tag:blogger.com,1999:blog-7691251033406320222.post6029896688883320611..comments2024-03-26T04:19:38.862-07:00Comments on kitchen table math, the sequel: balanced literacyCatherine Johnsonhttp://www.blogger.com/profile/03347093496361370174noreply@blogger.comBlogger80125tag:blogger.com,1999:blog-7691251033406320222.post-37707529301286865992010-04-04T20:29:31.386-07:002010-04-04T20:29:31.386-07:00If you want to know what its like to be illiterate...If you want to know what its like to be illiterate try out this page. (You have to use a recent version of Firefox or Google Chrome browser due to an advanced feature these browsers have implemented) or else you won't see the font properly. The page is: <a href="http://call.canil.ca/english/dolch.html" rel="nofollow">http://call.canil.ca/english/dolch.html</a>. Click on the "Illiterate View" to become illiterate. Now imagine what it would be like to learn to read this script (Inuktituk script or Eskimo) by learning by the whole word approach. How long would it take you to learn all these words? This page uses the same words for the Literate View as for the Illiterate view; all it does is change the font. This means that both views have the same number of symbols and both use the same spelling rules. Show this to a whole language teacher and ask them if they would like to learn to read the Inuktituk version using whole language principles. The Dolch sight word list as presented on the page uses about 110 different spelling patterns for 218 words. If you learned the Dolch word list using the whole word approach you would only be able read the 218 words on the list. If you learned the 110 most common spelling patterns and how to sound them out you could read, write and pronounce over 32,000 English words. Which method results in greater return on your effort?phonicsguyhttps://www.blogger.com/profile/17679777060112747064noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-287082711810639192010-04-04T20:12:10.842-07:002010-04-04T20:12:10.842-07:00This is my first time on this site and its good to...This is my first time on this site and its good to be in a community of people who see the value of phonics. I'd like to point you to a website that gives you lots of resources to create completely decodable word lists. <a href="http://call.canil.ca/english/Seq1a.html" rel="nofollow">SynPhony Prototype</a> is a synthetic phonics website. This page will create word lists that contain only letters and pronunciations you choose. It's based on an exhaustive analysis of over 44,000 words. You can see the number of English spelling patterns that exist in just 1 syllable words <a href="http://call.canil.ca/english/englishcode1.html" rel="nofollow">here</a>.phonicsguyhttps://www.blogger.com/profile/17679777060112747064noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-43881045695304218602010-04-04T08:40:02.387-07:002010-04-04T08:40:02.387-07:00Also posted at OILF
Katherine, Dehaene reports on...<i>Also posted at OILF</i><br /><br />Katherine, Dehaene reports on just such an experiment in <a href="http://pagesperso-orange.fr/readinginthebrain/intro.htm%22%22" rel="nofollow">Reading in the Brain</a>, p. 225-228. Yoncheva, Blau, Maurer & McCandliss (2006) Strategic focus during learning impacts the neural basis of expertise in reading, Poster presented at the Association for Psychological Science Convention, New Your, May 25-28.<br /><br />The task involved memorizing words written in a novel orthography. Whole language did better the first day, but direct instruction pulled ahead by the second day and trumped whole language in the end.Liz Ditzhttps://www.blogger.com/profile/03455722013211350247noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-11105176128504565872010-04-04T06:04:39.808-07:002010-04-04T06:04:39.808-07:00Katherine,
