Respond to each student respond. There are 2 response. must be:
1. a minimum of 200 words,
2. demonstrate course-related knowledge,
3.and contain a minimum of 1 citation in current APA format to support assertions
1.(KM) As one who struggles with Dyslexia, and one whose children also struggle with Dyslexia I understand what it is like to struggle with educators who either lack the understanding to deal with dyslexic students or are unwilling to gain the understanding of how to educate students with Dyslexia. The science of teaching reading has come along and greatly impacted the understanding of the language learning process giving us the understanding of the best practices on how to teach reading explicitly to students. According to Hurford and Hurford (2016), the process of learning to speak is easy for children, when they are exposed to language models they are able to pick up language and adapt it for use. God created the human brain in a beautiful way so that communication comes naturally for us. Reading on the other hand requires extreme cognitive effort (Hurford & Hurford, 2016). Unlike spoken language, simply exposing children to written language does not ensure reading comprehension. Learning to write in its own respect, especially English, due to the fact that English borrows much from other languages, and does not have consistent rules for usage. Neurologically, students who have dyslexia are unable to process the written language without explicit instruction.
As educators we have known the impact of dyslexia, and that without explicit instruction in Dyslexia, students can grow up illiterate, and yet we still are not combatting this on a problem solving level. Fingers being pointed on every level blaming everyone else of the lack of reading ability in our students, in Texas 6 out of 10 students met the reading requirements in the 3rd grade in 2017 (Davesaba, 2020). Yet, we know the answer, we understand the root of the issue, implementation needs to happen and accountability for the implementation needs to be stringent.
One way that Texas, as well as other states, have moved to implement change is to train every teacher in grades prek-8th grade in the science of teaching reading strategies, regardless of what subject you actually teach you must learn to implement the mechanics of the science of teaching reading. This shows that when we teach teachers how to explicitly teach reading to all students does indeed improve their reading comprehension. Texas has seen a growth in reading scores since the previous reading data (Richman, 2023). By providing preservice teachers with the type of assessments and interventions needed to improve reading skills in the classroom (Hurford & Hurford, 2016) we are slowly turning the tide to reading literacy. When we do this there is no reason why Dyslexic students like myself and my children can not become competent comprehensive readers.
Hurford, D. P., & Hurford, J. D. (2016). The Dyslexia Dilemma: A History of Ignorance, Complacency and Resistance in Colleges of Education. Journal of Childhood & Developmental Disorders, 2(3). https://doi.org/10.4172/2472-1786.100034inks to an external site.
Davesaba. (2020, April 16). Texas Science of Teaching Reading – HB3 – Texas Teachers. Retrieved from https://www.teachersoftomorrow.org/texas/teacher-r…
Richman, T. (2023, August 17). STAAR: Texas students’ reading steady, math sees growth. Dallas News. Retrieved from HTTP
2. (HC) Reading Science involves an approach that draws insights from fields such as cognitive psychology, neuroscience, education and linguistics. By amalgamating research findings from these disciplines we unravel how children acquire reading, writing and speaking skills. This interdisciplinary study sheds light on teaching methodologies for cultivating these abilities. Key pillars highlighted in this domain encompass awareness phonics instruction, fluency practice, vocabulary enrichment and fostering reading comprehension. Each of these components plays a role in nurturing literacy skills among learners. For instance mastering awareness and phonics lays the groundwork by enabling youngsters to decode written words into sounds while grasping the association between sounds and letters. Achieving fluency in reading—marked by speed, accuracy and expressive delivery—fosters comprehension by allowing readers to concentrate on meaning rather than decoding intricacies. Moreover a robust vocabulary not aids comprehension but also paves the way, for engaging with sophisticated literary works. Understanding the importance of reading comprehension is key as it helps in grasping and interpreting the meaning conveyed in written text (Collinson, 2023).
Being well versed in the Science of Reading is crucial, for identifying and addressing reading challenges on. It is essential to intervene since studies show that students who struggle with reading at an age are likely to face ongoing difficulties without timely and effective support. By employing research based reading instruction we can narrow the achievement gap. Promote equality by ensuring every student has a fair chance to succeed regardless of their background. For example interventions focused on phonics have proven effective for children with dyslexia a learning disability (Collinson, 2023). The educational impact is significant; teacher training programs should integrate this research to equip educators with the skills and knowledge for implementing evidence based teaching methods. Moreover curricula should be structured to provide clear instruction on all aspects of reading.
Institutions of education play a role, in preparing aspiring teachers to effectively utilize current research findings. This preparation not involves imparting knowledge but also offering practical experiences where future teachers can put these concepts into practice in real classroom settings. Continuous professional development plays a role, in keeping educators informed about the research findings and teaching strategies. Building collaborations with experts in reading research can help bridge the gap between theory and practical application ensuring that teacher training programs stay relevant and impactful. Unfortunately there has been a pattern as highlighted by Collinson (2023) of overlooking, being content with the status quo and resisting the dissemination of information on dyslexia and effective reading instruction within education colleges. Overcoming this obstacle necessitates a shift in culture within these institutions to prioritize and incorporate research into their offerings.
In summary the Science of Reading provides a foundation for comprehending literacy and its instruction. Its significance lies in its capacity to guide reading teaching methods and support equality. It is imperative for higher education establishments to take charge in integrating this research into their teacher training programs to equip educators with the skills needed to deliver top notch reading instruction. This transformation goes beyond embracing teaching approaches; it involves fundamentally reimagining our approach, to literacy education by ensuring it aligns with evidence based methodologies.
References
Collinson, C. (2023). Dyslexia viewed as a ‘paradox’. *British Journal of Special Education* 50 440–449. Https;//doi.org/10.1111/1467 8578.12481
