Volume IV, No. 12 June 2018
Journal
of the K-12 Revolution
Essays and
Research from Minneapolis, Minnesota
A Publication of the New Salem Educational
Initiative
Gary Marvin Davison, Editor
How to Avoid Speaking Like
An
Education Professor
A Five-Article Series
Gary Marvin Davison, Ph. D.
Director, New Salem Educational Initiative
New Salem Educational Initiative
Minneapolis, Minnesota
How to Avoid Speaking Like
An
Education Professor
A Five-Article Series
Copyright
© 2018 by Gary Marvin Davison
New Salem Educational Initiative
Contents
Article #1
Introductory Comments
How to Avoid Speaking Like an
Education Professor
Article #2
How to Avoid Speaking Like an
Education Professor:
Be Careful with These Terms
>>>>>
Accessing Skills; At Their Own Pace; Authentic Assessment;
Break the Mold Schools; Child-Centered Schooling;
Competition;
Constructivism; Cooperative Learning;
Critical Thinking Skills; Developmentally Appropriate
Article #3
How to Avoid Speaking Like
an Education Professor:
Be Careful with These Terms
>>>>>
Culturally Biased Curriculum; Culturally Biased Tests;
Developmentally Appropriate; Drill and Kill;
Exhibitions;
Factory-Model Schools; Facts:
Inferior to Understanding;
Facts:
Soon Outdated; Hands-On
Learning; Holistic Learning;
Learning by Doing
Article #4
How to Avoid Speaking Like
an Education Professor:
Be Careful with These Terms
>>>>>
Individual Differences; Individual Learning Styles;
Learn to Learn; Metacognitive Skills; Multi-Aged Classrooms;
Open Classrooms; Passive Listening; Performance-Based Assessment;
Portfolio Assessment; Problem-Solving Skills
Article #5
How to Avoid Speaking Like
an Education Professor:
Be Careful with These Terms
>>>>>
One Size Fits All; Project Method; Promise of Technology;
Research has shown; Rote Learning; Self-Esteem;
Student-Centered Education; Teaching to the Test;
Teach the child, not the subject; Teach the whole child;
Textbook Learning; Thematic Learning;
Transmission Theory of Schooling; Whole-Class Instruction;
Whole-Language Instruction
Article #1
Introductory Comments
How to Avoid Speaking Like an Education
Professor
All problems of the locally centralized school
district in the United States are traceable to wretched teacher and
administrator training programs.
Although central office administrators, building principals, and teachers
with the locally centralized school district have their particularistic
differences connected to roles occupied within the system, their fundamental
views on curriculum and pedagogy are essentially the same. Teachers and administrators at all levels
espouse the views that they imbibed from those campus low-lifers known as
education professors. Ever since the
transformation of the normal school into the teacher’s colleges created within
universities during the 1920s, education professors have sought to make a place
for themselves in their new institutional setting.
Lacking the knowledge base of field
specialists such as psychologists, philosophers, mathematicians, chemists,
literary scholars, historians, and economists who were best positioned to
provide prospective teachers with a strong knowledge base, education professors
began to emphasize pedagogy over subject area training for teachers. They came to see schools as the dispenser of
many attitudes and vocational tools purportedly for the good of students: training for a life of work integrally
connected to the employment and social position of parents, socialization for
citizenship, and for a period of the
early 1930s a collectivist outlook for constructing a socialist society ate a
time when the Great Depression had undermined faith in liberal democracy.
Education professors came to profess a belief
in “child-centered,” “constructivist” approach to education that minimized the
value of imparting logically sequenced, commonly shared knowledge sets, in
favor of giving great scope to the child’s own interests, with the presiding
classroom presence transformed from teacher into “guide” or “facilitator.”
In this edition of Journal of the K-12 Revolution:
Essays and Research from Minneapolis, Minnesota I present four
articles following this one, each of them focused on a set of stock phrases
from the education professor’s lexicon.
An interesting initial exercise for readers would be to consider these
terms, given below, taking note of your own perceptions and understanding of these
terms before considering the use of these terms by education professors; and before considering my own comments. In each of the articles that follow, I offer
the education professor’s usage of these terms;
I then give my own oppositional comments on such usage.
