Helped prepare my teenagers for online life postschoolc. My daughter engaged with a health professional on teams this week with no input from me. They are well prepared for workplaces where online learning and e-learning are increasingly the norm. Life skills
— Sughra Nazir \U0001f499 (@Care_excellence) January 29, 2021
This seems like a positive base from which to #BuildBackBetter
Hearing laughter &banter from lessons in the background every day. Yesterday at end of \u201c school\u201d she rushed out for snack, had to be quick as she wanted to join peer zoom doing art... her pals are thinking of doing afterschool yoga/ book club/ gardening, low/no cost ideas
— Ruth knight (@ruth_rmknig) January 29, 2021
I have reconnected with my children as we have never had this time together before. We have had time to talk without the hustle and bustle of work, car journeys etc. No hassling over uniform washing has been a bonus too. \U0001f600
— Sughra Nazir \U0001f499 (@Care_excellence) January 29, 2021
Prompted to try to have a day of positive talk about our children and young people today.
— Little Hoppy Saul \U0001f499#SafeEdForAll (@HoppySaul) January 29, 2021
Let\u2019s stop the alarmist headlines of LOST LEARNING
DAMAGE OF SCHOOL \u2018CLOSURES\u2019
Let\u2019s look at the opportunities and positives of temporary remote education & hope for a long-term strategy https://t.co/ODBqdZzSw2
Like I say, I\u2019m a shy student and I always have been! I\u2019ve loved not having that pressure on top of me and I agree that it\u2019s helped us flourish!
— Hear Our Voices (@HearTheStudent) January 29, 2021
More from Education
An appallingly tardy response to such an important element of reading - apologies. The growing recognition of fluency as the crucial developmental area for primary education is certainly encouraging helping us move away from the obsession with reading comprehension tests.
It is, as you suggest, a nuanced pedagogy with the tripartite algorithm of rate, accuracy and prosody at times conflating the landscape and often leading to an educational shrug of the shoulders, a convenient abdication of responsibility and a return to comprehension 'skills'.
Taking each element separately (but not hierarchically) may be helpful but always remembering that for fluency they occur simultaneously (not dissimilar to sentence structure, text structure and rhetoric in fluent writing).
Rate, or words-read-per-minute, is the easiest. Faster reading speeds are EVIDENCE of fluency development but attempting to 'teach' children(or anyone) to read faster is fallacious (Carver, 1985) and will result in processing deficit which in young readers will be catastrophic.
Reading rate is dependent upon eye-movements and cognitive processing development along with orthographic development (more on this later).
Sorry - a bit of a brain dump post - but I'd appreciate any responses and/or directions towards any applicable research.@Suchmo83 @Mr_AlmondED @TimRasinski1 @ReadingShanahan @mrspennyslater @TheReadingApe @PieCorbett @ReadingRockets @teach_well
— Mr Leyshon (@RyonWLeyshon) February 4, 2021
It is, as you suggest, a nuanced pedagogy with the tripartite algorithm of rate, accuracy and prosody at times conflating the landscape and often leading to an educational shrug of the shoulders, a convenient abdication of responsibility and a return to comprehension 'skills'.
Taking each element separately (but not hierarchically) may be helpful but always remembering that for fluency they occur simultaneously (not dissimilar to sentence structure, text structure and rhetoric in fluent writing).
Rate, or words-read-per-minute, is the easiest. Faster reading speeds are EVIDENCE of fluency development but attempting to 'teach' children(or anyone) to read faster is fallacious (Carver, 1985) and will result in processing deficit which in young readers will be catastrophic.
Reading rate is dependent upon eye-movements and cognitive processing development along with orthographic development (more on this later).
It appears to be a combination of some of these factors, along with others not mentioned here. Ibn Khaldun’s analysis appears to be a good foundation to go off. [Thread]
Ibn Khaldun makes an important distinction between what he calls العُمران الحضري and العمران البدوي, which, for convenience’s sake, I’ll translate as urban civilisation and rural/Bedouin lifestyle.
He notes that the rural world is largely nomadic, and, as such, Bedouins build character traits that assist the survivalist lifestyle — e.g. the fact that they have to kill snakes that might pop up at any time during their travels helps them build courage and bravery.
The lack of stability and a proper settlement means they don’t really have the luxury of sitting down to let their minds wonder around. They thus build a preservation mindset, which manifests itself through emphasis on memorisation and transmission.
Inhabitants of urban world, on the other hand, are largely settled and established. This means they face less attacks from snakes, lions or danger of human attack from other tribes. Thus, they don’t build the courage and bravery of the Bedouins.
I am yet to find a fully convincing account of what caused the emergence of the two contrasting schools of Ahl Al-\u1e24ad\u012bth in the \u1e24ij\u0101z and Ahl Al-Ra'\u012b in Al-K\u016bfa.
— Amir Aboguddah \u0623\u0645\u064a\u0631 \u0623\u0628\u0648\u063a\u062f\u0629 (@Amir_Aboguddah) January 20, 2021
My issue with the accounts are as follows:
Ibn Khaldun makes an important distinction between what he calls العُمران الحضري and العمران البدوي, which, for convenience’s sake, I’ll translate as urban civilisation and rural/Bedouin lifestyle.
He notes that the rural world is largely nomadic, and, as such, Bedouins build character traits that assist the survivalist lifestyle — e.g. the fact that they have to kill snakes that might pop up at any time during their travels helps them build courage and bravery.
The lack of stability and a proper settlement means they don’t really have the luxury of sitting down to let their minds wonder around. They thus build a preservation mindset, which manifests itself through emphasis on memorisation and transmission.
Inhabitants of urban world, on the other hand, are largely settled and established. This means they face less attacks from snakes, lions or danger of human attack from other tribes. Thus, they don’t build the courage and bravery of the Bedouins.
