1 00:00:00,000 --> 00:00:02,200 This is the Reading Instruction Show. 2 00:00:02,200 --> 00:00:05,520 I'm your host as always, Dr. Andy Johnson. 3 00:00:05,520 --> 00:00:11,000 Topic of today's podcast is debunking the three queuing systems. 4 00:00:11,000 --> 00:00:14,720 I've again read the comment online. 5 00:00:14,720 --> 00:00:17,200 The three queuing systems have been debunked. 6 00:00:17,200 --> 00:00:20,080 And I've seen this quite a bit. 7 00:00:20,080 --> 00:00:21,400 It's been debunked. 8 00:00:21,400 --> 00:00:26,120 They shout proudly displaying their ignorance for all to see. 9 00:00:26,120 --> 00:00:31,480 Now, if you're one of those people running around saying the three queuing systems has 10 00:00:31,480 --> 00:00:37,160 been debunked, you might as well get one of those hello stickers and write, hello, I'm 11 00:00:37,160 --> 00:00:39,160 ignorant on it. 12 00:00:39,160 --> 00:00:43,280 Then stick it right in the middle of your forehead because that's what you're saying 13 00:00:43,280 --> 00:00:44,280 to the world. 14 00:00:44,280 --> 00:00:45,840 Hello, world. 15 00:00:45,840 --> 00:00:46,840 I'm ignorant. 16 00:00:46,840 --> 00:00:48,960 Well, hello ignorant. 17 00:00:48,960 --> 00:00:50,400 How are you doing? 18 00:00:50,400 --> 00:00:53,440 I'm not doing well because it's been debunked. 19 00:00:53,440 --> 00:00:57,360 The three queuing systems has been debunked. 20 00:00:57,360 --> 00:00:58,360 Everybody knows this. 21 00:00:58,360 --> 00:00:59,360 It's been debunked. 22 00:00:59,360 --> 00:01:00,360 It's debunked. 23 00:01:00,360 --> 00:01:01,360 I see. 24 00:01:01,360 --> 00:01:06,040 I say, well, what does it mean to be debunked? 25 00:01:06,040 --> 00:01:11,760 It means it's not true and it's been proven not to be true and everybody knows it because 26 00:01:11,760 --> 00:01:13,680 it's been debunked. 27 00:01:13,680 --> 00:01:16,200 That's what debunked means. 28 00:01:16,200 --> 00:01:18,440 Now let me get this straight. 29 00:01:18,440 --> 00:01:23,920 If it's debunked, it's not true and it's not true because it's been debunked. 30 00:01:23,920 --> 00:01:25,920 Is that right? 31 00:01:25,920 --> 00:01:26,920 Exactly. 32 00:01:26,920 --> 00:01:28,680 That's because it's been debunked. 33 00:01:28,680 --> 00:01:30,800 Hello, it's been debunked. 34 00:01:30,800 --> 00:01:36,000 The three queuing systems have been debunked. 35 00:01:36,000 --> 00:01:38,800 What does it take to debunk something? 36 00:01:38,800 --> 00:01:44,680 Is there a special debunking priest that sprinkles holy water on you and says, spirit of bunkery, 37 00:01:44,680 --> 00:01:46,840 I debunk you? 38 00:01:46,840 --> 00:01:49,720 Or perhaps there's a debunking commissioner. 39 00:01:49,720 --> 00:01:53,440 As the debunking commissioner, I hereby debunk you. 40 00:01:53,440 --> 00:01:55,240 You've been debunked. 41 00:01:55,240 --> 00:01:58,640 You are once bunked and now you're debunked. 42 00:01:58,640 --> 00:02:00,840 Can anybody debunk? 43 00:02:00,840 --> 00:02:03,640 Or do you have to have special training? 44 00:02:03,640 --> 00:02:07,520 Where does someone go to get debunker training? 45 00:02:07,520 --> 00:02:11,440 And can't just anybody debunk things? 46 00:02:11,440 --> 00:02:15,080 If so, I'd like to debunk the theory of gravity. 47 00:02:15,080 --> 00:02:20,080 Oh, gravity, you great theory, I hereby debunk you. 48 00:02:20,080 --> 00:02:25,000 And there, the theory of gravity has been debunked and now I can float on up to the 49 00:02:25,000 --> 00:02:26,600 ceiling. 