Chicago Public Schools are supposed to open for some special needs and pre-K students Monday

The Chicago Teachers Union is now threatening to refuse to return to work in person.

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Meanwhile
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Dr. Fauci: "The default position should be to try as best as possible within reason to keep the children in school or to get them back to school [...] if you look at the data the spread among children and from children is not really big at all"
UNICEF: "Data from 191 countries shows no consistent link between reopening schools and increased rates of coronavirus infection."
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CDC Director: "the data clearly shows us that you can operate these schools in face-to-face learning in a safe and responsible way."
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"Schools are not spreading covid-19. This new data makes the case."
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"In-person schooling does not appear to increase the risk of covid-19 transmission for staff and students, according to data from New York state."
"Schools Aren't Super-Spreaders"
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Governor Cuomo: "We're not seeing spread in the schools.

You see a very low percentage of positivity in the schools."
"So why close the schools?"

Cuomo: "well because the agreement [...] the local school districts consulted their parents, the teachers at the time, the teachers union at the time, and they came up with an agreement."
If Safeway employees strike families can take their money elsewhere

If school employees strike families should be able to take their children's education dollars elsewhere.
Families should be able to take their children's education dollars elsewhere regardless of whether schools reopen

Education funding is supposed to be meant for educating children - not for protecting a government monopoly.

We should fund students instead of institutions.

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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).

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