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[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).

[/quote]

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.

[/quote]

So does it bother you if schools screen for and identify reading issues in school age children? Or is it bothersome that schools use a curriculum which is proven to help children decode?[/quote]

[b]No and no, but I think solely focusing on ANYTHING in reading: just content, just guessing, just phonics, etc can be crappy if you leave things out. I think the dyslexia parents have their thing and organized and not all kids the structured support need that their kids needed. I think the current whole group structured phonics fad will leave some kids out and frustrated kids who are advanced. The phonics programs counties are using are lock step and don’t allow for much differentiation for high kids, but they should allow those kids to move at their pace too[/b]. (EX. A first grader who has CVC/CCVC etc vowel patterns should be allowed to move on to vowel patterns even if most of the class is still on CVC words)

Frankly, I’m a Montessori enthusiast and she had it right from 1920: science of reading coming from the child’s knowledge and slowly building decoding through writing and reading including stories and content areas, but no one is really going to listen they haven’t for 100 years so why start now? It is also at the kids pace, so those that are working ahead can start suffix/prefixes when they are ready rather than when everyone else is.

At this point, I’m just giving the people who are upset by the current curriculum the playbook so they know what they are up against when they want to swing the pendulum the other way.

I don’t see either “side” as being right. This debate has been going on since 1920 and it will continue. Some group will be left behind until people realize that ALL those factors are needed. Some parents on here are advocating “core knowledge” and that is a term used by phonics/reading curriculum companies right now rather than meaning foundational content knowledge which can occur outside of the curriculum box.  [/quote]

+1 This exactly. The PP who keeps referring to me as “reading comprehension lady” (which sounds unhinged frankly) doesn’t seem to get this. I said there needs to be a balanced literacy approach.[/quote]

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