Reading Groups

[Anonymous]

Not using data from last spring is asinine. That’s like taking your kid to new pediatrician and not forwarding the records from the previous doctor. Last spring’s data should be plenty to get you started.

I taught with spelling books for years, and they all taught word patterns and phonics rules, and then had kids do vocabulary exercises and grammar or editing work with the same words. Kids worked on these things at their seats while I had reading groups or whatever. Kids could be in different spelling books according to level. They took a weekly test. I introduced the weekly concept as a large group. It gave structure to the lessons (using spelling books) and saved me enormous time in planning, which I now have to do separately for word study, not to mention having to constantly copy papers for kids. It’s much the same thing, only packaged differently. For kids with dyslexia, a more focused and different approach is best.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My dyslexic child is in AAP and reads at grade level (and probably has better reading comprehension than the one lady's 4th grader). I'm just saying. Not everything fits into your neat little buckets. Not everything is about money (lady who things OG and phonics instruction is just about someone making money is cuckoo).

You honestly think money and politics don’t have huge effects on the education system?

And you are calling me crazy for pointing that out.

Ok clearly we are unable to have a discussion about that. There are many many research papers, books and documentaries about that if you ever become interested.

You sound like a conspiracy theorist by saying that the shift in the way we teach reading is solely because of the "dyslexia lobby". There are also many research papers, books, and documentaries about the shift in the way reading is taught back to incorporating phonics-based lessons if you ever become interested.

I think some parents are annoyed that kids in Upper ES are starting to focus on phonics at a more basic level even though they are older. I doubt there would be as much angst if this was being introduced in K or 1rst Grade.

I see a benefit for my 5th Grader and I am happy that it is there. Parents whose kids are decent spellers using the old method are miffed because it feels like a step back. I mean, I roll my eyes at the math instruction but I have a kid who loves math and has always been ahead in math. I also get that most kids are not my kid and that there are kids who are struggling with mat at grade level just like I get that there are kids who find the introduction of word study in 6th grade to be boring and unnecessary. One would hope that the parents would understand that there are a lot more kids who need this instruction, even in 6th grade.

My kid is in 6th. Literally the first unit reviewed all the syllable types. Now they are doing prefixes. No 6th grader is just doing basic phonics. They are focusing on affixes and roots which is normal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why is FCPS teaching kids who can already read dyslexia techniques?

Phonics is NOT just for dyslexia. It is how you actually teach kids to read. It is also how kids learn spelling rules.

This is what I don’t get. Everyone has been clamoring for spelling and now are kids are getting spelling instruction and people are upset?

Spelling instruction can happen without all the phonics rules.

Here is an example I learned ow vs ou by getting a list of words I had to write sentences, fill the blanks make a maze etc every night for homework. I then had a test on Friday.

Now kids are being told phonics rules like the following:

When you hear /ow/ at the end of a word or syllable, use ow (cow, now, pow/er, show/er). When you hear /ow/ at the start of, or inside a word or syllable, use ou (ounce, house, loud). BUT: If the word rhymes with down (frown, clown, town) or owl (howl, towel, growl) we usually use ow.

My gen ed son is finding this confusing and I don’t blame him. I don’t really care about this rule either and can somewhat spell having never learned it. On top of knowing the rule, knowing all the exceptions is just ridiculous considering the English language is full of exceptions (like 20% i think?) I’m sure someone will correct it. Kids also have to know open and closed syllables and how it changes spelling patterns. It is intervention level phonics, not just oh hey here are some spelling patterns to know.

I think the most important thing about spelling when I learned it was the accountability of the test and knowing you had to study to get it right. Now, kids are being taught all the rules and it can be more confusing and tedious and I have yet to be convinced it will help as much as many parents are hoping.

Teacher here. Sorry but you are wrong here. Phonics is spelling instruction. You did get a list as a kid but you were also taught the patterns and sounds before studying your list of words. I had the same thing as a kid but was still explicitly taught these things the kids are being taught now. This is the first year it is being taught so it will definitely be new at first. My students struggled in the beginning but the improvement has been huge in 7 weeks.

I was in 2nd grade in 1983 were you alive or teaching then? How do you know what my spelling looked like?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My dyslexic child is in AAP and reads at grade level (and probably has better reading comprehension than the one lady's 4th grader). I'm just saying. Not everything fits into your neat little buckets. Not everything is about money (lady who things OG and phonics instruction is just about someone making money is cuckoo).

