Contains Companion Materials. Speech to Print Workbook. Rosow, Ed. Speech to Print. Judith R. Birsh, Ed. Melanie Schuele, Ph. Murphy, M. The Voice of Evidence in Reading Research. Just think how much would have to change.
And yet as you portray this story I think you have got to be careful to avoid having people think it is so difficult and hopeless that the way it is taught is irrelevant.
In fact, I think the closer we get to understanding it for what it is — the history of the orthography, the fact that there was nobody minding the store, that this is a technological mess — that ultimately our reading problem is a technological interface problem — the closer we get to it the more that all that we have been learning about learning to read plugs in. How can we make it make more immediate sense to people as a kind of inner reference ground for having the conversation about learning to read?
I appreciate your distinction. I am not trying to say the code is so confusing that it is hopeless or anything like that. Louisa Moats: Good. I would hope that that would be the case. I find that this is one of the areas of educational endeavor that is simply not discussed or people have such primitive ideas about the act of spelling — the act of learning how to spell and why it is difficult and what it means when people have difficulties with it.
We actually find in our studies that the better we teach reading the more likely it is, in the average population, that kids will get to be quite proficient in reading, but remain much poorer spellers than they are readers. David Boulton: Yes. When I say Children of the Code it goes both ways here. Both of these things are steeped in unnatural kinds of ambiguity that the child must learn to work out.
Whereas, with working out spelling, it is a conscious, volitional participation during the learning process. They are both dealing with the code and its various ambiguities relative to sound-symbol correspondences but one of them is dealing with it in an entirely different time frame in terms of brain processes than the other. Louisa Moats: Yes, the spelling requires a detailed recall of all the letters at a level not required by word recognition.
Louisa Moats: Yes, but in spelling, the most common errors that adults make have to do with whether or not there is a double letter in the word and of course you can resolve all those ambiguities if you know a lot about morphology and word origin.
David Boulton: It all boils down to an antiquated technology that nobody has been overseeing. How can we re-conceptualize our relationship with it? It begins with us understanding these layers of ambiguity in relation to the kinds of experiences children are having — not our adult-formed, adult-centric, models. I have not really heard people articulate it as clearly as you have. David Boulton: Thank you.
Louisa Moats: Okay. I have maybe a position of expertise in relation to the instructional piece of it. I am certainly not a Richard Venezky. David Boulton: Relative to your comment about Venezky — we had probably an hour or so on camera working back and forth and back and forth which finally came to our difference.
His view is that yes, everything in the system makes sense. Having spent twenty years in computer science and trying to develop a pattern analysis system to reconcile all of this — which I totally agree with and understand. The closer we get to that, the better bridge we can build. My job today is putting together a module for teacher training on assessment — that is exactly what I am working on.
The miraculous intersection is that the closer we get to their actual confusions the better that we can meet them. And the more aware they become of their confusions and the more aware they are that they can develop strategies to work through those confusions the better off they are.
Thank you so much. Skip to content An Interview Additional bio info The following transcript of our conversation with Louisa Moats is a compilation of two phone interviews conducted in October and November of The following two videos are excerpts from our later video interview with Dr. Note: Remember to click on any word on this page to experience the next evolutionary step in technology supported reading. Bold is used to emphasize our [Children of the Code] sense of the importance of what is being said and does not necessarily reflect gestures or tones of emphasis that occurred during the interview.
Personal Background: Dr. Knowledge Gulf: Dr. David Boulton: We need to get underneath the polarities that underlie this resistance. I agree. Tragedy of Reading Failure: Dr. Lack of Adequate Teacher Preparation: Dr. All But Fating: David Boulton: However, relative to reading, everybody seems to agree that most of our children are to some degree having difficulty with it. Louisa Moats: Right. The following video excerpt is from our later video interview with Dr.
Reading is Rocket Science: Dr. Science vs. We track very well. Basic vs. Louisa Moats: Tell me the distinction again. Reading Aversions: David Boulton: They were reading adverse. Louisa Moats: Yes, very much so. David Boulton: Thank you Dr. Instructional Confusion: Dr. Helping Teachers Understand the Code: Dr. Code Negligence: David Boulton: Yes, and I can understand how it is helpful to the adults from a teaching point of view to give them some structure to understand all of this variation.
How Do We Create an On-Ramp: David Boulton: The question is how do we create an on-ramp that is responsive to the kinds of confusions the child is actually experiencing?
Louisa Moats: No. Louisa Moats: That is amazing! I have never heard that before! Louisa Moats: Oh gosh! Spelling vs Reading: Dr. Louisa Moats: I would certainly agree with that. Louisa Moats: Well, that is a great statistic. Louisa Moats: Thank you. Speaker Profile Louisa Moats Ph. Louisa Moats Ph. Category : Disability , Education , Mental Health.
Virtual Event: Please Contact. Travels From : Please Contact. See Similar Speakers. That time is divided between teacher-directed instruction and student-directed practice, determined by student abilities.
The rest of the language arts block is devoted to text reading, vocabulary building, language study, and writing. Moats speaks to a topic that she knows intricately: Structured Literacy. Moats identifies the content and procedures for teaching Structured Literacy, and presents examples of how to teach phoneme awareness, morphological awareness, phoneme-grapheme correspondences, and syllable patterns within an explicit lesson framework.
Original broadcast: September Original broadcast: June Scientific study of how children learn to read has been underway in the U. Much has been discovered about the language and cognitive abilities related to success or difficulty in reading, about the neurological pathways that must be developed, and about implications for instruction. Yet, unfortunately, for the most part, mainstream education has not benefitted from these important developments. Join this fascinating and enlightening discussion that will target why and how this has happened.
Susan Brady, with special guest Louisa Moats, will identify steps to bring the gains from science to teachers and their students. When they write and spell, students show us what they know and believe about spoken and written language. If we, as educators, look with an informed eye, we can readily see what needs to be taught and what that student needs to learn.
Original broadcast: March Millions of American students do not read at even a basic level for their grade. Students often fall behind to the extent that they are recommended for interventions or assessed as having a learning disability, when in fact, the problem is they did not receive adequate and appropriate reading instruction. The truth is—and research proves this—that effectively teaching reading is a science in and of itself, and teachers need proper training.
If educators are prepared to teach all five essential components of literacy instruction phonemic awareness, phonics, fluency, vocabulary, and comprehension the result is higher student success rates.
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