Please first consider your own perceptions and
understanding of the following terms, then proceed to the articles that give
the usage of education professors and my own comments:
Accessing Skills
At Their Own Pace
Authentic Assessment
Break the Mold Schools
Child-Centered Schooling
Competition
Constructivism
Cooperative Learning
Critical Thinking Skills
Culturally Biased Curriculum
Culturally Biased Tests
Developmentally Appropriate
Drill and Kill
Exhibitions
Factory-Model Schools
Facts are inferior to Understanding
Facts are Soon Outdated.
Hands-On Learning
Holistic Learning
Individual Differences
Individual Learning Styles
Intellectual Capital
Learning at their own pace
Learning by Doing
Learn to Learn
Metacognitive Skills
Multi-Aged Classrooms
Open Classrooms
Outcome-Based Education
Passive Listening
Performance-Based Assessment
Portfolio Assessment
Problem-Solving Skills
Project Method
Promise of Technology
Research has shown
Rote Learning
Self-Esteem
Student-Centered Education
Teach the child, not the subject
Teach the whole child
Textbook Learning
Thematic Learning
Transmission Theory of Schooling
Whole-Class Instruction
Whole-Language
Article #2
How to Avoid Speaking Like an Education
Professor:
Be Careful with These Terms
>>>>>
Accessing Skills; At Their Own Pace; Authentic Assessment; Break the Mold Schools; Child-Centered Schooling; Competition;
Constructivism; Cooperative
Learning; Critical Thinking Skills; Developmentally Appropriate
Education professors have damaged generations
of K-12 teachers and administrators at the Minneapolis Public Schools and in
locally centralized school districts throughout the United States, promoting
anti-knowledge notions rooted in the need for the education professor to
survive at universities at which other professors know so much more.
Consider these terms from the education
professor’s lexicon, followed by my own comments on the usage of these terms by
education professors:
Accessing Skills
This refers to the use of websites and other
forms of cyber-technology, along with traditional encyclopedias, dictionaries,
and other forms of print to gain information needed at a certain time for a
particular purpose.
At their own pace
The term of reference asserts that a child
best learns at her or his own pace, rather than according to the dictates of a
teacher or in the context of learning targets to be met by an entire group of
students at the same time.
Authentic Assessment
This form of assessment is of the portfolio,
project, demonstration type, allowing a student to show what she or he knows
about a topic typically selected by the student herself or himself; this form of assessment is counterpoised to
measurement of student skill acquisition via multiple choice and other formats
for providing definite answers in taking standardized tests.
Break the Mold Schools
This is a term much in vogue from the 1980s
forward, referring to schools inaugurated by parents, teachers, and community
members who endeavored to utilize methods that could produce higher rates of
learning or more satisfying learning opportunities for students; the advent of charter schools in the early
1990s became a widely prevalent version of “break the mold” schools.
Child-Centered Schooling
This is a term first made popular by Harold
Rugg in his 1928 book, The Child Centered
School. “Child-centered schooling” focuses on the interests and perceived needs
of the individual child, in contrast to the traditional schools, which
transmits set bodies of knowledge to students.
Competition
“Progressive” educators have since the 1920s
argued against pitting students against each other in attempting to achieve top
grades and high scores on test.
Constructivism
Proponents of this view assert that education
should begin with the life experience of each individual child, so that all
information is either sought by the student as an extension of personal
experience or carefully introduced by the classroom facilitator so as to build
on what the child already knows.
Cooperative Learning
This form of learning provides opportunities
for students to pursue information on topics selected by the classroom
facilitator in a group context, advocated by education professors as preferable
to requiring students to study or seek information individually.
Critical Thinking Skills
Along with “lifelong learning,” this is one of
the key emphases of education professors, who maintain that critical
examination of topics of immediate interest is more important that learning a
set body of knowledge.
My Comments >>>>>
Accessing skills
are not efficiently utilized in the absence of
strong bases of knowledge; the absence
of contextualizing information necessitates quick and typically shallow
understanding, rather than the acquisition of knowledge inculcated and
internalized over an extended time, to the point of automaticity.
At their own pace
is by no means satisfactory for acquiring the
enormous body of knowledge at the core of an excellent education; students should be the recipients of
knowledge and skill sets possessed by teachers who are themselves broadly and
deeply knowledgeable, with a strong sense of the pace at which information is
best acquired.
Authentic Assessment
is a supplementary rather than primary format
for the demonstration of student knowledge and skill; well-constructed standardized tests are the
fairest, most objective means to measure student achievement in mathematics,
reading, and all subject matter.
