ICYMI: Christopher Haworth, 'Post-punk, Industrial Culture Zines, and the Information Dark Age'. (Open Access) journals.sagepub.com/doi/full/10....
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Cardiff Civic Society has produced a map identifying as many as 31 residents’ campaigns in the capital over recent years aimed at protecting green spaces and trees ✍️ Martin Shipton
I presume you’ve seen the equally horrific case of Kyle Clifford in the UK? One of Andrew Tate’s acolytes. In these cases I can see the allure of extreme forms of punishment but that is why we delegate judgment to cooler heads. An eye for an eye satisfies the rage we feel, but is it really justice?
Surely that’s because article was really about the execution, not the crime. The crime was barbaric - that’s a given, but should the punishment be equally so? I did wonder whether that’s why Sigmond *chose* firing squad- to h/l barbarity of DP. Other methods have become horrifically normalised?
Just thinking how we as adults develop effective strategies to read more quickly. We reach a point where we longer read individual words, but rather “see” them - almost automatically - together as part of much broader texts: sentences, paragraphs, pages etc.
Is the issue here that reading gets reduced to decoding words? Decoding is the essential foundation, that can gradually be supplemented - then replaced - with additional strategies to explore meaning and depth.
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This is particularly useful, thanks. It comes back again to limited dualisms and false problems in pedagogy - I like their characterisation in terms of the reading wars. Seems spot on.
… This is clearly different to “cueing” in the Goodman sense. The other issue that I often see - esp with my own - is kids’ ability to recall Phonics books (Oxford Owl etc) months after last reading them. My son will often recount the story, appearing to read it fluently. He just remembers it w4w 😳
Excellent. Thank you for this. I can completely see the issue with teaching children to guess at words as a complete strategy. I’ve always found context useful to supplement decoding. Ch. reads /what/ as /wat/ - using mispronunciation in the sentence helps ch. identify error and self correct etc.
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One of the biggest issues still seems to be parents - and I include myself in this criticism - who are forced to work such long hours they cannot spend time reading for pleasure themselves, so conferring a true love of reading into their kids.
Perhaps we need to explore ways to respond more rapidly to latest research so outdated and ossified approaches not hold back readers’ development…
Not to mention reputational investment … the LLC lead who advocates for and implements “Programme X” will not really want to consider “Programme Y” when evidence suggests it may be better 3 years later…
… Surely issue here is political; how different approaches get embedded or rather entrenched as the only way to do things. Phonics programmes often seem to involve huge investments (resources, training) which are not easy to pull back from...
Reading further and seeing that “cueing” exists as a single, clearly articulated approach (I’ve never encountered this before) raises a more precise and pressing question - one that pertains as much to phonics as it does to MSV…
Am I completely missing the point here? I thought cueing was about deciphering the *meaning* of a word while phonics is much more about decoding individual word itself. Phonics helps children ‘read’ the word but being able to say “epistemology” doesn’t mean they understand it.
Still working out how to use Bluesky - copying my “braindump” thread here…
One of the biggest issues still seems to be parents - and I include myself in this criticism - who are forced to work such long hours they cannot spend time reading for pleasure themselves, so conferring a true love of reading into their kids.
Perhaps we need to explore ways to respond more rapidly to latest research so outdated and ossified approaches not hold back readers’ development…
Not to mention reputational investment … the LLC lead who advocates for and implements “Programme X” will not really want to consider “Programme Y” when evidence suggests it may be better 3 years later…
… Surely issue here is political; how different approaches get embedded or rather entrenched as the only way to do things. Phonics programmes often seem to involve huge investments (resources, training) which are not easy to pull back from...
Reading further and seeing that “cueing” exists as a single, clearly articulated approach (I’ve never encountered this before) raises a more precise and pressing question - one that pertains as much to phonics as it does to MSV…
#bookmarking to reflect on later. #eduskycymru
Am I completely missing the point here? I thought cueing was about deciphering the *meaning* of a word while phonics is much more about decoding individual word itself. Phonics helps children ‘read’ the word but being able to say “epistemology” doesn’t mean they understand it.
Am I completely missing the point here? I thought cueing was about deciphering the *meaning* of a word while phonics is much more about decoding words. Phonics helps children ‘read’ the word but being able to say “epistemology” doesn’t mean they understand it.
Alina Habbard posted: NOTHING CAN STOP THIS MAN FROM FIGHTING FOR HIS COUNTRY.
David Simon had a succinct 2-word response: “Bone spurs.”
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