James 1:19 says, “My dear brothers, take note of this: Everyone should be quick to listen, slow to speak, and slow to become angry, for a man’s anger does not bring about the righteous life that God desires.”

Matthew 23: 27 “Woe to you, teachers of the law and Pharisees, you hypocrites! You are like whitewashed tombs, which look beautiful on the outside but on the inside are full of the bones of the dead and everything unclean.

Hebrews 11:1: “Now faith is confidence in what we hope for and assurance about what we do not see.”

“There are six things the Lord hates, seven that are detestable to him: (a) haughty eyes, (b) a lying tongue, (c) hands that shed innocent blood, (d) a heart that devises wicked schemes, (e) feet that are quick to rush into evil, (f) a false witness who pours out lies, and (g) a man who stirs up dissension among brothers.”

Below are eight commonly misunderstood terms related to reading instruction.

• Reading.

• Word recognition.

• Word identification

• Decoding

• Strategy.

• Skill

• Systematic phonics instruction.

• A balanced approach.

This podcast explains eight commonly misunderstood terms related to reading instruction.

• Reading.

• Word recognition.

• Word identification

• Decoding

• Strategy.

• Skill

• Systematic phonics instruction.

• A balanced approach.

Below are seven big ideas that you should take from this chapter.

1. Having a body of knowledge is important in any field.

2. Disagreement followed by academic discourse enables a field to evolve.

3. Silencing opposing views results in cognitive inbreeding.

4. Academic journals are essential for disseminating new knowledge and for academic discourse within a field.

5. The process used to get scholarly articles published in an academic journal is much higher than that used to get an article published in a newspaper or magazine.

6. Having a body of knowledge that is shallow and disjointed is not optimal for academic discussions or TV interviews.

7. John Stossel does not know what an academic journal is.

Let’s review. A couple of months ago, I recorded an online interview for a dyslexia summit. I also put together and recorded a short video presentation. These were both to be shown at a dyslexia summit. I was to then attend the online summit for a live question-and-answer session. On the day of the summit, I emailed to see what time I needed to be online. It was at this point that I was told that I had been disinvited. And my disinvitation had occurred without so much as a disinviting word. It was a gentle but wordless disinvitations.

Can you imagine such a thing?

The stated reason for my wordless disinvitation was that the writing tone used on some of my digital platforms “is fairly abrasive when speaking about those in other camps in the reading world”. In a previous excerpt, I examined how the abrasiveness of one’s writing tone is determined largely by the cognitive framework held by the reader. I also said that the wordless disinvitation I received was a form of silencing. And any abrasiveness in my writing tone pales in comparison with the continued abrasion endured by teachers and professors as well as the constant attacks on Lucy Calkins, Ken Goodman, and Marie Clay.

In this excerpt, we’ll examine reading camps.

It is very hard to have a serious and substantive discussion about a topic like reading instruction with somebody whose knowledge base is shallow and disjointed. You end up in a teaching role.

The abrasiveness of a writing tone is determined largely by the cognitive framework held by the reader. A cognitive framework is the mentally constructed structures that guide individuals in interpreting the world. It becomes the lens through which the world is viewed. Much like a theory, a cognitive framework is used to explain facts and understand phenomena.

Some see my writing as abrasive and ill-informed. Others see my writing as non-abrasive and insightful. Regardless, to silence, dismiss, or disinvite somebody based on their perceived tone … is … well, it’s the Science of Reading.

This podcast describes the following:

Words - sound groups that represent things in the real world.

Buzzwords - are words used to elicit an emotional response rather than accurately transmitting information.

Propagating lexiconic locution – an overuse of academic buzzwords.

Weasel words - words are used to give the impression of something without really saying something.

Strawman argument – Creating a cartoonish or distorted version of something then arguing against the cartoon.

This podcast defines the following:

Words - sound groups that represent things in the real world.

Buzzwords - are words used to elicit an emotional response rather than accurately transmitting information.

Propagating lexiconic locution – an overuse of academic buzzwords.

Weasel words - words are used to give the impression of something without really saying something.

Strawman argument – Creating a cartoonish or distorted version of something then arguing against the cartoon.