Break the Mold Schools
Well-trained scholars operating at the level
of the locally centralized school are better positioned than most parents and
community members to inaugurate and manage schools; the perceived need to launch “break the mold
schools” is a testimony to the terrible training that administrators and
teachers receive in departments, colleges, and schools of education.
Child-Centered Schooling
Adult educators should nurture young people as
village elders and responsible adults have always imparted knowledge and wisdom
to those who shall carry forth and innovate upon their cultural inheritance.
Competition
Numerous scholarly investigations demonstrate
that tests and grades are powerful motivators for the acquisition of specified
knowledge and skill sets; an excellent
teacher conveys an excitement about the pursuit of knowledge for the intrinsic
satisfaction of learning while establishing instruments for measuring student
achievement.
Constructivism
Especially for students whose families have
had limited opportunities for education, travel, and experiences with the
world, the intentional introduction of knowledge and skill sets to be mastered
by a broadly and deeply knowledgeable teacher is vital to an excellent
education; all children should be
understood in the context of their life circumstances, but such circumstances
are neither the basis for the starting point of study or the foundation for
curriculum.
Cooperative Learning
Group study must be adroitly overseen by a
highly killed teacher as a supplementary rather than prime mode of
learning; vital student learning
proceeds best on the basis of individual assignments, group discussions, and
individually demonstrated acquisition of knowledge and skill sets on objective
assessments.
Critical Thinking Skills
Astute thought can only occur on the strength
of a strong body of knowledge pertinent to the matter being analyzed.
Article #3
How to Avoid Speaking Like an Education
Professor:
Be Careful with These Terms
>>>>>
Culturally Biased Curriculum; Culturally Biased Tests; Developmentally Appropriate; Drill and Kill; Exhibitions; Factory-Model Schools; Facts:
Inferior to Understanding; Facts: Soon Outdated; Hands-On Learning; Holistic Learning; Learning by Doing
Please consider this set of terms from the
education professor’s lexicon, followed by my own comments:
Culturally Biased Curriculum
This is the notion that the key problem with
curriculum as conventionally presented in K-12 classrooms has a bias toward the
West, mainly Europe and the United States.
Culturally Biased Tests
This term refers to the cultural bias that
education professors and their acolytes in the education establishment assert makes
standardized tests unfair to students of color and to other populations who are
unfamiliar with vocabulary and references that originate in the culture of
European Americans who dominate in constructing the tests.
Developmentally Appropriate
Educators and other “progressive” educators
maintain that introducing concepts before a child is ready can be demoralizing
and psychologically harmful to the girl or boy;
the student should not be presented with information earlier than age
ranges at which children typically encounter concepts.
Drill and Kill
“Drill and kill” is the moniker assigned by
education professors and others in the education establishment to rote methods
of learning and to the memorization of factual material, considered by those
who use the term to destroy creativity and promote a distaste for school-based
learning.
Exhibitions
This refers to presentations made by students,
following group projects or from portfolios from which students select items to
present to teachers, to other evaluators, or to an audience of parents and
other interested observers.
Factory-Model Schools
This is a derogatory term applied by education
professors and other “progressive” educators to the traditional high school,
held to be a fossil from an industrial age when the function of schools was to
train students as if working in lockstep on an assembly line in a factory on
the floor of which a foreman did the bidding of those higher in the
bureaucratic hierarchy.
Facts are inferior to understanding
Education professors assert that factual
knowledge is unimportant, except as sought by the student herself or
himself; what is more important is a
deep conceptual understanding of the concepts to which the facts are pertinent.
Facts are soon outdated.
Education professors hold that in this
fast-changing world of technology, discreet facts are soon outdated, so that
learning how to learn is more important that systematic acquisition of defined
knowledge sets.
Hands-On Learning
In the view of education professors and the
“progressive” educators that they train, real-world experience with tactile
objects is preferable to book learning.
Holistic Learning
This term refers to learning as natural
engagement with the totality of one’s environment, featuring interconnection
rather than segmention into artificially designated subject areas.
Learning by doing
Similar to hands-on learning, this term
stresses the importance of learning through activity, in the real world or in
application, rather than memorization, of concepts and information.