Researchers Geva and Siegel studied th...Katherine,<br /><br />Researchers Geva and Siegel studied the word recognition skills of a large group of Canadian children from primarily English-speaking homes attending a bilingual English-Hebrew day school. Hebrew has a transparent orthography. Accuracy of decoding Hebrew in Grade 1 (79%) already matched the level achieved in English in Grade 5 (78%).<br /><br />Sorry, I've lost the reference for that study.SusanGhttp://www.dyslexics.org.uknoreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-5976084322850820122010-04-04T04:53:22.777-07:002010-04-04T04:53:22.777-07:00"By the time you've hunted down the word ..."By the time you've hunted down the word on a prior page, waited 5 to 10 seconds, or just skipped the word, how to retain the thread of what was happening in the story?"<br /><br />It will have the opposite of their desired effect. It will teach the child that words are more important than the overall meaning of the story. It's an especially bad approach if the child is stumbling over every other word. Once again, we look for deep meaning and there isn't anything there.<br /><br />We spent a lot of time on phonics with our son before we tried to get him to read. He got a thrill out of being able to sound out individual words and translate them into something he knew. Then, while we were reading stories to him, we would pick out certain words for him to pronounce. This grew until he was reading more words than we were. With his phonics skills, he learned to read very quickly. Then we could focus more carefully of the other parts of the Venn diagram.<br /><br />In the video, they were attempting to have that child read way before she was ready. Maybe it was a desire to quickly show that their child can "read". It's kind of like expecting kids to be able to add two digit numbers while understanding place value and what it all means at the same time, just because they saw some sort of overlap on a fancy Venn diagram.<br /><br />Most engineers I know laugh at Venn diagrams. At best, they show a vague relationship, but if you really knew what was going on, the diagrams would be replaced by something much more detailed. Nobody should translate Venn diagrams directly to detailed practices.<br /><br />Then there is the question whether the same overlap (of the Venn diagram) should exist during every phase of the learning-to-read process. It would seem to justify a wholistic approach when there is no basis for that conclusion.<br /><br />This applies to math. Is there a need for some sort of high level understanding while you're learning the mechanics of adding two or three digit numbers. What would that level be? Would it be a place value understanding? How about an algebraic understanding? How about making sure the kids know how it applies to adding octal numbers?<br /><br />If kids learn the mechanics of a skill, is it more difficult or impossible to add understanding on top of those skills? Is it really possible for some vague sorts of understandings of math translate into a fluent ability to actually DO math? Is it possible for some sort of picture or meaning-to-word process to create fluent readers?<br /><br />The Venn diagram may show where kids might end up after the learning process (in a very vague sense), but I see no justification that it defines an equal, wholistic, or thematic approach to learning.SteveHhttps://www.blogger.com/profile/03956560674752399562noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-17764986767451086942010-04-03T15:18:36.250-07:002010-04-03T15:18:36.250-07:00Their sentence starts off well:
"To produce ...Their sentence starts off well:<br /><br />"To produce independent readers who monitor and correct themselves as they read, ...."<br /><br />... teach them to sound out words they don't know.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-55443508298581297062010-04-03T12:50:32.347-07:002010-04-03T12:50:32.347-07:00This might be a really stupid question, but if you...This might be a really stupid question, but if you are trying to teach some comprehension and make sure that what the child reads is understood, how do you do that with all of those reading strategies.<br /><br />By the time you've hunted down the word on a prior page, waited 5 to 10 seconds, or just skipped the word, how to retain the thread of what was happening in the story?<br /><br />If the comprehension that is needed is even slightly more complicated then "My Cat" how would you keep track of the story while trying all these "strategies"?<br /><br />Don't you find it more helpful in not losing the comprehension thread if you don't take a extended break in the middle of the page to tease out the pronunciation of a single word?LynnGhttps://www.blogger.com/profile/11467061079495021347noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-27260790844755992272010-04-03T12:43:58.494-07:002010-04-03T12:43:58.494-07:00P.S. Steve: I cracked up at your kid responses...!...P.S. Steve: I cracked up at your kid responses...!! So true!California Teachernoreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-8954456745159057592010-04-03T12:32:58.202-07:002010-04-03T12:32:58.202-07:00Thanks for the friendly welcome Catherine... I hav...Thanks for the friendly welcome Catherine... I have posted before... I come and go and leave little nuggets whenever moved to do so, usually as "anonymous", but since there's a lot of us anonymous types out there, I will try to remember my nom de keyboard.