You honestly think money and politics don’t have huge effects on the education system?

And you are calling me crazy for pointing that out.

Ok clearly we are unable to have a discussion about that. There are many many research papers, books and documentaries about that if you ever become interested.

You sound like a conspiracy theorist by saying that the shift in the way we teach reading is solely because of the "dyslexia lobby". There are also many research papers, books, and documentaries about the shift in the way reading is taught back to incorporating phonics-based lessons if you ever become interested.

I think some parents are annoyed that kids in Upper ES are starting to focus on phonics at a more basic level even though they are older. I doubt there would be as much angst if this was being introduced in K or 1rst Grade.

I see a benefit for my 5th Grader and I am happy that it is there. Parents whose kids are decent spellers using the old method are miffed because it feels like a step back. I mean, I roll my eyes at the math instruction but I have a kid who loves math and has always been ahead in math. I also get that most kids are not my kid and that there are kids who are struggling with mat at grade level just like I get that there are kids who find the introduction of word study in 6th grade to be boring and unnecessary. One would hope that the parents would understand that there are a lot more kids who need this instruction, even in 6th grade.

My kid is in 6th. Literally the first unit reviewed all the syllable types. Now they are doing prefixes. No 6th grader is just doing basic phonics. They are focusing on affixes and roots which is normal.

Same here!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My dyslexic child is in AAP and reads at grade level (and probably has better reading comprehension than the one lady's 4th grader). I'm just saying. Not everything fits into your neat little buckets. Not everything is about money (lady who things OG and phonics instruction is just about someone making money is cuckoo).

You honestly think money and politics don’t have huge effects on the education system?

And you are calling me crazy for pointing that out.

Ok clearly we are unable to have a discussion about that. There are many many research papers, books and documentaries about that if you ever become interested.

You sound like a conspiracy theorist by saying that the shift in the way we teach reading is solely because of the "dyslexia lobby". There are also many research papers, books, and documentaries about the shift in the way reading is taught back to incorporating phonics-based lessons if you ever become interested.

I think some parents are annoyed that kids in Upper ES are starting to focus on phonics at a more basic level even though they are older. I doubt there would be as much angst if this was being introduced in K or 1rst Grade.

I see a benefit for my 5th Grader and I am happy that it is there. Parents whose kids are decent spellers using the old method are miffed because it feels like a step back. I mean, I roll my eyes at the math instruction but I have a kid who loves math and has always been ahead in math. I also get that most kids are not my kid and that there are kids who are struggling with mat at grade level just like I get that there are kids who find the introduction of word study in 6th grade to be boring and unnecessary. One would hope that the parents would understand that there are a lot more kids who need this instruction, even in 6th grade.

My kid is in 6th. Literally the first unit reviewed all the syllable types. Now they are doing prefixes. No 6th grader is just doing basic phonics. They are focusing on affixes and roots which is normal.

We are doing the same thing in third grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My dyslexic child is in AAP and reads at grade level (and probably has better reading comprehension than the one lady's 4th grader). I'm just saying. Not everything fits into your neat little buckets. Not everything is about money (lady who things OG and phonics instruction is just about someone making money is cuckoo).

You honestly think money and politics don’t have huge effects on the education system?

And you are calling me crazy for pointing that out.

Ok clearly we are unable to have a discussion about that. There are many many research papers, books and documentaries about that if you ever become interested.

You sound like a conspiracy theorist by saying that the shift in the way we teach reading is solely because of the "dyslexia lobby". There are also many research papers, books, and documentaries about the shift in the way reading is taught back to incorporating phonics-based lessons if you ever become interested.

When is reading comprehension happening, if at all?
I think some parents are annoyed that kids in Upper ES are starting to focus on phonics at a more basic level even though they are older. I doubt there would be as much angst if this was being introduced in K or 1rst Grade.

I see a benefit for my 5th Grader and I am happy that it is there. Parents whose kids are decent spellers using the old method are miffed because it feels like a step back. I mean, I roll my eyes at the math instruction but I have a kid who loves math and has always been ahead in math. I also get that most kids are not my kid and that there are kids who are struggling with mat at grade level just like I get that there are kids who find the introduction of word study in 6th grade to be boring and unnecessary. One would hope that the parents would understand that there are a lot more kids who need this instruction, even in 6th grade.