My Comments:
Culturally Biased Curriculum
The real problem in K-12 education is the
absence of any systematically presented curriculum, especially at K-5, which if
properly constructed would reflect the human cultural inheritance across all
cultures of the world.
Culturally Biased Tests
Great attention has been paid over the course
of that last twenty years by those who construct standardized tests to present
examples from a variety of cultural contexts that resonate with students of
diverse cultures; especially with regard
to mathematics, though, there is not much cultural bias embedded in the four
basic operations, fractions, decimals, percentages, ratios, proportions; and concepts from algebra, geometry,
trigonometry, statistics, and calculus.
Developmentally Appropriate
No preconceived notion of when a child can
learn a given skill or knowledge set should proscribe what the precocious or
highly motivated learner seeks to know or is able to learn under the sensitive
guidance of a master teacher.
Drill and Kill
Athletes and musicians practice certain
motions, learned from the best practitioners, to the point of automaticity, all
the better preparing them for individualistic creative expression as their
knowledge and skill level increases;
K-12 students should do the same.
Exhibitions
These are adjunct ways of demonstrating what a
student knows; objective tests and
standardized, assessments more accurately and fairly indicate what a student
knows across a broad and deep range of knowledge.
Factory-Model Schools
Conventional schools provide classroom
settings conducive to efficient learning;
when conducted by a master teacher, lectures and classroom discussions
abet the accumulation of a multiplicity of knowledge and skill sets in an
engaging and intellectually challenging learning environment.
Facts are inferior to understanding
Factual knowledge is a necessary prerequisite
for deep contemplation and full understanding.
Facts are soon outdated.
The preponderance of facts accumulated over
centuries of experience by scientists, mathematicians, historians, and other
scholars are permanent fixtures in the architecture of the major academic
disciplines; mastery of time-tested
facts and concepts is necessary to evaluate information in contemporary
contexts and to engage in processes that produce new knowledge sets.
Hands-On Learning
Reading books or cybernetic print sources and listening to lectures are the most
efficient ways to accumulate vast stores of factual knowledge; hands-on learning is an engaging way to apply
and experiment with what one has learned from lectures and reading.
Holistic Learning
Mastery of knowledge and skill sets in the
discreet academic disciplines abets holistic learning.
Learning by doing
Learning by doing is not as efficient as
learning from hard copy and cybernetic print sources or from lectures, but
learning, practicing, and experimenting through activity is a powerful adjunct
to the more efficient means of accumulating vast stores of knowledge.
Article #4
How to Avoid Speaking Like an Education
Professor:
Be Careful with These Terms
>>>>>
Individual Differences; Individual Learning Styles; Learn to Learn; Metacognitive Skills; Multi-Aged Classrooms; Open Classrooms; Passive Listening; Performance-Based Assessment; Portfolio Assessment; Problem-Solving Skills
Please consider this set of terms from the
education professor’s lexicon, followed by my own comments:
Individual Differences
As “progressive educators” sent forth by
education professors, most K-12 teachers and administrators emphasize the individuality of each student,
understood to have significant differences in familial circumstances,
ethnicity, learning styles, interests, and other characteristics that
necessitate differentiated instruction and curriculum variance from student to
student.
Individual Learning Styles
These follow from the conceptualization of
multiple intelligences by the psychologist Howard Gardner, who maintains that
there is no one kind of intelligence as in an intelligence quotient (I. Q.),
but rather a least eight categories of intelligence: musical, visual, verbal, mathematical,
kinesthetic, interpersonal, intrapersonal, and naturalistic; education professors and the students whom they
send forth as K-12 teachers and administrators believe that instruction should
vary according to the modality in which each student learns best, depending on
her or his dominant form of intelligence.
Learn to Learn
Education professors assert that mastery of a
set body of knowledge is not important;
rather, the student should learn how to learn by developing skills in
accessing information from multiple sources.
Metacognitive Skills
These skills involve student contemplation of
what she or he is doing in any learning activity; rather than just mastering a discrete skill,
the student should ask questions as to why the skill is being learned and what
process is being utilized in learning the current task.
Multi-Aged Classrooms
Preference for classrooms in which students
vary in age is grounded in the education professor’s contention that each student should learn at
her or his own pace; in this scheme,
traditional grouping of students of like age at specific grade levels gives way
to classrooms filled with students of different ages studying at their own pace
and assisting each other in learning activities.