50 00:02:26,600 --> 00:02:29,480 The three queuing systems has been debunked. 51 00:02:29,480 --> 00:02:33,440 Oh, I say, how do you know? 52 00:02:33,440 --> 00:02:34,440 Everybody knows this. 53 00:02:34,440 --> 00:02:37,440 Well, I don't know it, but it has. 54 00:02:37,440 --> 00:02:38,440 It's been debunked. 55 00:02:38,440 --> 00:02:40,440 I heard somebody say it. 56 00:02:40,440 --> 00:02:44,160 I read it online. 57 00:02:44,160 --> 00:02:48,520 Everybody all you have to do is hear someone say it and then it's debunked or you just 58 00:02:48,520 --> 00:02:51,720 have to read it someplace and it's debunked. 59 00:02:51,720 --> 00:02:54,040 You don't have to understand it. 60 00:02:54,040 --> 00:02:58,680 You don't even have to know exactly what you're talking about. 61 00:02:58,680 --> 00:03:04,720 You just have to hear that somebody says that something is debunked and there it is, all 62 00:03:04,720 --> 00:03:06,480 debunked. 63 00:03:06,480 --> 00:03:09,800 That way you don't have to think. 64 00:03:09,800 --> 00:03:16,880 But here's what I would say to those who say the three queuing system have been debunked. 65 00:03:16,880 --> 00:03:18,840 I debunk you. 66 00:03:18,840 --> 00:03:21,800 I debunked the rabid debunkerators. 67 00:03:21,800 --> 00:03:24,960 There now you're debunked. 68 00:03:24,960 --> 00:03:26,200 And that's the way it works. 69 00:03:26,200 --> 00:03:30,440 You see, it happened with whole language. 70 00:03:30,440 --> 00:03:37,440 People who had no clue what whole language is, who never read a book or article about 71 00:03:37,440 --> 00:03:43,640 whole language or by Ken Goodman or others, they describe this cartoon version of what 72 00:03:43,640 --> 00:03:46,640 they think whole language is. 73 00:03:46,640 --> 00:03:52,640 And they use the full powers of their ignorance to misrepresent whole language. 74 00:03:52,640 --> 00:03:58,360 And then they run around shouting to the world that whole language has been debunked. 75 00:03:58,360 --> 00:03:59,520 It's been debunked. 76 00:03:59,520 --> 00:04:01,080 It's been debunked. 77 00:04:01,080 --> 00:04:02,280 Listen everybody. 78 00:04:02,280 --> 00:04:04,400 It's been debunked. 79 00:04:04,400 --> 00:04:05,400 What do I ask? 80 00:04:05,400 --> 00:04:06,400 What's been debunked? 81 00:04:06,400 --> 00:04:09,520 What's been done with whole language, they say? 82 00:04:09,520 --> 00:04:12,860 What exactly do you think whole language is, I ask. 83 00:04:12,860 --> 00:04:15,040 And that's a fair question. 84 00:04:15,040 --> 00:04:17,640 Well, you know, they say. 85 00:04:17,640 --> 00:04:18,920 No, I don't. 86 00:04:18,920 --> 00:04:19,920 Tell me. 87 00:04:19,920 --> 00:04:22,660 What is whole language? 88 00:04:22,660 --> 00:04:30,200 Well, it's all that whole language stuff, they say, all that debunked stuff. 89 00:04:30,200 --> 00:04:32,020 I see. 90 00:04:32,020 --> 00:04:35,720 It's teaching children to guess at words, they whine. 91 00:04:35,720 --> 00:04:38,120 Well that is in whole language. 92 00:04:38,120 --> 00:04:41,200 Nobody teaches children to guess at words. 93 00:04:41,200 --> 00:04:44,040 And they don't teach phonics. 94 00:04:44,040 --> 00:04:46,960 Whole language teachers don't teach phonics. 95 00:04:46,960 --> 00:04:49,000 That's what whole language is. 96 00:04:50,120 --> 00:04:53,520 Whole language teachers teach phonics. 97 00:04:53,520 --> 00:04:56,200 I tell them very patiently. 