Building on ' CHILD'S FAULT' from ' causes and contributing factors', this module's first segment provides the starting point for appreciating the “ SHAME” that struggling readers experience.Cognitive learning theory in the classroom next, “ the power of shame” discusses shame's painful life-long and often life-distorting effects. The next three segments explore the “ public shame” of the classroom; the “ fear of shame” felt by children as they anticipate being asked to read out loud in classrooms, and how both drive the “ secret shame” that causes children to hide their reading difficulties from parents, teachers, and peers.Cognitive learning theory in the classroom “ emotionally learning disabling” and “ avoidance” build on the previous segments and show how powerfully behavior-determining and learning-disabling shame avoidance can be.Cognitive learning theory in the classroom finally, “ cognitively learning disabling” begins our discussion of the ‘downward spiral of shame’ (another future module) and describes how shame disrupts, distracts, and chokes the cognitive processing that is necessary for learning to read in the first place.Cognitive learning theory in the classroom

Dr. Donald nathanson: “like most scholars, until awakened by the “children of the code” project, I took reading as much for granted as eating and drinking.Cognitive learning theory in the classroom very few of us have paid sufficient attention to the specific emotions triggered in children as they begin to read. Yet any impediment to mastery of the confusing code that connects spoken and written english must trigger shame, the emotion that stops all useful thought.Cognitive learning theory in the classroom so painful does shame become in the public arena of the schoolroom that our children swiftly divide into two streams and two futures purely on the basis of their response to the shame that accompanies the struggle to learn our written language.Cognitive learning theory in the classroom

Understanding the code and its history is essential to understanding the " CONFUSION' involved in learning to read it today. The " power of writing" begins our journey into the profound cognitive and institutional consequences of becoming code users (writers and readers).Cognitive learning theory in the classroom next, " the alphabet's big bang" and " grecian formulas" explore the origin of the alphabet and it's unparalleled effects on the minds and institutions that gave rise to western civilization (future segments will address oral cultures and pre-alphabetic writing systems).Cognitive learning theory in the classroom in " lend me your ears" we introduce the initial relationships between letters and sounds (critical background for future segments on how the code became so complex).Cognitive learning theory in the classroom and, in the " code of da vinci" we present the code as both the 'DNA of science' and the 'media that enabled the renaissance'. Finally, we review the " spread, rise, and fall of literacy" which sets the stage for "A brief history of the code - part 2: ye first millennium bug".Cognitive learning theory in the classroom

"Once we start writing, we are able to then reflect back upon what we have written, and we enter into this kind of recursive relation to our own written signs.Cognitive learning theory in the classroom and, so, only then, a certain degree or experience of self-reflection that we now sort of take for granted, comes into being." – david abram, philosopher and ecologist, author: the spell of the sensuous.Cognitive learning theory in the classroom

Though readinessand readiness differentiated instruction reduce the difficulty, working through the code's confusing letter-sound relationships is what most challenges the brains of most struggling readers.Cognitive learning theory in the classroom there is a direct and causal relationship between the confusion in the code and the 'stutters' heard in the voice of a struggling reader. Obviously, understanding this confusion is critical to understanding the challenges involved in learning to read.Cognitive learning theory in the classroom as importantly, understanding how the code became so confused is critical to reframing the experience of struggling readers. The more we understand the accidents and negligence that led to the confusion in the english code the more it becomes obvious that it is absurdly negligent to blame and shamechildren for their struggle with it. - latin roots – the clergy begin to write english using the letters/sounds of latin - french rules – french displaces english as the official language of england - the king’s english – henry V resurrects english writing - the chancery scribes – the king's scribes forge the roots of modern english - the roots of confusion – how written english became such a mess. - the great vowel shift – major shifts in pronunciation add further confusion - casting spells - the printing press standardizes the unstable writing system ...In greek, or latin, for example, once you could view the letters, you could read...Cognitive learning theory in the classroom there was almost a perfect match... Dr. Guy deutscher, author: the unfolding of language: an evolutionary tour of mankind's greatest invention

cognitive learning theory in the classroom

For every child and adult who struggles and for all of us as a society, ’reading problems are always a consequence of ‘learning problems’. Improving the learning trajectories of children (and adults) who struggle with reading requires an orientation shift in how parents and teachers think about learning and the challenges involved in learning to read. "The problem is our society's lack of insight into what is involved in acquiring literacy." -dr.Cognitive learning theory in the classroom louisa moats, reading scientist, sopris west "we need to reconceptualize what it means to learn to read and who’s responsible for its success if we’re going to deal with the problem." - dr.Cognitive learning theory in the classroom grover whitehurst, former director of the institute of education sciences, U.S. Department of education

Reading is an unnaturally confusing challenge to our brains.Cognitive learning theory in the classroom it takes a lot of (early life learning) brain exercise for a brain to be ready for the challenges involved in learning to read. Depending on how well instruction meets brain readiness, children follow one of two paths: the upward spiraling of matthew effects or the downward spiral of confusion and shame.Cognitive learning theory in the classroom

We need to boost brain readiness, reduce extraneous ambiguity, and reframe the emotional experience to minimize learner's propensity to blame themselves and trigger shame. We need to engage learners in ever more frequent, complex and rapid turn-taking dialogue.Cognitive learning theory in the classroom we need to learn to isolate, vivify and give feedback on the real-time edge of learning. We need to be very careful to minimizeour contributions to the shame struggling learners feel. "So painful does shame become in the public arena of the schoolroom that our children swiftly divide into two streams and two futures purely on the basis of their response to the shame that accompanies the struggle to learn our written language." - donald L.Cognitive learning theory in the classroom nathanson, M.D. Clinical professor of psychiatry, jefferson medical college, author: shame and pride and knowing feeling "children are developing a pre-conscious aversion to the feel of confusion and a pre-conscious aversion to the feel of confusion decapitates learning" - children of the code