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This is the Reading Instruction Show. I'm your happy genial host, Dr. Andy Johnson.

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The topic of today's podcast is called, or the title is called, Burning Witches,

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the Three Cueing System, Censorship, and the Literacy Inquisition.

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So, this podcast is about burning witches and inquisitions and censorship and stuff.

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But first, let's be clear about something upfront about education in general.

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The profiteers see education in terms of wealth generation. And I'm talking about

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Cambia, Lexia, Houghton, Mifflin, Harcourt, McGraw-Hill, Pearson, McMillan,

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Scholastic. These are all part of the educational industrial complex currently

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controlling education. And let's not fool ourselves. They are in charge. These are

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the profiteers. They see literacy as something that must be acquired. You must

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get it from somebody. And literacy instruction must be bought. Instructional

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materials must be paid for, you see. It's all a transaction that involves money.

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And they are the money changers in the temple of education. But progressive

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educators, meaning-based educators, don't see human beings in such a limited way.

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To us, literacy is developed. It's manifested. Literacy is learned. It's not

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bought. We don't sell literacy. We don't sell literacy instruction. It's not for sale.

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It's not a transaction. Now, the profiteers see education in much the same way as a

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slaughterhouse sees cows. They're creating products that will be consumed by the masses.

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And the masses must acquire their product for it to be consumed. And if a few cows

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are killed along the way, well, that's just the cost of doing business, isn't it?

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And if there's research that shows that cows are treated horribly in the process

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and there are better ways of getting good-tasting protein into our diets and

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that something else could be healthier, well, that uncomfortable bit of research

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is ignored or dismissed. After all, they've got billions tied up in their

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cow-killing machinery. You can't expect them to change just because something

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else might be better. They've got responsibilities, you see. They're

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responsible to their shareholders, you see. And they've got to make the

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decisions that are best for their families, you see. So on with the cow-killing and

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the educational cow-killers go on generating tremendous amounts of wealth

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while killing the literacy potential of millions. Their wealth-generating

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factories continue to crank out high-priced, one-size-fits-all, scripted

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curriculum that disproportionately impact disenfranchised populations. And the

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achievement gap, which is really an equity gap widens. However, the social

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order is maintained with the white majority in charge. And in the process,

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the voice of teachers and students are silent. And just so there is no confusion

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on this little tidbit, let me state this in the clearest possible terms.

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Wealth is being generated at the expense of our children and taxpayers. In the

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meantime, the profiteers tell the disenfranchise to pull themselves up by

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their bootstraps. And while the disenfranchise explain that they have no

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boots, much less bootstraps by wish to pull themselves up, the profiteers

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continue. They grab and they take and they manipulate and they hoard. They're

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like the rich man who ignored poor brother Lazarus by the side of the road.

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And in their Pearson publishing boardrooms, they're oblivious to the

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impact that they're having. They feed like pigs at the public trough. That's

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what they do. But the question to ask is how much wealth is enough, Lexia? How high

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is the sky they ask us? They control the machinery. Wealth is power. Wealth and

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power enable the wealthy and powerful to control the narrative sensory. They bought

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and paid for the term science and they use it relentlessly. Science. And they

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slap us in the face with it like a dead fish every time we turn around. Science,

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science, science, science of reading, reading science, research based reading,

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science. And who can argue with science? Science is objective. Science is pure.

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Science is good. It proves things. It creates certainty. It enables us to

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control the world around us. Archimedes said, give me a lever long enough and a

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fulcrum on which to place it and I shall move the world. Science. It's all about

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leverage, cause and effect. If we do A, B will occur. And if we want B, we just have

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to find the right A. It's as simple as that, don't you see? If good reading

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performance is B, we simply need to find the right A to make B occur.

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Reality is a mechanical device filled with cause, effect, phenomena. It's a

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machine with cogs and pulleys where one thing makes another thing happen.