98 00:04:56,200 --> 00:04:59,040 They teach it very directly and very explicitly. 99 00:04:59,040 --> 00:05:05,840 Well it teaches children to use the three queuing systems. 100 00:05:05,840 --> 00:05:07,440 And that's been debunked. 101 00:05:07,440 --> 00:05:10,600 Hello, my name is ignorant. 102 00:05:10,600 --> 00:05:15,120 Meet my cousins on taught, unknowledgeable, really silly, 103 00:05:15,120 --> 00:05:17,360 and foolishly misinformed. 104 00:05:17,360 --> 00:05:21,480 Now if you're going to claim something's been debunked, 105 00:05:21,480 --> 00:05:25,160 you should at the very least know what that something is. 106 00:05:25,160 --> 00:05:29,160 And ignorant means you have no knowledge about what you speak. 107 00:05:29,160 --> 00:05:33,480 To say the three queuing systems has been debunked 108 00:05:33,480 --> 00:05:37,400 shouts to the literacy world that you have no knowledge 109 00:05:37,400 --> 00:05:41,640 of reading, reading instruction, how the brain creates meaning 110 00:05:41,640 --> 00:05:45,560 with print, the research process, and reading research. 111 00:05:45,560 --> 00:05:48,680 The three queuing systems has been debunked. 112 00:05:48,680 --> 00:05:53,360 And I'm sorry I don't mean to offend you or hurt your feelings. 113 00:05:53,360 --> 00:05:57,720 But with all due respect, you're very, very ignorant. 114 00:05:57,720 --> 00:06:01,040 You're without knowledge, unknowing, in the dark, 115 00:06:01,040 --> 00:06:03,520 verbal flatuance. 116 00:06:03,520 --> 00:06:06,520 And there's no polite way of saying this, 117 00:06:06,520 --> 00:06:09,240 but you don't know what the fuck you're talking about. 118 00:06:09,240 --> 00:06:11,640 Excuse my salty language. 119 00:06:11,640 --> 00:06:16,440 Saying something more doesn't make that something more true. 120 00:06:16,440 --> 00:06:19,080 It just makes you look more silly. 121 00:06:19,080 --> 00:06:23,800 Now, earlier this year, I was at the Minnesota State Capitol, 122 00:06:23,800 --> 00:06:28,520 and state legislators were up there talking about the read act 123 00:06:28,520 --> 00:06:30,360 and the science of reading. 124 00:06:30,360 --> 00:06:35,200 They were squawking and squeaking like a bunch of overcaffeinated penguins 125 00:06:35,200 --> 00:06:37,520 about the three queuing systems. 126 00:06:37,520 --> 00:06:41,200 They were waving their little flipper arms in the area, 127 00:06:41,200 --> 00:06:42,640 in the air. 128 00:06:42,640 --> 00:06:44,920 They're little flipper arms waving in the air, 129 00:06:44,920 --> 00:06:49,280 and they were saying they're teaching the three queuing systems. 130 00:06:49,280 --> 00:06:52,040 They're teaching a three queuing systems. 131 00:06:52,040 --> 00:06:54,000 What about the children? 132 00:06:54,000 --> 00:06:57,600 Who is going to protect the children? 133 00:06:57,600 --> 00:07:02,800 And I've explained this before, but apparently I need to do it one more time. 134 00:07:02,800 --> 00:07:07,680 I'll try to use little words this time and go a little more slowly. 135 00:07:07,680 --> 00:07:12,120 Reading is not sounding out words. 136 00:07:12,120 --> 00:07:15,680 It's not just responding to visual stimuli 137 00:07:15,680 --> 00:07:18,600 like a trained rat in a skinner box. 138 00:07:18,600 --> 00:07:23,160 That understanding is called the simple view of reading. 139 00:07:23,160 --> 00:07:26,160 The simple view of reading is for very simple people 140 00:07:26,160 --> 00:07:30,560 who use very simple thinking to create their very simple world. 