<br /><br />Thank you Steve for taking the time to read that chapter, and for your comments. MJ Adams is highly respected (and cited) and doesn't take sides in the reading wars. <br /><br />The excerpt you quote above is actually in the appendix to her chapter and is taken from Regie Routman's book, which MJA refers to. The other stuff comes from documents sent home to parents, or posted on websites by either schools or districts. <br /><br />As you noted, MJA's point is that this stuff is disseminated wholesale with little regard to the source. Her chapter points out the widespread assumptions about how to teach reading, that are being pushed by influential organizations (like Teachers' College) and how it gets codified into erroneous gospel and passed around willy nilly. I love how she traces the origins of the "three-cueing system", which continues to be thrown around in the same half-baked fashion, and not necessarily by schools of education, but at in-services and the like.<br /><br />I teach first grade, and I absolutely agree with the non-negotiable importance of teaching phonics and I do so myself, every day.<br />Thanks again...California Teachernoreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-71593811110492473502010-04-03T12:09:23.976-07:002010-04-03T12:09:23.976-07:00I realize that my Hebrew reading experiment sound...I realize that my Hebrew reading experiment sounds must quite half-baked, so I've given some thought about how to flesh it out.<br /><br />Again, the idea is to take American adults and turn them back into novice readers via a not-too-complicated phonetic writing system consisting of sound-to-symbol correspondences with which they are totally unfamiliar. The Arabic and Hindu writing systems strike me as too complicated; the Greek and Cyrillic systems involve too many familiar symbols and sound-symbol correspondences.<br /><br />But you'd have to do this without introducing the added challenge of learning another language.<br /><br />So what you do is you transliterate a bunch of simple English words--of the sort you'd start beginning readers on ("cat", "mat", "can", "pan", "and", "in", "on", etc.)--into Hebrew letters. <br /><br />Then you teach American adults who don't already know how to read written Hebrew how to read this list of transliterated words. Group A learns via X hours of phonics-based lessons; Group B via X hours of balanced literacy. Then everyone gets a post-test in which they have to read a list of Hebrew transliterations of the words in question.<br /><br />Of course, these adult subjects aren't completely comparable to American children learning to read for the first time. On the one hand, they already know how to connect phonemes together into syllables (p-e-n -> pen). On the other hand, they haven't had the kind of prior exposure to the Hebrew alphabet that beginning readers usually have had to their native alphabets by the time they start to learn to read. On the third hand they are adults, not children. <br /><br />However, I still think that this experiment would be really revealing, both in the likely results it would produce, and in how it would help remind people what it's like to learn how to read, and how impractical it is to memorize written words and graphical wholes.Katharine Bealshttps://www.blogger.com/profile/02838879769628392605noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-92040858854795663662010-04-03T06:38:24.692-07:002010-04-03T06:38:24.692-07:00muddled thinking
Ed's the originator of muddl...<i>muddled thinking</i><br /><br />Ed's the originator of muddled thinking where ed-schoolery is concerned.<br /><br />When you're dealing with muddled thinking AND ideology, it keeps you hopping.Catherine Johnsonhttps://www.blogger.com/profile/03347093496361370174noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-52897478804426799792010-04-03T05:58:09.780-07:002010-04-03T05:58:09.780-07:00I read the whole thing. Where's my gold star?