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Everyone knows that. Although systems theory and quantum physics would have

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something to say about this. But in this mechanical world, to fix a problem, you

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just rub a little science on it. Science is our savior. Science is our God. It is

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our balm. To fix a reading problem, you just add a little science to it, like

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adding a little vanilla extract to frosting, bingo, frosting and reading.

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There is a problem, however, with the science of reading, frosting, fixing

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scenario. One of the problems is there wasn't really a reading problem to start

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with. It was all made up. The crisis in reading was a manufactured crisis created

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so that the wealthy and powerful could become more wealthy and more powerful. And

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they told us that the reading sky was falling and some people believed it. They

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believed that there was a reading problem. Reading test scores are going down,

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down, down, they said. And they trotted out colorful graphs and charts to prove

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the point. Look, they said, numbers. And everyone in the crowd went, ooh, numbers.

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They pulled data out of context to create illusions and used false conclusions

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to create a view of reality that did not replicate the reality it reported to

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represent. And then they found a media charlatan, Emily Hanford, who was willing

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to sell her soul for fame and wealth. She could not resist the temptation. And the

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evil ones said to Jesus, turn these stones into bread. And here is the big

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sticking point with the science of reading community and the profiteers

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selling their science of reading snake oil. The same scientific principles they

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ask us to apply to reading instructional methods are not applied to

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identifying problems or solutions. Again, the same scientific principles they ask

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us to apply to reading instruction. They do not apply to identify identifying

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reading problems and reading solutions. That means the idea of a reading crisis

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is not born of peer reviewed research data or valid methodology. It's not born of

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basic scientific principles. The real problem here is that there is no problem.

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The alleged problem, the cause of the alleged problem, and the solution to the

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alleged problem are all based on I think isms, perception. It's a manufactured

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crisis. The profiteers and politicians have used pseudoscience to convince the

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masses that there is a crisis and that they know both the cause and solution.

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Pseudoscience is when you start with a pre-determined belief and look only for

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data that supports your pre-determined belief. For example, because my kid can't

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read they say there's a reading crisis. Let's go find some data to support my

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preconceived idea. Because there's a reading crisis it must be caused by lack

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of phonics. Let's go find some data. I don't think we teach phonics enough. Let's

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go find some data. If we teach more phonics we'll fix the problem. Let's go

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find some data. Because phonics works for one kid it must work for all kids.

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Let's go find some data. Because there's a reading crisis teachers aren't being

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prepared correctly. Let's go find some data. But that's not science is it? Here's

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the thing about science that the science of reading community seems not to have

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grasped. You can't be just a little bit science of reading. You're either a

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science of reading or you're not. You can't be just a little bit science of

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reading or a science when it's convenient of reading or what I think of

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reading. The science of reading community is really the pseudoscience of

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reading. For evidence the profiteers and politicians and policy makers try out

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emotional stories of parents and children. I can't read the children say

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sadly and they show sad pictures with sad children with sad little tears running

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down their cheeks. And parents tell sad stories. My kid didn't learn they say

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with great emotion and that's proof that there's a problem right there. That's

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proof that what we're doing in schools doesn't work. And it's proof that you

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literacy professors with all your reason and knowledge and research and experience

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are teaching pre-service teachers the wrong things in the wrong ways. There's

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the proof right there they say. And when I ask where they say right there.

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Weren't you listening to the sad stories? There's a problem they say and we know

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the cause they say and then they get very dark like the witnesses at the

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Salem witch trials. They point their bony fingers and cry out it's balanced

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literacy. I saw them outside dancing naked in the moonlight and practicing

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their balanced literacy rituals. Burn them burn them burn them.

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Balanced literacy and the three killing systems. They're making our cows sick and

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our children illiterate and screams of horror and wails of lament. Cry out burn

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them burn them burn them. And I looked in the school window and there they were

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guessing at words. No they say burn them burn them burn them. It's the three

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killing systems and balanced literacy and whole language and whole word

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witches all of them burn them. And one says they looked at me and they gave me

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the evil eye. They had our children reading books. They were actually reading

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and enjoying themselves. Oh the horror of it all. Satanists burn them. The children

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the mothers of Liberty wail. What about the children who's going to protect the

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children. And I saw kids selecting their own books.