141 00:07:30,560 --> 00:07:34,480 They seek simplistic solutions to the complex problems 142 00:07:34,480 --> 00:07:37,920 because they can't understand the problem. 143 00:07:37,920 --> 00:07:41,720 But they can certainly understand a simplistic solution, 144 00:07:41,720 --> 00:07:44,920 even if that solution simply doesn't work. 145 00:07:44,920 --> 00:07:49,480 It's simple, they say, teach more phonics. 146 00:07:49,480 --> 00:07:53,080 The simple view of reading states that reading is decoding 147 00:07:53,080 --> 00:07:55,680 mixed with verbal comprehension. 148 00:07:55,680 --> 00:07:58,480 In other words, you sound out words 149 00:07:58,480 --> 00:08:02,960 and then listen to the sounding out words in your head. 150 00:08:02,960 --> 00:08:06,800 What could be more simple than that? 151 00:08:06,800 --> 00:08:10,600 It's built on the bottom-up theory of reading. 152 00:08:10,600 --> 00:08:14,720 This is a weak theory in that it leaves a great deal of data 153 00:08:14,720 --> 00:08:16,080 unaccounted for. 154 00:08:16,080 --> 00:08:19,200 And the data that can't be explained by the bottom-up theory 155 00:08:19,200 --> 00:08:22,840 of reading is just kind of ignored. 156 00:08:22,840 --> 00:08:25,320 The phonological processing model then 157 00:08:25,320 --> 00:08:29,600 is used to demonstrate how the bottom-up theory works 158 00:08:29,600 --> 00:08:31,480 in reality. 159 00:08:31,480 --> 00:08:35,800 Here, the reader encounters words on the page, 160 00:08:35,800 --> 00:08:39,000 letter clues are used to sound them out, 161 00:08:39,000 --> 00:08:42,080 and the information flows from the page, which 162 00:08:42,080 --> 00:08:44,960 is the bottom, up to the thalamus, 163 00:08:44,960 --> 00:08:48,120 the relay station in our brain, to the top, 164 00:08:48,120 --> 00:08:49,440 which is the cortex. 165 00:08:49,440 --> 00:08:53,200 It's a bottom-up theory. 166 00:08:53,200 --> 00:08:55,200 You just sound out the words. 167 00:08:55,200 --> 00:08:55,960 That's what you do. 168 00:08:55,960 --> 00:08:58,840 Just sound them out. 169 00:08:58,840 --> 00:09:00,440 And reading instruction then should 170 00:09:00,440 --> 00:09:03,480 be a bunch of sounding out word instructions. 171 00:09:03,480 --> 00:09:05,520 And if children are having trouble reading, 172 00:09:05,520 --> 00:09:07,920 it's because they haven't had enough sounding out 173 00:09:07,920 --> 00:09:09,760 word instruction. 174 00:09:09,760 --> 00:09:12,280 And if a kid doesn't know what a word is, 175 00:09:12,280 --> 00:09:14,520 you just say, sound it out. 176 00:09:14,520 --> 00:09:19,000 Sound it out, as if they hadn't thought of that before. 177 00:09:19,000 --> 00:09:22,840 The attraction of the simple view is simple answers. 178 00:09:22,840 --> 00:09:25,760 More phonics, of course. 179 00:09:25,760 --> 00:09:30,320 But reading is not sounding out words. 180 00:09:30,320 --> 00:09:35,320 That's what the ignorant penguins simply don't understand. 181 00:09:35,320 --> 00:09:39,600 They don't understand because they rely on I thinkisms 182 00:09:39,600 --> 00:09:43,680 and anecdotal evidence to understand phenomena. 183 00:09:43,680 --> 00:09:46,440 I think reading is sounding out words. 184 00:09:46,440 --> 00:09:50,200 Therefore, reading is sounding out words. 185 00:09:50,200 --> 00:09:52,360 I think there's a reading crisis. 186 00:09:52,360 --> 00:09:55,080 Therefore, there's a reading crisis. 