As seen in the UK, where phonics teaching and testing has been mandatory for over a decade, at least 25% of children do not reach the 'self-teaching' phase, after 2 years of systematic synthetic phonics instruction. Book tutoring or training with Miss Emma, the Neurodivergent Learning Whisperer. Visible English Spelling Code is the perfect bridge to self-teaching.
The Active View of Reading
Scientists seek the truth. This requires humility, because you can only apply critical thinking skills if you’re able to say, “Hey, I might be wrong, I need to learn”. Critical thinking skills are about finding the truth, unlike political thinking skills, which are about defending a particular version of the truth.
Kilpatrick, summarised https://youtu.be/8fZ_TRme5FQ?t=414
The Science of Reading Progresses:
Communicating Advances Beyond the Simple View of Reading
Nell K. Duke,Kelly B. Cartwright First published: 07 May 2021 https://doi.org/10.1002/rrq.411
The simple view of reading is commonly presented to educators in professional development about the science of reading. The simple view is a useful tool for conveying the undeniable importance—in fact, the necessity—of both decoding and linguistic comprehension for reading. Research in the 35 years since the theory was proposed has revealed additional understandings about reading. In this article, we synthesize research documenting three of these advances: (1) Reading difficulties have a number of causes, not all of which fall under decoding and/or listening comprehension as posited in the simple view; (2) rather than influencing reading solely independently, as conceived in the simple view, decoding and listening comprehension (or in terms more commonly used in reference to the simple view today, word recognition and language comprehension) overlap in important ways; and (3) there are many contributors to reading not named in the simple view, such as active, self-regulatory processes, that play a substantial role in reading. We point to research showing that instruction aligned with these advances can improve students’ reading. We present a theory, which we call the active view of reading, that is an expansion of the simple view and can be used to convey these important advances to current and future educators. We discuss the need to lift up updated theories and models to guide practitioners’ work in supporting students’ reading development in classrooms and interventions.