Thank you for this thoughtful post, Terry ❤️. Clay’s literacy processing theory has been central to my work as a teacher and learner alike—whether during my years as a Reading Recovery teacher and Teacher Leader, as a classroom teacher, or now as a learning support teacher. Its unwavering focus on close observation and responsive teaching is more important than ever, especially in a learning climate where polarized debates and quick-fix solutions are becoming increasingly common. Thoughtful, flexible approaches that honor the complexity of learning are urgently needed to truly support all young readers.
Thank you, Marnie. I’m so glad this post resonated. You validate me. It says something about the power of deep collaboration on a complex pedagogical task that you and I can exchange these words.
Evidenced-based method for struggling readers has been around for a while—and it doesn’t involve a computer. I've used it with our grandkids, and reluctant readers in my high school classes. It's personal, systematic, and it works.
That's so cool, Rob! You must have great memories. Using the cueing systems is all but essential for high school kids. They've often got idiosyncratic patches of expertise where it's easier for them to get a purchase in the semantic system--basketball, maybe, or music. I've worked with my share of them in the clinic. What a great developmental stage!
We all have stories of our younger siblings making up unusual names for people because their mouths weren't yet capable of forming the correct consonants and vowels.
Thank you for this thoughtful post, Terry ❤️. Clay’s literacy processing theory has been central to my work as a teacher and learner alike—whether during my years as a Reading Recovery teacher and Teacher Leader, as a classroom teacher, or now as a learning support teacher. Its unwavering focus on close observation and responsive teaching is more important than ever, especially in a learning climate where polarized debates and quick-fix solutions are becoming increasingly common. Thoughtful, flexible approaches that honor the complexity of learning are urgently needed to truly support all young readers.
Thank you, Marnie. I’m so glad this post resonated. You validate me. It says something about the power of deep collaboration on a complex pedagogical task that you and I can exchange these words.
Evidenced-based method for struggling readers has been around for a while—and it doesn’t involve a computer. I've used it with our grandkids, and reluctant readers in my high school classes. It's personal, systematic, and it works.
That's so cool, Rob! You must have great memories. Using the cueing systems is all but essential for high school kids. They've often got idiosyncratic patches of expertise where it's easier for them to get a purchase in the semantic system--basketball, maybe, or music. I've worked with my share of them in the clinic. What a great developmental stage!
Positivity is the key. When that Aha! moment hits, celebrating the discovery and having them share it with others in their own words is essential.
We all have stories of our younger siblings making up unusual names for people because their mouths weren't yet capable of forming the correct consonants and vowels.
So true, Malcolm. My daughter’s “mook” for milk. She pronounced “Abraham Lincoln” as “Haybraham.” These are little kids for crying out loud
Yet they learn quickly with gentle guidance.
Yes. They are so smart at that age, so curious.