My kid is in 6th. Literally the first unit reviewed all the syllable types. Now they are doing prefixes. No 6th grader is just doing basic phonics. They are focusing on affixes and roots which is normal.

We are doing the same thing in third grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My dyslexic child is in AAP and reads at grade level (and probably has better reading comprehension than the one lady's 4th grader). I'm just saying. Not everything fits into your neat little buckets. Not everything is about money (lady who things OG and phonics instruction is just about someone making money is cuckoo).

You honestly think money and politics don’t have huge effects on the education system?

And you are calling me crazy for pointing that out.

Ok clearly we are unable to have a discussion about that. There are many many research papers, books and documentaries about that if you ever become interested.

You sound like a conspiracy theorist by saying that the shift in the way we teach reading is solely because of the "dyslexia lobby". There are also many research papers, books, and documentaries about the shift in the way reading is taught back to incorporating phonics-based lessons if you ever become interested.

When is reading comprehension happening, if at all?
I think some parents are annoyed that kids in Upper ES are starting to focus on phonics at a more basic level even though they are older. I doubt there would be as much angst if this was being introduced in K or 1rst Grade.

I see a benefit for my 5th Grader and I am happy that it is there. Parents whose kids are decent spellers using the old method are miffed because it feels like a step back. I mean, I roll my eyes at the math instruction but I have a kid who loves math and has always been ahead in math. I also get that most kids are not my kid and that there are kids who are struggling with mat at grade level just like I get that there are kids who find the introduction of word study in 6th grade to be boring and unnecessary. One would hope that the parents would understand that there are a lot more kids who need this instruction, even in 6th grade.

My kid is in 6th. Literally the first unit reviewed all the syllable types. Now they are doing prefixes. No 6th grader is just doing basic phonics. They are focusing on affixes and roots which is normal.

We are doing the same thing in third grade.

When is reading comprehension happening, if at all?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My dyslexic child is in AAP and reads at grade level (and probably has better reading comprehension than the one lady's 4th grader). I'm just saying. Not everything fits into your neat little buckets. Not everything is about money (lady who things OG and phonics instruction is just about someone making money is cuckoo).

You honestly think money and politics don’t have huge effects on the education system?

And you are calling me crazy for pointing that out.

Ok clearly we are unable to have a discussion about that. There are many many research papers, books and documentaries about that if you ever become interested.

You sound like a conspiracy theorist by saying that the shift in the way we teach reading is solely because of the "dyslexia lobby". There are also many research papers, books, and documentaries about the shift in the way reading is taught back to incorporating phonics-based lessons if you ever become interested.

When is reading comprehension happening, if at all?
I think some parents are annoyed that kids in Upper ES are starting to focus on phonics at a more basic level even though they are older. I doubt there would be as much angst if this was being introduced in K or 1rst Grade.

I see a benefit for my 5th Grader and I am happy that it is there. Parents whose kids are decent spellers using the old method are miffed because it feels like a step back. I mean, I roll my eyes at the math instruction but I have a kid who loves math and has always been ahead in math. I also get that most kids are not my kid and that there are kids who are struggling with mat at grade level just like I get that there are kids who find the introduction of word study in 6th grade to be boring and unnecessary. One would hope that the parents would understand that there are a lot more kids who need this instruction, even in 6th grade.

My kid is in 6th. Literally the first unit reviewed all the syllable types. Now they are doing prefixes. No 6th grader is just doing basic phonics. They are focusing on affixes and roots which is normal.

We are doing the same thing in third grade.

When is reading comprehension happening, if at all?

It is part of the day. I normally do it after word study.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My dyslexic child is in AAP and reads at grade level (and probably has better reading comprehension than the one lady's 4th grader). I'm just saying. Not everything fits into your neat little buckets. Not everything is about money (lady who things OG and phonics instruction is just about someone making money is cuckoo).

You honestly think money and politics don’t have huge effects on the education system?

And you are calling me crazy for pointing that out.

Ok clearly we are unable to have a discussion about that. There are many many research papers, books and documentaries about that if you ever become interested.

You sound like a conspiracy theorist by saying that the shift in the way we teach reading is solely because of the "dyslexia lobby". There are also many research papers, books, and documentaries about the shift in the way reading is taught back to incorporating phonics-based lessons if you ever become interested.