Open Classrooms
These were most in vogue from the 1970s into
the early 1980s, during which many school buildings were constructed so as to
feature classrooms without permanent walls, allowing students to move easily
from class to multi-media room, auditorium, cafeteria and other rooms
throughout the building, eliminating the physical and psychological obstruction
of enclosure spaces.
Passive Listening
Education professors and their proteges deride
the transmission method of learning via teacher lecture or direct instruction
as encouraging passivity; they favor
active projects, personal investigations, and hands-on learning activities.
Performance-Based Assessment
This involves evaluation of student
demonstration of learning by the classroom facilitator, who assesses the
quality of a portfolio or presentation rather than giving conventional
objective tests; this is what education
professors and their vocational progeny call “authentic assessment.”
Portfolio Assessment
This is one form of performance-based
assessment, whereby in this specific case the classroom facilitator evaluates
the academic and creative production selected by students for inclusion in
portfolios, again as an alternative to conventional objective tests.
Problem-Solving Skills
This is another emphasis of the education
professor, who maintains that mastering specific subject area knowledge is not important; rather, the student should learn to exercise
critical thinking to solve problems, thereby accessing the information and
utilizing the skills actually necessary to a given task.
My Comments
>>>>>
Individual Differences
The master teacher should always be aware of a
student’s particular life circumstances and special talents; but students at given ages have much in
common and all have a need to learn the same body of knowledge and the array of
skills necessary to academic success.
Individual Learning Styles
These are magnified for emphasis way out of
proportion to their validity and applicability;
the master teacher should always be aware of talents possessed by her or
his students, but all students respond to well-crafted lectures, direct
instruction, and classroom discussions.
Learn to Learn
Learning how to learn should occur in the
process of mastering well-defined, logically sequenced knowledge and skill
sets, delivered in grade by grade sequence throughout the K-12 years.
Metacognitive Skills
Education professors as a rule lack the
intellectual ability to engage in this sort of deep think at the upper grade
levels, so they pretend that they are grand philosophers working their wonders
with children at grades K-5; students at
grades K-5 would be much better off learning to read well, master basic
mathematical operations, and practicing good principles of English usage and
composition.
Multi-Aged Classrooms
Children and adolescents are much better off
being matched with their peers, who have very similar intellectual and social
propensities.
Open Classrooms
These proved to present irritating
distractions; classrooms enveloped by
walls are quieter, more comforting places, conducive to learning challenging
knowledge and skill sets.
Passive Listening
The master teacher provides scope for active
learning but also encourages her or his students to become good listeners,
adept at deriving information from lectures and classroom dis
Performance-Base Asessment
This form of assessment should be
supplementary to objective and standardized tests, which are fairer and more
dependable forms of assessment.
Portfolio Assessment
As with performance-based assessments, this
form of assessment should be supplementary to objective and standardized tests,
which are fairer and more dependable forms of assessment.
Problem-Solving Skills
Students should learn to analyze material and
solve problems while mastering challenging curricula comprised of well-defined
knowledge and skill sets; these latter
make possible more efficient and well-informed investigation into current
events and matters of immediate interest.
Article #5
How to Avoid Speaking Like an Education
Professor:
Be Careful with These Terms
>>>>>
One Size Fits All; Project Method; Promise of Technology; Research has shown; Rote Learning; Self-Esteem;
Student-Centered Education;
Teaching to the Test
Teach the child, not the subject; Teach the whole child; Textbook Learning; Thematic Learning; Transmission Theory of Schooling; Whole-Class Instruction
Whole-Language Instruction
Please consider these terms from the education
professor’s lexicon, followed by my own comments:
One Size Fits All
This is a term of disparagement for set
curriculum delivered to all students, in the absence of consideration for
individual differences, learning, styles, and interests.
Project Method
William H. Kilpatrick first popularized this
term among “progressive” educators in his 1918 book, The Project Method, in which he argued that students learn best
when engaged in holistic, life-like projects in cooperation with others in
groups.
Promise of Technology
One hears and reads in many places these days
that computers will revolution education;
technology enthusiasts view computers and other instruments as having
the capacity to provide individualized learning experiences based on the pace
of learning and interests pertinent to each particular student, ensuring
universal success.
Research has shown
This is a phrase used often by members of the
education establishment (education professors and the administrators and
teachers whom they train) to bolster claims made for favored approaches such as
portfolios, cooperative learning, and differentiated instruction.