...I read the whole thing. Where's my gold star?<br /><br />It's a scholarly analysis of "muddled thinking" (thanks for that one, Catherine), and the author was "stunned" to realize that they didn't do what they said they were doing.<br /><br />It's like KTM. We keep assuming that there is something there. We go into deep analyses and keep coming up with nothing.<br /><br />So, to shorten the paper, it's not one thing or another, but phonics is a critical part.<br /><br /><br />Then again, the author references another work on page 94. It talks about what you can do at home to help your child learn to read. Is this what schools expect parents to do? Look at the suggestions.<br /><br /><br />"Based on the way that most of us were taught to read, we have told the child to 'sound it out' when it comes to an unknown word. While phonics is an important part of reading, reading for meaning is the primary goal. To produce independent readers who monitor and correct themselves as they read, the following prompts are recommended before saying 'sound it out'".<br /> <br /><br />"Give your child wait time of 5 to 10 seconds. See what he attempts to do to help himself out."<br /><br />[By then, he is looking for something else to do.]<br /><br /><br />"What would make sense there?"<br /><br />[He has already thought about that. He isn't stupid.]<br /><br /><br /><br />"What do you think that word could be?"<br /><br />[Not stupid, part II.]<br /><br /><br />"Go back to the beginning and try that again."<br /><br />[Right. Start playing with a toy.]<br /><br /><br />"Skip over it and read the end of the sentence (or paragraph). Now what do you think it is?"<br /><br /><br />[Find another toy.]<br /><br /><br />"Put in a word that would make sense there."<br /><br />[Gigglefratz]<br /><br /><br /><br />"You read that word on another page. See if you can find it."<br /><br />[Half hour later ........]<br /><br /><br /><br />"Look at how the word begins. Start it out and keep reading"<br /><br />[Start WHAT out? ... the author just can't say the words. "keep reading" But how do you read?]<br /><br /><br />"Tell your child the word."<br /><br />[Skip all of these steps - Step 1 - Help the child SOUND IT OUT! Step 2 - Move on.]<br /><br /><br />Reading will have a whole lot more meaning if kids can decode the word. It's almost as if they think that decoding precludes the development of understanding and meaning. So, if a child could be perfectly taught to sound out any word before even beginning to read, then the child will not understand much? What happens in terms of "meaning" when you read to a child? I guess the goal of education schools is to take easy things and make them incredibly complex and scholarly.<br /><br /><br />OK. Now show me the model they expect to use at school with a class of 15 kids at different levels.<br /><br /><br />I wonder how my wife and I ever figured out how to teach our son to read without all of this erudite knowledge. We must be freakin' geniuses. I'll take LynnG's grandma with a pencil.SteveHhttps://www.blogger.com/profile/03956560674752399562noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-40283212131925231282010-04-02T18:46:19.339-07:002010-04-02T18:46:19.339-07:00I teach in a reading/writing workshop school, impl...<i>I teach in a reading/writing workshop school, implemented district-wide, and a topic for another day.</i><br /><br />Hi, California Teacher!<br /><br />You must fill us in!<br /><br />Thanks for the link - I will read.<br /><br />fyi: I've been 'in and out' this year -- but now that I'm more present than not I get the sense that a number of Commenters with grade-school aged children have joined the group lately ---Catherine Johnsonhttps://www.blogger.com/profile/03347093496361370174noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-79157677429059150542010-04-02T18:30:10.571-07:002010-04-02T18:30:10.571-07:00Teacher on spring break here... please don't b...Teacher on spring break here... please don't bite me!<br /><br />Just wanted to chime in... I appreciate this blog, especially the great math support links, and I especially love the image of Lucy Calkins in coconuts. (I teach in a reading/writing workshop school, implemented district-wide, and a topic for another day.) <br /><br />Anyway, I deduce from reading the many posts that most (if not all) the participants here have kids in upper middle-class schools, or home/private schools and are, for various reasons, incredibly disappointed with their local public schools. <br /><br />I think problems with balanced literacy are like those with whole language: too much uninformed, over-simplified and poor implementation. <br /><br />I just wanted to share a link to a chapter written by Marilyn Jager Adams in the 1998 book Literacy For All which goes into depth on the problems of balanced literacy (otherwise referred to as instruction in the “three-queing system”: graphophonics, semantics & syntax). <br /><br />Though, I suppose we should call it “unbalanced literacy” because of the uneven attention paid to semantics and syntax at the expense of graphophonics, which is what appears in the video to which this thread responds. <br /><br />It’s a long chapter, but you might find it informative:<br />http://tinyurl.com/yjfopmt<br /><br />Cheers!California Teachernoreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-59878400940539500352010-04-02T15:56:12.880-07:002010-04-02T15:56:12.880-07:00Joanne Jacobs had an excellent post on this topic ...Joanne Jacobs had an excellent post on this topic of Balanced Literacy not long ago.<br /><br />See <a href="http://www.joannejacobs.com/2010/01/tell-us-six-year-olds-whats-the-authors-purpose/" rel="nofollow">here</a><br /><br />Check out the link she posted, and the ones on the right-hand sidebar next to the posted video.palisadeskhttps://www.blogger.com/profile/13700503881038569921noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-66559139708293268642010-04-02T14:20:31.977-07:002010-04-02T14:20:31.977-07:00Well, here's Ken Goodman...
