think it has been overkill and disrespectful. Might it be best if we just move forward with "know better, do better?"