187 00:09:55,080 --> 00:09:57,600 I think the reading crisis is caused 188 00:09:57,600 --> 00:10:01,200 by a lack of sounding out word instruction. 189 00:10:01,200 --> 00:10:03,600 Therefore, it is. 190 00:10:03,600 --> 00:10:05,480 Why do I struggle and read her? 191 00:10:05,480 --> 00:10:08,320 One of the penguins told me at the state capital, 192 00:10:08,320 --> 00:10:09,760 she couldn't read. 193 00:10:09,760 --> 00:10:12,240 Therefore, there's a reading crisis. 194 00:10:12,240 --> 00:10:14,160 My children can't read well. 195 00:10:14,160 --> 00:10:16,160 Therefore, there's a reading crisis 196 00:10:16,160 --> 00:10:19,440 in the state of Minnesota. 197 00:10:19,440 --> 00:10:22,960 A research study showed that sounding out word instruction 198 00:10:22,960 --> 00:10:25,960 showed an increase in sounding out word measures. 199 00:10:25,960 --> 00:10:28,400 Therefore, all children in Minnesota 200 00:10:28,400 --> 00:10:32,400 need lots of sounding out word instruction. 201 00:10:32,400 --> 00:10:36,000 Sounding out word instruction worked for some students. 202 00:10:36,000 --> 00:10:39,040 Therefore, sounding out word instruction 203 00:10:39,040 --> 00:10:42,480 must work for all students. 204 00:10:42,480 --> 00:10:46,560 I saw some numbers once showing there was a reading crisis. 205 00:10:46,560 --> 00:10:49,680 That the three queuing systems has been debunked. 206 00:10:49,680 --> 00:10:51,960 And that whole language doesn't work. 207 00:10:51,960 --> 00:10:54,040 Therefore, these things are true. 208 00:10:54,040 --> 00:10:58,640 They said to me, the penguins, the light 209 00:10:58,640 --> 00:11:01,120 in swimming in deep pools of ignorance, 210 00:11:01,120 --> 00:11:04,840 splashing about in utter anti-intellectualism. 211 00:11:04,840 --> 00:11:08,440 But a bit of clarification here. 212 00:11:08,440 --> 00:11:14,000 Why can't some children read the words on the page? 213 00:11:14,000 --> 00:11:17,040 And technically, we don't read words, by the way. 214 00:11:17,040 --> 00:11:22,080 We recognize them, identify them, and decode them. 215 00:11:22,080 --> 00:11:25,320 These three terms are often used interchangeably 216 00:11:25,320 --> 00:11:28,640 and incorrectly by the penguins. 217 00:11:28,640 --> 00:11:30,880 And that's what makes them penguins. 218 00:11:30,880 --> 00:11:34,080 They don't know the difference between recognizing words, 219 00:11:34,080 --> 00:11:37,320 identifying words, and decoding words. 220 00:11:37,320 --> 00:11:39,600 With the penguins, a lack of knowledge 221 00:11:39,600 --> 00:11:41,960 has never gotten in the way of their coming 222 00:11:41,960 --> 00:11:44,160 to conclusions about things. 223 00:11:44,160 --> 00:11:48,280 And two of the lead penguins are Emily Hanford and Louisa 224 00:11:48,280 --> 00:11:49,520 Maltz. 225 00:11:49,520 --> 00:11:53,760 They're out there earning lots of fish with their penguinery. 226 00:11:53,760 --> 00:11:57,000 So don't expect them to change any time soon. 227 00:11:57,000 --> 00:11:58,760 So recognizing words. 228 00:11:58,760 --> 00:12:01,560 That's what we do during the act of reading. 229 00:12:01,560 --> 00:12:05,560 When we perceive a word, it's in our lexicon, 230 00:12:05,560 --> 00:12:08,200 and we automatically know what it is. 231 00:12:08,200 --> 00:12:10,160 We recognize it. 232 00:12:10,160 --> 00:12:13,640 No process of any kind is needed. 233 00:12:13,640 --> 00:12:15,160 Identifying words. 