When is reading comprehension happening, if at all?
I think some parents are annoyed that kids in Upper ES are starting to focus on phonics at a more basic level even though they are older. I doubt there would be as much angst if this was being introduced in K or 1rst Grade.

I see a benefit for my 5th Grader and I am happy that it is there. Parents whose kids are decent spellers using the old method are miffed because it feels like a step back. I mean, I roll my eyes at the math instruction but I have a kid who loves math and has always been ahead in math. I also get that most kids are not my kid and that there are kids who are struggling with mat at grade level just like I get that there are kids who find the introduction of word study in 6th grade to be boring and unnecessary. One would hope that the parents would understand that there are a lot more kids who need this instruction, even in 6th grade.

My kid is in 6th. Literally the first unit reviewed all the syllable types. Now they are doing prefixes. No 6th grader is just doing basic phonics. They are focusing on affixes and roots which is normal.

We are doing the same thing in third grade.

When is reading comprehension happening, if at all?

Word Study is a separate block. We still have 1 hour to teach a comprehension lesson and do groups. We are finalizing our reading groups next week and will most likely start the following week.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My dyslexic child is in AAP and reads at grade level (and probably has better reading comprehension than the one lady's 4th grader). I'm just saying. Not everything fits into your neat little buckets. Not everything is about money (lady who things OG and phonics instruction is just about someone making money is cuckoo).

You honestly think money and politics don’t have huge effects on the education system?

And you are calling me crazy for pointing that out.

Ok clearly we are unable to have a discussion about that. There are many many research papers, books and documentaries about that if you ever become interested.

You sound like a conspiracy theorist by saying that the shift in the way we teach reading is solely because of the "dyslexia lobby". There are also many research papers, books, and documentaries about the shift in the way reading is taught back to incorporating phonics-based lessons if you ever become interested.

When is reading comprehension happening, if at all?
I think some parents are annoyed that kids in Upper ES are starting to focus on phonics at a more basic level even though they are older. I doubt there would be as much angst if this was being introduced in K or 1rst Grade.

I see a benefit for my 5th Grader and I am happy that it is there. Parents whose kids are decent spellers using the old method are miffed because it feels like a step back. I mean, I roll my eyes at the math instruction but I have a kid who loves math and has always been ahead in math. I also get that most kids are not my kid and that there are kids who are struggling with mat at grade level just like I get that there are kids who find the introduction of word study in 6th grade to be boring and unnecessary. One would hope that the parents would understand that there are a lot more kids who need this instruction, even in 6th grade.

My kid is in 6th. Literally the first unit reviewed all the syllable types. Now they are doing prefixes. No 6th grader is just doing basic phonics. They are focusing on affixes and roots which is normal.

We are doing the same thing in third grade.

When is reading comprehension happening, if at all?

Word Study is a separate block. We still have 1 hour to teach a comprehension lesson and do groups. We are finalizing our reading groups next week and will most likely start the following week.

why don’t you use info from last June on where kids are for reading groups? The first Quarter is almost over and assessments have been ongoing for weeks. Seems like too much starting from scratch.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My dyslexic child is in AAP and reads at grade level (and probably has better reading comprehension than the one lady's 4th grader). I'm just saying. Not everything fits into your neat little buckets. Not everything is about money (lady who things OG and phonics instruction is just about someone making money is cuckoo).

You honestly think money and politics don’t have huge effects on the education system?

And you are calling me crazy for pointing that out.

Ok clearly we are unable to have a discussion about that. There are many many research papers, books and documentaries about that if you ever become interested.

You sound like a conspiracy theorist by saying that the shift in the way we teach reading is solely because of the "dyslexia lobby". There are also many research papers, books, and documentaries about the shift in the way reading is taught back to incorporating phonics-based lessons if you ever become interested.

When is reading comprehension happening, if at all?
I think some parents are annoyed that kids in Upper ES are starting to focus on phonics at a more basic level even though they are older. I doubt there would be as much angst if this was being introduced in K or 1rst Grade.

I see a benefit for my 5th Grader and I am happy that it is there. Parents whose kids are decent spellers using the old method are miffed because it feels like a step back. I mean, I roll my eyes at the math instruction but I have a kid who loves math and has always been ahead in math. I also get that most kids are not my kid and that there are kids who are struggling with mat at grade level just like I get that there are kids who find the introduction of word study in 6th grade to be boring and unnecessary. One would hope that the parents would understand that there are a lot more kids who need this instruction, even in 6th grade.

