Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It By Mark Seidenberg

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Author: Mark Seidenberg

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In this "important and alarming" book, see why so many American students are falling behind in their reading skills while others around the world excel (New York Times).In 2011, when an international survey reported that students in Shanghai dramatically outperformed American students in reading, math, and science, President Obama declared it a "Sputnik moment": a wake-up call about the dismal state of American education. Little has changed, however, since then: over half of our children still read at a basic level and few become highly proficient. Many American children and adults are not functionally literate, with serious consequences. Poor readers are more likely to drop out of the educational system and as adults are unable to fully participate in the workforce, adequately manage their own health care, or advance their children's education.In Language at the Speed of Sight, internationally renowned cognitive scientist Mark Seidenberg reveals the underexplored science of reading, which spans cognitive science, neurobiology, and linguistics. As Seidenberg shows, the disconnect between science and education is a major factor in America's chronic underachievement. How we teach reading places many children at risk of failure, discriminates against poorer kids, and discourages even those who could have become more successful readers. Children aren't taught basic print skills because educators cling to the disproved theory that good readers guess the words in texts, a strategy that encourages skimming instead of close reading. Interventions for children with reading disabilities are delayed because parents are mistakenly told their kids will catch up if they work harder. Learning to read is more difficult for children who speak a minority dialect in the home, but that is not reflected in classroom practices. By building on science's insights, we can improve how our children read, and take real steps toward solving the inequality that illiteracy breeds.Both an expert look at our relationship with the written word and a rousing call to action, Language at the Speed of Sight is essential for parents, educators, policy makers, and all others who want to understand why so many fail to read, and how to change that.

At this time of writing, The Audiobook Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It has garnered 8 customer reviews with rating of 5 out of 5 stars. Not a bad score at all as if you round it off, it’s actually a perfect TEN already. From the looks of that rating, we can say the Audiobook is Good TO READ!

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Mark Seidenberg is quite good at what he does, which is explaining how the human brain works and how it processes written text to create meaning. He knows a great deal about the anatomy and physiology of the brain; he has conducted a great deal of research, he has learned much, and he has a talent for explaining his ideas well in writing. He is a scientist and a researcher, and his expertise is apparent throughout most of this book—specifically, the first nine chapters. When he attempts to critique education, in the final three chapters of the book, he strays from his milieu, and his argument goes wildly awry.As early as the first chapter, Seidenberg hints at some sort of agenda—he asserts that there is “a profound disconnection between the science of reading and educational practice” (p. 9), he maligns Vygotsy, argues that educators lack “scientific literacy” (p. 11), and compares the National Council of Teachers of English (NCTE) to Scientologists (p. 12). Then, after eight additional chapters of some excellent science (although he overdoes it a bit in his chapters on dyslexia), he seems to abandon his commitment to science in favor of a mostly unsubstantiated rant against the teaching profession and—more specifically—teacher education institutions.In Chapter 11, entitled “The Two Cultures of Science and Education,” Seidenberg makes a number of damning and wide-ranging claims, such as “a major factor contributing to our national underachievement in reading is the culture of education” (p. 248)—as he again maligns the NCTE—and “pedagogy is an academic island, cut off from other disciplines and well defended against incursions” (p. 249). Then, after confessing that he possesses a “nonexpert eye” with regard to teacher training (p. 251) and that he possesses “no direct experience with” teacher education (p. 253), he launches what amounts to a crusade for the return to a blindly positivistic approach to training teachers. He valorizes the transmission of knowledge over the construction of knowledge. And while he successfully debunks the regrettable whole-language movement in favor of phonics instruction (with which I wholeheartedly agree), much of his dissatisfaction with the current model of teacher education—which is admittedly imperfect—seems to rest on an ideological rather than a scientific foundation.Seidenberg’s attempts, in the final chapter, to offer helpful strategies for reforming teacher education ring hollow, mainly because he has sabotaged his own stated desire to build bridges between the two cultures of science and education. Even in the final pages of the book, he cannot resist the urge to mock current teaching strategies such as 3-cueing systems.Professor Seidenberg’s science and research are exquisite. I just wish he’d applied the same rigor to analyzing teacher education as he did to reading and the brain.

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PDF Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It with FREE EASY Reading Download Now!

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