234 00:12:15,160 --> 00:12:17,400 Sometimes we encounter a word. 235 00:12:17,400 --> 00:12:18,880 It's in our lexicon. 236 00:12:18,880 --> 00:12:21,200 That's the dictionary in your head. 237 00:12:21,200 --> 00:12:23,200 But we don't recognize it. 238 00:12:23,200 --> 00:12:25,160 We don't know what it is. 239 00:12:25,160 --> 00:12:30,160 So here we need to consciously apply some strategy 240 00:12:30,160 --> 00:12:31,960 in order to recognize it. 241 00:12:31,960 --> 00:12:34,280 We need to identify it. 242 00:12:34,280 --> 00:12:38,720 There are four word identification strategies 243 00:12:38,720 --> 00:12:42,520 that can be consciously employed to identify words. 244 00:12:42,520 --> 00:12:44,600 First, do you use context? 245 00:12:44,600 --> 00:12:48,360 What word makes sense in the context of the sentence? 246 00:12:48,360 --> 00:12:51,520 Second, you can use word parts or analogies. 247 00:12:51,520 --> 00:12:54,440 Sometimes that's called large unit phonics. 248 00:12:54,440 --> 00:12:57,280 What parts of the word do you recognize? 249 00:12:57,280 --> 00:12:59,520 Does it look like other words? 250 00:12:59,520 --> 00:13:02,200 Third, you can use morphemic analysis. 251 00:13:02,200 --> 00:13:05,280 Morpheme is a unit of meaning. 252 00:13:05,280 --> 00:13:08,360 You can look at root words, prefixes, suffixes, 253 00:13:08,360 --> 00:13:11,600 to give you clues to use in identifying that word. 254 00:13:11,600 --> 00:13:14,080 And fourth, you can use phonics. 255 00:13:14,080 --> 00:13:17,360 You can use letters and sound clues. 256 00:13:18,280 --> 00:13:21,280 Now a strategy is a cognitive operation 257 00:13:21,280 --> 00:13:24,240 that you consciously apply. 258 00:13:24,240 --> 00:13:28,760 Strategies are used to identify words. 259 00:13:28,760 --> 00:13:32,840 But over time, these strategies become autonomized. 260 00:13:32,840 --> 00:13:37,840 We teach the strategy to develop the skill. 261 00:13:37,840 --> 00:13:39,680 Word recognition is a skill. 262 00:13:39,680 --> 00:13:42,880 Word identification is a strategy. 263 00:13:42,880 --> 00:13:46,480 And decoding is when you use letters and sounds 264 00:13:46,480 --> 00:13:49,040 to identify a word. 265 00:13:49,040 --> 00:13:51,680 The alphabet is called a code. 266 00:13:51,680 --> 00:13:55,360 Each word is designated by an arrangement of letters. 267 00:13:55,360 --> 00:13:57,760 Sometimes the letters make sense. 268 00:13:57,760 --> 00:14:00,160 Other times not so much. 269 00:14:00,160 --> 00:14:05,560 To decode is to use the letters and the sounds assigned to them. 270 00:14:05,560 --> 00:14:07,640 You put a sound to each letter. 271 00:14:07,640 --> 00:14:09,240 You put the letters together. 272 00:14:09,240 --> 00:14:13,240 Then you create words by using the smashed up letter sounds. 273 00:14:13,240 --> 00:14:14,800 That's decoding. 274 00:14:14,800 --> 00:14:17,800 It's using phonics, putting sounds to letters 275 00:14:17,800 --> 00:14:20,360 and putting letters together. 276 00:14:20,360 --> 00:14:21,800 So do you read words? 277 00:14:21,800 --> 00:14:25,640 What technically you recognize, identify, and decode words? 278 00:14:26,920 --> 00:14:30,320 So let's look at the interactive theory of reading. 279 00:14:30,320 --> 00:14:32,280 As we're reading, what's in our head 280 00:14:32,280 --> 00:14:34,560 interacts with what's on the page. 281 00:14:34,560 --> 00:14:37,960 This is called the interactive theory of reading. 