"That leaves...Well, here's <a href="http://tlc.ousd.k12.ca.us/~acody/goodman.html" rel="nofollow">Ken Goodman...</a><br /><br />"That leaves the colleges of education, which have never enjoyed high status among their academic colleagues, as the logical group to carry the blame for the failure of the scientific solutions to the reading crisis. It is they who mislead and miseducate teachers. Incompetent themselves, they fill their students with useless overly complex theory and refuse to teach them the phonics they need to know to teach scientifically. They are unworthy of academic freedom and can therefore be required to clear their course syllabi with state monitors on threat of decertifying their programs. Black lists have been established of people, ideas, and practices that may not be included or even cited in state or federal applications for support. These blacklists are particularly enforced in staff development designed to reeducate teachers in the federally mandated programs in addition to placing the burden of proof on all teacher educators to demonstrate their acceptance and support of the federal mandates in order to participate."<br /><br />Now, someone will have to tell me what planet he lives on.Hainishnoreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-30886673446738542642010-04-02T11:28:30.840-07:002010-04-02T11:28:30.840-07:00Instead of hard work, I would call it consistent, ...<i>Instead of hard work, I would call it consistent, methodical work.</i><br /><br />rightCatherine Johnsonhttps://www.blogger.com/profile/03347093496361370174noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-60533141770621098142010-04-02T11:27:22.175-07:002010-04-02T11:27:22.175-07:00Sometimes I think edu-world ideology can be explai...Sometimes I think edu-world ideology can be explained entirely as a case of muddled thinking.Catherine Johnsonhttps://www.blogger.com/profile/03347093496361370174noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-19238731215131797912010-04-02T11:26:47.922-07:002010-04-02T11:26:47.922-07:00It's not just hard work, but struggle.
Right...<i>It's not just hard work, but struggle. </i><br /><br />Right!<br /><br />Struggle is good!<br /><br />Drill is bad!Catherine Johnsonhttps://www.blogger.com/profile/03347093496361370174noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-4841862088453597392010-04-02T11:06:04.634-07:002010-04-02T11:06:04.634-07:00"learning should be natural?"
But there..."learning should be natural?"<br /><br />But there is nothing natural about the way my son's middle school classes are taught. It's about cranking up the pressure. Remember our discussions about how some educators think that struggling is required for real learning? In K-6, everything is about low expectation exposure and discovery. Then whammo! <br /><br />What do educators base this on? It's not just hard work, but struggle. Do math without mastery of the basics. Write without mastery of the basics. Analyze without historical knowledge. Take responsibility for your own learning. There is nothing natural about this.<br /><br />Instead of hard work, I would call it consistent, methodical work. Hard work sounds too much like struggle.<br /><br />I look for consistency of educational ideas between K-6 and high school and I don't find any. As Wu shows on one of his graphs about the transition to algebra, it's nonlinear. The educational philosophy change is nonlinear. Actually, it's a step function.<br /><br />My son loved learning. He would watch his phonics video over and over and over. For those things that were not so natural, my wife and I just kept pressing. I remember one parent telling me that he tried to be a slowly moving wall that kept pushing his kids.SteveHhttps://www.blogger.com/profile/03956560674752399562noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-66734572439938278212010-04-02T10:44:26.805-07:002010-04-02T10:44:26.805-07:00Steve - I was talking about parents, not administr...Steve - I was talking about parents, not administrators ---<br /><br />Parents need to know exactly why sound-out-the-first-letter-&-guess-the-rest isn't phonics.<br /><br />I realize that may sound crazy, but I didn't understand the difference myself. I was taking it on faith because I trust reading scientists and reading specialists like Mary Damer and I don't trust constructivists.<br /><br />But I didn't understand it.<br /><br />The comments on this thread were incredibly helpful to me.<br /><br />My primitive notion of 'phonics' was 'sounds the letters make.' (I realize Diane McGuinness would not be pleased by that formulation!) <br /><br />That's probably what a lot of people think. <br /><br />"Sounds the letters make" actually isn't wrong when you're just talking about phonics in the sense of the "alphabetic principle."<br /><br />When you're talking about phonics as a teaching methodology, there's no way to distinguish between "junk phonics" and synthetic phonics if all you know is that sounds are represented by letters.Catherine Johnsonhttps://www.blogger.com/profile/03347093496361370174noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-3454000941831393632010-04-02T10:25:53.736-07:002010-04-02T10:25:53.736-07:00There really is an anti-hard work philosophy.
