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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.[/quote]

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

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This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy![/quote]

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this. [/quote]

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading.  So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade.  You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.  [/quote]

Wow, what??? You sound crazy.[/quote]

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/

Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

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Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.[/quote]

Right, except when someone said “my child is bored.”  A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way.  I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine.  Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature.  Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine?  Is that really wrong of me to say?  I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all. [/quote]

I’m that poster you are referring to. I didn’t say who cares if your child is bored - I said your child being bored is not equivalent to my child failing, and I stand by that. All kids are bored in school, particularly kids like mine that need to go to school and then go do OG tutoring because they don’t do it enough in school!

But I do care about your child having a good education and I want them to love learning, same as I want for my child. And I have no issue (at all) with differentiation. Have at it! But explicit teaching in reading benefit most children. Not all. Most. And for the past 40 years generation after generation of kids - including me, as I’m also dyslexic - have been systematically disenfranchised of their right to a proper education. The results are terrible - the rates of dyslexia among incarcerated people is sky high, because failing to learn to read is so catastrophic. So yes, while I support you in your effort to prevent your daughter from being bored during the 20 minutes of explicit reading instruction she may get every day, I am concerned that it will come at the cost of going backwards for kids who are already disadvantaged. [/quote]

Thank you for saying this. Boredom and not being able to read are not equivalent and those who can't read can't comprehend, period.

To the teacher saying those in higher grades can already read and need to move on, how can that be generally true if barely 50% are on grade level in 1st-3rd? See iReady chart in https://www.fcps.edu/about-fcps/strategic-plan/strategic-plan-goal-1-student-success/equitable-access-literacy-plan Chart also shows demographic splits, and lack of proper reading instruction is compounding other disadvantages there.[/quote]

Okay so hopefully that graph will drastically change next year when the kids who got science of reading in 1-2 become
third graders. Those scores should be sky high! [/quote]

[b]The idea is that yes, the graph will change and scores will increase as children who need explicit teaching in reading receive it in the younger grades.[/b] That’s the whole point. The evidence tells us that should happen. It seems like you doubt that teaching failing children to read will enable them to read. My guess is that you believe children fail at reading because they are stupid or their parents don’t read to them or poor people don’t care about education or some such mix of common stereotypes. [/quote]

Nope, not at all.  I believe dyslexic children have difficulty reading because of neurological learning difficulties. It is harder for them to hear sounds or record sounds, recognize letters etc. because of this brain based difference.  Sure of the “science of reading” may help some of those kids improve, but they still have a brain based difference and that won’t be completely wiped away. Otherwise, it wouldn’t be neurologically rooted.

Meanwhile, other kids will be bored.

Parents of dyslexic kids say being bored is fine, but they must have missed this article:
https://www.washingtonpost.com/health/boredom-mental-health-disconnected/2021/07/16/c367cd30-9d6a-11eb-9d05-ae06f4529ece_story.html

I think you are expecting a large increase of scores you will probably be disappointed.  Test makers, political figures, curriculum writers all have a vested interest in making sure kids look like they are failing.  Right now Orton Gilligham is making BANK.

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