282 00:14:37,960 --> 00:14:42,120 This is a robust theory in that it connects a lot of data dots 283 00:14:42,120 --> 00:14:46,360 and helps us to fully understand phenomena related to reading 284 00:14:46,360 --> 00:14:49,160 and supports a broad understanding of reading. 285 00:14:49,160 --> 00:14:51,360 The neurocognitive model of reading 286 00:14:51,360 --> 00:14:55,600 is used to help us understand how this theory works in reality. 287 00:14:56,600 --> 00:14:58,440 So here's how it works. 288 00:14:58,440 --> 00:15:00,440 During the process of reading, 289 00:15:00,440 --> 00:15:04,040 our eyes perceive the squiggly shapes on the page. 290 00:15:04,040 --> 00:15:07,560 This visual information, excuse me, 291 00:15:07,560 --> 00:15:11,200 flows from the page to our visual sense organs, 292 00:15:11,200 --> 00:15:13,240 our eyes up to the thalamus, 293 00:15:13,240 --> 00:15:15,440 which is the relay center to the brain, 294 00:15:15,440 --> 00:15:17,080 but at the same time, 295 00:15:17,080 --> 00:15:22,080 information is flowing down from the cortex to the thalamus. 296 00:15:22,760 --> 00:15:23,880 As a matter of fact, 297 00:15:23,880 --> 00:15:25,760 almost 10 times more information 298 00:15:25,760 --> 00:15:29,560 is flowing from the cortex down than from the thalamus up. 299 00:15:29,560 --> 00:15:33,480 This is a two-way flow of information. 300 00:15:33,480 --> 00:15:35,840 The information on the page interacts 301 00:15:35,840 --> 00:15:38,480 with all the background information in our head 302 00:15:38,480 --> 00:15:40,480 to create meaning. 303 00:15:40,480 --> 00:15:43,120 And if we have a lot of information in our head 304 00:15:43,120 --> 00:15:44,480 about what we're reading, 305 00:15:44,480 --> 00:15:47,680 creating meaning is easy and effortless. 306 00:15:47,680 --> 00:15:50,480 If we have very little information in our head 307 00:15:50,480 --> 00:15:51,920 about what we're reading, 308 00:15:51,920 --> 00:15:55,280 creating meaning is difficult and cumbersome. 309 00:15:55,280 --> 00:15:59,360 And in the process of this information flow, 310 00:15:59,360 --> 00:16:01,920 there are three interconnected, 311 00:16:01,920 --> 00:16:04,760 interacting, interdependent systems 312 00:16:04,760 --> 00:16:07,560 used to recognize words. 313 00:16:07,560 --> 00:16:09,560 The graphophonological system, 314 00:16:09,560 --> 00:16:11,760 this is letter clues or phonics. 315 00:16:11,760 --> 00:16:13,160 The semantic system, 316 00:16:13,160 --> 00:16:14,960 this is context or meaning. 317 00:16:14,960 --> 00:16:16,840 And the syntactical system, 318 00:16:16,840 --> 00:16:20,440 which is grammar in word order. 319 00:16:20,440 --> 00:16:22,840 These are systems, 320 00:16:22,840 --> 00:16:25,800 interconnected, interacting, 321 00:16:25,800 --> 00:16:29,240 interdependent neural networks. 322 00:16:29,240 --> 00:16:30,640 They don't operate separately, 323 00:16:30,640 --> 00:16:32,440 they work together. 324 00:16:32,440 --> 00:16:35,640 And this enables our brain to work more efficiently 325 00:16:35,640 --> 00:16:38,640 than if just one were used. 326 00:16:38,640 --> 00:16:41,040 We have more thinking space available 327 00:16:41,040 --> 00:16:43,440 to focus on meaning. 328 00:16:43,440 --> 00:16:46,600 We're not just responding to letter stimuli 329 00:16:46,600 --> 00:16:48,400 like some mouse in a skinner box, 330 00:16:48,400 --> 00:16:50,160 we're creating meaning. 