Jurnalists should not get a free pass on ignorance. This podcast describes the difference between journalists and literacy scholars.

Just because it says it’s ‘research-based’ or ‘scientifically based’ doesn’t mean that it is. Dr. Louisa Moats’ website states that, “Moats developed the landmark professional development program LETRS for teachers and reading specialists and the scientifically based LANGUAGE!” This presentation will demonstrate (a) how Moats misrepresents the results of her own research, (b) how she falsifies and distorts the research of others in her 2021 paper, and (c) how the publishers of LETRS (Lexia Learning) misrepresent the 18 research studies describes in their LETRS Efficacy Research paper.

There are travelers who have been beaten, robbed, and left on the side of the road. Why are you walking by? Stop the abuse. Stop ICE.

Psalm 119:105 Your word is a lamp to my feet and a light to my path.

Matthew 9:17 - Nor do people put new wine into old wineskins; otherwise the wineskins burst, and the wine pours out and the wineskins are ruined; but they put new wine into fresh wineskins, and both are preserved.”

Mark 2: 22 - And no one pours new wine into old wineskins. Otherwise, the wine will burst the skins, and both the wine and the wineskins will be ruined. No, they pour new wine into new wineskins.”

Luke 5:37-39 . And no one puts new wine into old wineskins; or else the new wine will burst the wineskins and be spilled, and the wineskins will be ruined. But new wine must be put into new wineskins, and both are preserved. And no one, having drunk old wine, immediately desires new; for he says, ‘The old is better.’ ”

“Ephesians 2: 3-5. But because of his great love for us, God, who is rich in mercy, made us alive with Christ even when we were dead in transgressions—it is by grace you have been saved.

Hebrews 4: 12. For the word of God is alive and active. Sharper than any double-edged sword, it penetrates even to dividing soul and spirit, joints and marrow; it judges the thoughts and attitudes of the heart.

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.”

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.