My kid is in 6th. Literally the first unit reviewed all the syllable types. Now they are doing prefixes. No 6th grader is just doing basic phonics. They are focusing on affixes and roots which is normal.

We are doing the same thing in third grade.

When is reading comprehension happening, if at all?

Word Study is a separate block. We still have 1 hour to teach a comprehension lesson and do groups. We are finalizing our reading groups next week and will most likely start the following week.

why don’t you use info from last June on where kids are for reading groups? The first Quarter is almost over and assessments have been ongoing for weeks. Seems like too much starting from scratch.

Because, and people are going to be very, very upset with this answer, the VA legislature passed a law that said we have to give the Virginia Growth Assessment every year.

https://doe.virginia.gov/testing/test_administration/growth-assessment/index.shtml

Here are some more bills that dictate what schools are doing for early literacy:

https://www.decodingdyslexiavirginia.org/state-and-federal-legislation

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My dyslexic child is in AAP and reads at grade level (and probably has better reading comprehension than the one lady's 4th grader). I'm just saying. Not everything fits into your neat little buckets. Not everything is about money (lady who things OG and phonics instruction is just about someone making money is cuckoo).

You honestly think money and politics don’t have huge effects on the education system?

And you are calling me crazy for pointing that out.

Ok clearly we are unable to have a discussion about that. There are many many research papers, books and documentaries about that if you ever become interested.

You sound like a conspiracy theorist by saying that the shift in the way we teach reading is solely because of the "dyslexia lobby". There are also many research papers, books, and documentaries about the shift in the way reading is taught back to incorporating phonics-based lessons if you ever become interested.

Since you are interested:

https://journals.sagepub.com/doi/abs/10.1177/0014402921993406

Abstract
Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to reading for students with or at risk for word-level reading disabilities (WLRD). Evidence from a prior synthesis and What Works Clearinghouse reports yielded findings lacking support for the effectiveness of Orton-Gillingham interventions. We conducted a meta-analysis to examine the effects of Orton-Gillingham reading interventions on the reading outcomes of students with or at risk for WLRD. Findings suggested Orton-Gillingham reading interventions do not statistically significantly improve foundational skill outcomes (i.e., phonological awareness, phonics, fluency, spelling; effect size [ES] = 0.22; p = .40), although the mean ES was positive in favor of Orton-Gillingham-based approaches. Similarly, there were not significant differences for vocabulary and comprehension outcomes (ES = 0.14; p = .59) for students with or at risk for WLRD. More high-quality, rigorous research with larger samples of students with WLRD is needed to fully understand the effects of Orton-Gillingham interventions on the reading outcomes for this population.

In sum, OG helps a little, but not that much for kids with word-level reading disabilities, but parent advocacy groups have led to their being adopted. I’m not making any of of the info in my posts up. Although we may disagree, I’m not crazy to be thinking these thoughts, others who are educational researches are looking at the same thing. I’m sorry they are disturbing you, truly and since I think you are just going to name call and be mean back to me, I am out of this thread now. Best of luck to you, I hope you kid does well!

[Anonymous]

Iready should be given in fall only. It is a screener. I think out of all the tests we give, this takes up the most instructional time. This year they are screening all K-3 kids for phonemic awareness. If a kid is fine on those assessments they should not need to be assessed again next year.

3rd grade has the most amount of testing this year. Each K-3 student has 3 assessments given 1:1.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My dyslexic child is in AAP and reads at grade level (and probably has better reading comprehension than the one lady's 4th grader). I'm just saying. Not everything fits into your neat little buckets. Not everything is about money (lady who things OG and phonics instruction is just about someone making money is cuckoo).

You honestly think money and politics don’t have huge effects on the education system?

And you are calling me crazy for pointing that out.

Ok clearly we are unable to have a discussion about that. There are many many research papers, books and documentaries about that if you ever become interested.

You sound like a conspiracy theorist by saying that the shift in the way we teach reading is solely because of the "dyslexia lobby". There are also many research papers, books, and documentaries about the shift in the way reading is taught back to incorporating phonics-based lessons if you ever become interested.

When is reading comprehension happening, if at all?
I think some parents are annoyed that kids in Upper ES are starting to focus on phonics at a more basic level even though they are older. I doubt there would be as much angst if this was being introduced in K or 1rst Grade.