Why...There really is an anti-hard work philosophy.<br /><br />Why is that?<br /><br />(Is it just another aspect of the idea that learning should be natural? Could be.)<br /><br />Here's a comment from the <a href="http://voices.washingtonpost.com/class-struggle/2010/03/kipp_visitors_critique_kipp_le.html" rel="nofollow">KIPP thread</a>: <i>When you wrote "deliberate practice", I read "deliberate pain".</i><br /><br />Of course, deliberate practice isn't fun (according to Ericsson).<br /><br />But there's no way around it.Catherine Johnsonhttps://www.blogger.com/profile/03347093496361370174noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-72885579562006658972010-04-02T09:57:16.627-07:002010-04-02T09:57:16.627-07:00"There is something very wrong with the whole..."There is something very wrong with the whole process."<br /><br />To me, it's a basic anti-hard work philosophy. It permeates all of teaching. Memorizing is hard, so it must be bad. Mastering algorithms is hard, so it must be bad. Notice that curricula like EM do not require any particular level of mastery of anything at "any one point in time". Hard work separates kids by ability and willingness to learn, so that's bad. Learning has to be natural. Phonics requires a lot of work before you even begin to read. It must be bad. Kids need to be able to dive right in and start "reading".<br /><br />Magically, this philosophy starts to disappear when kids head to high school. Lower schools happily pump kids along so they never see the big high school filter. Some kids do well, so educators never give it another thought.SteveHhttps://www.blogger.com/profile/03956560674752399562noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-1994347904604239872010-04-02T09:46:49.061-07:002010-04-02T09:46:49.061-07:00"They don't know what they don't know..."They don't know what they don't know."<br /><br />I've met some teachers like that, but we're talking about schools of education. It's more than just ignorance. It's deliberate.<br /><br /> "Don't argue. Just open up the books side-by-side and show everyone what kids can do in Singapore Math versus what they can do in Everyday Math." <br /><br />Yes, but I used to think that this is all it would take to convince teachers. It might convince parents, but not teachers. I still remember the head of curriculum at my son's old private school telling me that "It's (Everyday Math) better for our mix of students" after she looked over the Singapore Math books I loaned her. I realized right then that all they were saying about critical thinking and understanding was a lie. Part of it might be that they just really don't know what math is all about, but you would think that they would be open to input from mathematicians and engineers. That's not the case.<br /><br />I don't think it's possible to change their minds. This is their turf and that's all they have. If you take that away, they have nothing.SteveHhttps://www.blogger.com/profile/03956560674752399562noreply@blogger.comtag:blogger.com,1999:blog-7691251033406320222.post-28835590855055480752010-04-02T09:45:40.758-07:002010-04-02T09:45:40.758-07:00About 20 years I ago, I took part in a training pr...About 20 years I ago, I took part in a training program for Literacy Volunteers of America. It was a fairly intense training for volunteers who would be working with illiterate adults. One thing we learned was the coping strategies that illiterate adults use. This video is a great demonstration of those strategies. Figure out the first letter and look at the picture to guess. We are actively teaching children to use the coping strategies of illiterates, rather than teaching them to read. There is something very wrong with the whole process.Mollyhttps://www.blogger.com/profile/09032983243542804389noreply@blogger.com