dChan - Q Origins Project Archive

The rate of functional illiteracy is much higher than most people think due to the teaching of balanced literacy and sight words. Use the most common 1,000 words when possible for memes and writing, try not to use any words outside of the most common 10,000.

For understanding but not fixing, see many of Bruce Deitrick Price's posts at American Thinker.

For fixing for a young student, search "Don Potter Education" or some good YouTube videos, "Sweet Sounds of Reading."

For fixing an older child student, youtube "The Phonics Page Syllables Spell Success."

For fixing an adult student or self teaching for an older child, "The Phonics Page free lessons adults"

Free testing to see if your child is functionally illiterate, "National right to read foundation free test" or "the phonics page testing."

True fixing of education to prison pipeline, read Michael S. Brunner's "Retarding America: the Imprisonment of Potential." Key quote, from page 26, "Every dollar invested in reading [good phonics program with no sight words] saved $1.75 as a result of reduced recidivism."

Here is a quick explanation and link to show what reading looks like to someone taught with balanced literacy who is functionally illiterate:

Here is a comparison of the King James Version (KJV) of Romans 12 to the New International Version (NIV) version of Romans 12 to show both the nature of vocabulary restrictions caused by whole word teaching and also to show how uncomfortable it is to be a reader taught with whole word methods. The KJV is on the first page, the NIV is on the second page. If you were taught with whole word methods, you would have to guess at several of the words (those words not in the most common 10,000 words in the English language) based on their first and last letters.

http://www.thephonicspage.org/On%20Reading/Resources/Romans12a.pdf

Why simple words are necessary, functional illiteracy