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Blasphemy and the children the children they were they were enjoying reading. No

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that can't be. Burn them burn them burn them. And there's the Inquisition. The

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members of the literacy Inquisition continue on their holy crusade. They're

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banning books and banning words and banning ideas. Books and words and ideas

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are dangerous things. They could enable people to think to think about things and

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to think critically. And they know we can't have any of that thinking stuff

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around here. And there's a law now in Minnesota based on the read act sponsored

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by Representative Heather Edelson. It says that I am not to teach the three

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queuing systems. I cannot say it. I cannot mention it. I cannot have it on my

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syllabus. I cannot even think about it. It's dangerous you see. It's a dangerous

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thing. What about the children who will protect the children. But it's censorship.

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What else do you call it. Suppression restriction control blotting out. If you

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can't win in the arena of ideas you suppress ideas. You censor ideas. You

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eliminate ideas. You don't permit certain words to appear. And that's what it's

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come to now in the state of Minnesota. Censorship and control. If you can't win

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your argument in an academic setting which they can't. If you can't convince

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people using reason and research you control. You silence. You threaten. You

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bully and you censor. And that's what the science of reading people are doing. In

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Minnesota as in other states like Wisconsin, Ohio, Texas. They've passed a

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law making it illegal to include things like the three queuing systems. I can't

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include that in my courses. I'll be breaking the law you see and they'll

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send the reading police into my classroom and drag me out in handcuffs. And

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here's the really really sick thing about this literacy inquisition. The

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inquisitors don't even know what the three queuing system is. Yet they have

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banned it. It's censored. It shall not appear. They've censored and banned

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something that they don't even know what is. It is not a strategy. It's not a

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method. It's not something you teach. It's not an approach. It's simply an

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understanding. A recognition that our brain uses lots of different information

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to recognize words when creating meaning with print. And that's what reading is.

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Creating meaning with print. Our brain consists of a series of neural networks

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that all work together. Our brain is not a set of Legos each working

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independently operating separately from each other. Rather there are

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interacting and interdependent systems all communicating all providing

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information about words and sentences and meeting and letter sounds during

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the reading process. This my friends is an empirical fact and empirical means it

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can be measured or observed. And how do I know? Did I read a study? Did I read a

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book? Do I listen to a famous person? Did I listen to a radio journalist? Did I

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read it in a newspaper? Did the moms for liberty tell me? Heaven forbid. I've

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spent years reading research from a wide variety of areas doing scholarly work

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writing books and articles working with kids not a couple months decades like

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many other literacy experts I've spent decades three of them. So my fine friends

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let me describe just some of the empirical evidence that informs us that

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the brain uses multiple forms of information to create meaning with

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print. It uses a system of cues or queuing systems and there are three

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prominent ones although a case could be made for others but there are three

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primary queuing systems and we've been calling this the three queuing systems

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so people know what we're talking about. However now we'll have to call it that

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which shall not be named. Spreading activation studies in 1975 Colin and

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Lufthus put forth the spreading activation theory suggesting that semantic

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information is organized by semantic distance or relatedness. Semantic means

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meaning. In other words things are organized in our brain by associations

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by how close they relate to similar things in your brain. For example when

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you hear the word cat you automatically associate it with cat things soft furry

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paws kitty pet. These things are closely related to the word cat. The neural

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pathways leading to these things are activated. These things come to mind. What

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is not activated when you hear the word cat you don't automatically think of

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short a words or CVC words or the AT phonogram. You don't think about letter

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sounds or letter patterns you think of things. Clearly we have access to

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semantic information when we see the word cat in print and yes there is

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orthographic information on the page and stored in the head but semantic

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information meaning ideas takes precedent over orthographic information.