I see a benefit for my 5th Grader and I am happy that it is there. Parents whose kids are decent spellers using the old method are miffed because it feels like a step back. I mean, I roll my eyes at the math instruction but I have a kid who loves math and has always been ahead in math. I also get that most kids are not my kid and that there are kids who are struggling with mat at grade level just like I get that there are kids who find the introduction of word study in 6th grade to be boring and unnecessary. One would hope that the parents would understand that there are a lot more kids who need this instruction, even in 6th grade.

My kid is in 6th. Literally the first unit reviewed all the syllable types. Now they are doing prefixes. No 6th grader is just doing basic phonics. They are focusing on affixes and roots which is normal.

We are doing the same thing in third grade.

When is reading comprehension happening, if at all?

Word Study is a separate block. We still have 1 hour to teach a comprehension lesson and do groups. We are finalizing our reading groups next week and will most likely start the following week.

why don’t you use info from last June on where kids are for reading groups? The first Quarter is almost over and assessments have been ongoing for weeks. Seems like too much starting from scratch.

Honestly, my data does not match my spring data completely. Many kids do worse on Spring IReady cause they hate it and rush through it. In normal years we always started reading groups around Columbus Day which is what we are doing. Secondly, we have so many needs and schedules the team needs to sit down and figure out how all students get what they need.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My dyslexic child is in AAP and reads at grade level (and probably has better reading comprehension than the one lady's 4th grader). I'm just saying. Not everything fits into your neat little buckets. Not everything is about money (lady who things OG and phonics instruction is just about someone making money is cuckoo).

You honestly think money and politics don’t have huge effects on the education system?

And you are calling me crazy for pointing that out.

Ok clearly we are unable to have a discussion about that. There are many many research papers, books and documentaries about that if you ever become interested.

You sound like a conspiracy theorist by saying that the shift in the way we teach reading is solely because of the "dyslexia lobby". There are also many research papers, books, and documentaries about the shift in the way reading is taught back to incorporating phonics-based lessons if you ever become interested.

Since you are interested:

https://journals.sagepub.com/doi/abs/10.1177/0014402921993406

Abstract
Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to reading for students with or at risk for word-level reading disabilities (WLRD). Evidence from a prior synthesis and What Works Clearinghouse reports yielded findings lacking support for the effectiveness of Orton-Gillingham interventions. We conducted a meta-analysis to examine the effects of Orton-Gillingham reading interventions on the reading outcomes of students with or at risk for WLRD. Findings suggested Orton-Gillingham reading interventions do not statistically significantly improve foundational skill outcomes (i.e., phonological awareness, phonics, fluency, spelling; effect size [ES] = 0.22; p = .40), although the mean ES was positive in favor of Orton-Gillingham-based approaches. Similarly, there were not significant differences for vocabulary and comprehension outcomes (ES = 0.14; p = .59) for students with or at risk for WLRD. More high-quality, rigorous research with larger samples of students with WLRD is needed to fully understand the effects of Orton-Gillingham interventions on the reading outcomes for this population.

In sum, OG helps a little, but not that much for kids with word-level reading disabilities, but parent advocacy groups have led to their being adopted. I’m not making any of of the info in my posts up. Although we may disagree, I’m not crazy to be thinking these thoughts, others who are educational researches are looking at the same thing. I’m sorry they are disturbing you, truly and since I think you are just going to name call and be mean back to me, I am out of this thread now. Best of luck to you, I hope you kid does well!

The challenge with researching OG instruction is that is is supposed to be individually tailored. It is also usually used for kids who have been diagnosed with dyslexia which seldom is alone in terms of learning challenges. So the data is going to have a lot of noise in it. Structured literacy is based on the principles of OG but built into a format appropriate for whole class instruction. Wilson Fundations is an example of this type of curriculum.

Most of the dyslexia groups have been lobbying for effective teacher training, reading curricula that cover all of the areas of Scarborough’s reading rope, universal screening for dyslexia, and appropriate interventions for kids with dyslexia. Like so many things, the schools are doing a really poor job of implementing this in most districts.

Scarborough’s reading rope includes strands for word recognition as well as language comprehension. The word recognition components have been largely neglected in recent years which is why you are hearing so much about phonics. But there is more to it than that.

https://braintrusttutors.com/what-is-the-reading-rope/