331 00:16:50,160 --> 00:16:53,040 That's what human beings do. 332 00:16:53,040 --> 00:16:55,200 Now, the three queuing system 333 00:16:55,200 --> 00:16:59,240 is a recognition of these three interacting systems. 334 00:16:59,240 --> 00:17:04,840 It is not a strategy that is taught. 335 00:17:04,840 --> 00:17:10,040 You don't teach children to use queuing systems. 336 00:17:10,040 --> 00:17:13,040 Instead, you include activities 337 00:17:13,040 --> 00:17:16,040 to develop all three queuing systems. 338 00:17:16,040 --> 00:17:19,040 You include maze and close activities 339 00:17:19,040 --> 00:17:21,040 to develop the semantic system. 340 00:17:21,040 --> 00:17:23,040 You include writing activities 341 00:17:23,040 --> 00:17:25,040 to develop the syntactic system. 342 00:17:25,040 --> 00:17:28,040 And you include synthetic, analytic, 343 00:17:28,040 --> 00:17:30,040 and large unit phonics to develop 344 00:17:30,040 --> 00:17:33,040 the graphophonological system. 345 00:17:33,040 --> 00:17:36,040 And here's the joy of things. 346 00:17:36,040 --> 00:17:39,040 You can use close maze and writing activities 347 00:17:39,040 --> 00:17:41,040 to teach and reinforce letter sound 348 00:17:41,040 --> 00:17:44,040 and patterns at the same time. 349 00:17:44,040 --> 00:17:47,040 It's not either or it's all. 350 00:17:47,040 --> 00:17:51,040 So, for those Minnesota state legislators 351 00:17:51,040 --> 00:17:53,040 who voted for the READ Act, 352 00:17:53,040 --> 00:17:56,040 and for those who are trying to force letters 353 00:17:56,040 --> 00:17:58,040 training on teachers 354 00:17:58,040 --> 00:18:01,040 that impose science of reading mandates on schools, 355 00:18:01,040 --> 00:18:04,040 and for the for-profit 356 00:18:04,040 --> 00:18:07,040 Grubbing International Dyslexia Association 357 00:18:07,040 --> 00:18:09,040 who think the Orton-Gillianan boondoggle 358 00:18:09,040 --> 00:18:11,040 is the answer to all reading problems, 359 00:18:11,040 --> 00:18:14,040 I would politely and respectively 360 00:18:14,040 --> 00:18:18,040 invite you to pull your heads out of your collective asses. 361 00:18:18,040 --> 00:18:20,040 What you've done, what you're doing 362 00:18:20,040 --> 00:18:25,040 is going to negatively impact the lives of real students. 363 00:18:25,040 --> 00:18:27,040 And it's already driving master teachers 364 00:18:27,040 --> 00:18:29,040 out of the classroom. 365 00:18:29,040 --> 00:18:31,040 It's going to cost millions of dollars 366 00:18:31,040 --> 00:18:33,040 and countless hours. 367 00:18:33,040 --> 00:18:35,040 And in five years, when you find out 368 00:18:35,040 --> 00:18:38,040 all this garbage doesn't work, 369 00:18:38,040 --> 00:18:40,040 just like the reading first initiative 370 00:18:40,040 --> 00:18:43,040 of the early 2000s and the back-to-the-basics movement 371 00:18:43,040 --> 00:18:46,040 of the 80s, when it doesn't work, 372 00:18:46,040 --> 00:18:48,040 you make up another crisis 373 00:18:48,040 --> 00:18:51,040 and find another shiny new for-profit object 374 00:18:51,040 --> 00:18:53,040 to beat teachers over the head with. 375 00:18:53,040 --> 00:18:56,040 So, let's be honest. 376 00:18:56,040 --> 00:18:59,040 What is the ultimate goal here? 377 00:18:59,040 --> 00:19:02,040 It's the empowerment of teachers 378 00:19:02,040 --> 00:19:06,040 and the elimination of the public education system. 379 00:19:06,040 --> 00:19:08,040 Let's be honest. 380 00:19:08,040 --> 00:19:10,040 This is the Reading Instruction Show. 381 00:19:10,040 --> 00:19:34,040 I'm your host, Dr. Andy Johnson.