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Orthographic refers to letter arrangements and spelling. Now the priming

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studies let's take a look at this and this is just a basic rudimentary

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explanation but Higgins and Franz back in 1977 looked at how something before is

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primed how something before primes something that comes after in a sentence.

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Something before primes something that comes after and again this is just a

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very basic overview but given a sentence the subjects would have to identify a

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missing word or they'd be asked to identify words and subjects were able

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to identify words that made sense within the sentence and that's semantic

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queuing faster than words that didn't make sense and again semantic means

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meaning. For example the cat chased a and the sentence would be followed by the

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word mouse or a similar word round. The cat chased a mouse the chat chased a

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round. I guess that's not a good example because around a round a sound no a

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pound a laugh there you go laugh. Subjects were able to identify the

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semantically correct word faster. Studying many subjects many times over time

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the differences were statistically significant. Clearly readers were using

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semantic information the semantic queuing system along with letter information

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the phonetic queuing system to recognize words to create meaning and the

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same sorts of studies were conducted with sentences that isolated syntax as

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a queuing mechanism and syntax refers to grammar and word order. The syntactical

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information primed the words that follow. Subjects were able to identify words

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relying on syntactical information quicker than words that did not and the

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differences between many people on many examples was statistically

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significant which is why studying a list of words out of context or words in

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isolation may have some value but should always be accompanied by studying

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words in the context of a sentence and it shows why these goofy dibbles tests

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in which students are asked to identify lists of nonsense words and lists of

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words out of context in 60 seconds they're timed is so absolutely kooky and

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invalid. Let's take a look at some miscue analysis work. A miscue is when what

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students say during oral reading does not match what's on the page it gives us a

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sense of reading online. The work of Stephen Cooster is incredible here

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incredibly helpful. A meaningful miscue is one that makes sense within the

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sentence instead of the dog ran the student says the dog run doesn't match

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but it still makes sense. Meaning has not been disrupted. Now in just one of

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Cooster's studies students in third grade were given a science text to read

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orally and the miscues were noted and students who had who scored higher on

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post-test reading comprehension tests had significantly more miscues. That means

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they weren't reading for accuracy for surface structure but for deep meaning

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and that's the whole purpose not that you attend to letter features but for

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deep meaning. And eye movement studies they have devices that track people's

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eye movements as they read text. They see where the eye fixates or stop which

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words they skip and how often they regress or go back and your eyes do not

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move in a straight line from left to right as you read they do not take in

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each letter they jump around like hummingbirds. Your brain only makes you think

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that you're reading in a straight line it makes it seem like you're reading in

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a straight line your brain is filling in the blanks. These studies show that eyes

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tend to skip right over words that make sense or are predictable and that's

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semantic queuing. This includes function words like of the in and as well as

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predictable words and in some instances the eyes fixate right on the

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predictable words and still inserted a meaningful miscue. Obviously information

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from the head semantic and syntactic information is being used with phonetic

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information to create meaning with print. So the big finish what does this mean

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in reading practice the three queuing systems. Include writing and sentence

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mix-up activities in your reading programs to develop student sense of

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grammar and word order. This is writing this needs not be long three to ten

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minutes a day and if you're still hung up about phonics okay include words or

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writing prompts that reinforce the letter sounds being taught. If I teach the

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letter a short a vowel sound I would have a writing prompt that says describe a

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time when you were mad mad and again clowns you don't teach the three queuing

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systems it's not an either or situation you don't teach these are activities

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that develop in the same way include simple maze or close activities which

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students have to identify a word based on information on both sides of the

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target word. These can be created on power points done quickly three to eight

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minutes and they can reinforce letter sounds or patterns. Now if those

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conducting the great literacy inquisition here in Minnesota and elsewhere

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if they would spend just a little time with literacy experts not educational

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psychologists not speech therapists not reading journalists but literacy experts

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you'd know these things if you use science science instead of pseudoscience

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you'd know some of these things but your predetermined beliefs are such that

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your beliefs determine reality rather than reality determining your beliefs.

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This has been the reading instruction show I am your host Dr. Andy Johnson.