Rote Learning
This refers to learning facts through
memorization and repetition, considered by education professors and their
acolytes to be inferior to learning in holistic, life-like experiences, and through
interaction with one’s fellows.
Self-Esteem
This became a key concern of education
professors and those whom they trained from the 1970s forward, promoting
favorable comments to students in an effort to build self-confidence and to
make all young people feel good about themselves in the world.
Teaching to the Test
Education professors and other opponents of
standardized testing frequently claim that the administration of standardized
tests narrows the curriculum and diminishes teacher creativity as practice for
looming standardized assessments limits the focus of teaching to the skills and
material that will ensure good test scores.
My Comments
One Size Fits All
One size should indeed fit all, in the sense
that all students should be taught the same abundance of knowledge and skill sets in a well-defined,
logically sequenced, grade by grade curriculum throughout the K-12 years; and just as the quantity and content of what
is learned should be the same, the quality of instruction provided to all
students should also be uniform.
Project Method
This is an adjunct, secondary mode of
learning, supplementary to more efficient methods such as reading challenging
material across the liberal, vocational, and technological arts; listening to teachers delivering lectures and
to fellow students in class discussions;
and engaging in individual research on serious academic subjects.
Promise of Technology
Advances in computer and other digital
technologies have given students rapid access to information on a wide variety
of subjects; but technology is not a
substitute for engagement with teachers and classmates, must be used wisely in
the quest for quality information, and more than ever makes an abundance of
knowledge and skill sets vital for evaluation of sources and dependability of
information.
Research has shown
Educational research varies widely as to
quality, too often conducted with small sample sizes with accompanying
extrapolations that are scientifically dubious;
educational research should be compared to findings in scientifically
rigorous studies in fields such as psychology and sociology that are published
in refereed journals scrutinized by academic experts.
Rote Learning
Memorization of factual material to the point
of automaticity makes learning more efficient, embedding great quantities of information
in the long-term memory so that new information may be acquired more quickly
and securely; memorized and inculcated
facts are important for critical analysis and encourage creative inferences and
extrapolations.
Self-Esteem
Teacher comments intended to raise a student’s
self-esteem should be genuine expressions of admiration; in the school setting, such comments should
most often be rendered for the accomplishment of an academic feat.
Teaching to the Test
All teachers should impart the knowledge and
skill sets that will be covered in well-constructed objective and standardized
tests that measure what students should know at a given grade level; this expands rather than narrows the
curriculum.
Teach the child, not the subject
Teaching the child in a school setting is
primarily about the impartation of knowledge from teacher to student; the excellent teacher is a professional of
broad and deep knowledge with the pedagogical ability to impart that knowledge
to all students, necessitating sensitivity to a child’s social and emotional
needs.
Teach the whole child
The teacher’s prime professional
responsibility is to ensure that a student learns important knowledge and skill
sets pertinent to the subject matter of her or his class; in doing this, the master teacher is keenly
aware of the multiplicity of needs that a young person has as she or he
develops and grows in the school setting and beyond.
Textbook Learning
Wide reading of material spanning the liberal,
vocational, and technological arts is central to the school experience; textbooks, other books, and direct
instruction by the teacher provide the most efficient means of accumulating
vast stores of knowledge and skill sets at the core of an excellent education.
Thematic Learning
Themes are meaningfully explored only on the
basis of strong knowledge sets that provide the factual underpinning for
contemplation, reflection, and discussion of the variety of topics considered
in an education of excellence.
Transmission Theory of Schooling
Teachers should be professionals of broad and
deep knowledge with the prime role of imparting that knowledge to students of
all demographic descriptors;
transmission of knowledge and wisdom is as central to the teacher’s
responsibility as to the role of elders across the world who pass on the
cultural inheritance to young people under their guidance.
Whole-Class Instruction
Teachers of those nations (Finland, japan,
South Korea, Taiwan, Singapore) whose students record highest achievement on
the Program of International Student Assessment operate primarily in the mode
of whole-class instruction, the most efficient and effective pedagogical
method; all other classroom actitivities
are secondary to the prime method of whole-class instruction.
Whole-Language Instruction
Students become excellent readers only when
they grasp the fundamentals of phonics, phonemic awareness, and the many
conventions of English and other languages;
going forth to wide reading in classic world and ethnic-specific
literature should then be a given.
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