Summary Teaching, Reading, and Learning: TRL Podcast- Episode 2: Interview with Dr. David Kilpatrick. (Youtube) www.youtube.com
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Dr. Kilpatrick connects behavior issues to reading difficulties, focusing on phoneme-grapheme mapping and irregular word parts while promoting a growth mindset and phonemic proficiency.
Slides
Slide Presentation (7 slides)
Key Points
- Dr. David Kilpatrick, a reading researcher, discusses the importance of phonemic proficiency in orthographic learning.
- He emphasizes the automatic nature of orthographic memory and the need for automaticity in word reading skills.
- Dr. Kilpatrick challenges traditional methods like memorizing sight words on flashcards, advocating for a more effective approach to learning words.
- He highlights the significance of phoneme-grapheme mapping and curiosity in the educational community.
- Dr. Kilpatrick acknowledges the progress in education but stresses the need for humility and critical thinking for further growth.
- The episode promotes resources provided by The Reading League for educators to enhance their knowledge and teaching practices.
Summaries
29 word summary
Reading researcher Dr. Kilpatrick links behavior issues to reading problems, emphasizing phoneme-grapheme mapping and irregular word parts. Stressing curiosity and humility, he encourages a growth mindset and phonemic proficiency.
73 word summary
Dr. David Kilpatrick, a reading researcher, discusses the link between behavior issues and reading problems. He challenges the assumption that reading is visual, emphasizing the need for phoneme-grapheme mapping and attention to irregular word parts. Kilpatrick stresses the importance of curiosity and humility in education, and encourages teachers to maintain a growth mindset. He also emphasizes the significance of phonemic proficiency in reading and encourages engagement with The Reading League's resources for educators.
132 word summary
Dr. David Kilpatrick, a psychology professor and reading researcher, discusses his 28-year career in education and the connection he noticed between behavior issues and reading problems. His work focuses on intervention-oriented assessment and the automatic nature of orthographic learning. He challenges the assumption that reading is a visual process, emphasizing the need for phoneme-grapheme mapping and drawing attention to irregular parts of words. Dr. Kilpatrick stresses the importance of curiosity and humility in the educational community, encouraging teachers to maintain a mindset of continuous growth. He also shares his current work on intervention-oriented assessment and the significance of phonemic proficiency in reading. In closing, he expresses his desire for every child to have a fair shot at becoming functional readers and encourages listeners to engage with The Reading League's resources for educators.
331 word summary
In this TRL podcast episode, Laura Stewart interviews Dr. David Kilpatrick, a psychology professor and reading researcher with 28 years of experience in schools. Dr. Kilpatrick's career in education began with a degree program for school psychology, leading him to notice a connection between behavior issues and reading problems. This sparked his interest in reading research, prompting him to explore niche areas within the field such as phonological processes, dyslexia research, dyslexia intervention, and orthographic learning.
His work focuses on intervention-oriented assessment, diagnosing learning disabilities based on research in reading, writing, and math. His emphasis on the automatic nature of orthographic learning and the need for automaticity in word reading skills has resonated with educators seeking to help children transition from conscious decoding to automatic word access.
Dr. Kilpatrick challenges the assumption that reading is a visual process, emphasizing the need for phoneme-grapheme mapping and drawing attention to irregular parts of words as important strategies for learning to read. He stresses the importance of curiosity and humility in the educational community, encouraging teachers to maintain a mindset of continuous growth and learning.
He discusses the progress made in the field of education and the challenges that hinder further growth, emphasizing the need for humility and critical thinking in the scientific approach to education. Dr. Kilpatrick also shares his current work on intervention-oriented assessment and the significance of phonemic proficiency in reading, expressing hopes for fellow researchers to pursue this concept further.
In a rapid-fire round of closing questions, Dr. Kilpatrick shares insights into his favorite teacher, favorite book, current reading material, a symbol on his desk, and his greatest hopes for today's children. He expresses his desire for every child to have a fair shot at becoming functional readers, emphasizing the potential for struggling readers to improve with proper support.
The episode concludes with a reminder of The Reading League's commitment to providing important conversations and resources for educators, encouraging listeners to engage with the organization's offerings and join their community.
438 word summary
Laura Stewart introduces the TRL podcast, featuring Dr. David Kilpatrick, a psychology professor and reading researcher with 28 years of experience in schools. The conversation covers Dr. Kilpatrick's origins, current obstacles in reading education, and the future of evidence-based reading instruction.
Dr. Kilpatrick's career in education began with a degree program for school psychology, leading him to notice a connection between behavior issues and reading problems. This sparked his interest in reading research, prompting him to explore niche areas within the field such as phonological processes, dyslexia research, dyslexia intervention, and orthographic learning.
His work focuses on intervention-oriented assessment, diagnosing learning disabilities based on research in reading, writing, and math. His emphasis on the automatic nature of orthographic learning and the need for automaticity in word reading skills has resonated with educators seeking to help children transition from conscious decoding to automatic word access.
Dr. Kilpatrick's work sheds light on the importance of phonemic proficiency in orthographic learning and the automatic nature of word reading skills. His insights have resonated with educators seeking to understand and support children's reading development.
He challenges the assumption that reading is a visual process, emphasizing the need for phoneme-grapheme mapping and drawing attention to irregular parts of words as important strategies for learning to read. He stresses the importance of curiosity and humility in the educational community, encouraging teachers to maintain a mindset of continuous growth and learning.
Dr. Kilpatrick discusses the progress made in the field of education and the challenges that hinder further growth. He emphasizes the need for humility and critical thinking in the scientific approach to education, noting that resistance to change can be a barrier to progress.
He shares his current work on intervention-oriented assessment and the significance of phonemic proficiency in reading. He explains how phonemic proficiency correlates with reading ability and discusses his hopes for fellow researchers to pursue this concept further.
In a rapid-fire round of closing questions, Dr. Kilpatrick shares insights into his favorite teacher, favorite book, current reading material, a symbol on his desk, and his greatest hopes for today's children. He expresses his desire for every child to have a fair shot at becoming functional readers, emphasizing the potential for struggling readers to improve with proper support.
The host, Laura Stewart, expresses appreciation for Dr. Kilpatrick's contributions and encourages listeners to explore resources provided by The Reading League, including their knowledge page, professional development opportunities, YouTube channel, and Facebook community.
The episode concludes with a reminder of The Reading League's commitment to providing important conversations and resources for educators, encouraging listeners to engage with the organization's offerings and join their community.
799 word summary
Laura Stewart introduces the TRL podcast, aiming to elevate important conversations in the educational community. Dr. David Kilpatrick, a professor of psychology and reading researcher, is the guest of this episode. He has 28 years of experience in schools and has authored books on reading difficulties and success. The conversation is framed around Dr. Kilpatrick's origins and early influences, current obstacles in reading education, and the future of evidence-based reading instruction.
Dr. Kilpatrick's career in education was not a conscious choice but rather a result of pursuing a degree program for school psychology. He initially focused on behavior issues and evaluations for learning problems in elementary school settings. He noticed a connection between behavior issues and reading problems, leading him to delve into reading research.
His lack of specialization in reading research led him to explore niche areas within the field, such as phonological processes, dyslexia research, dyslexia intervention, and orthographic learning. His exposure to Linnea Aries' orthographic mapping theory sparked his interest in understanding how we remember words efficiently and why that happens.
Meeting Linnea Aries at a conference and discussing her theory led Dr. Kilpatrick to realize that many researchers didn't fully understand her theory. He delved into the importance of phonemic awareness and its role in orthographic learning. His work focuses on intervention-oriented assessment, which aims to diagnose learning disabilities based on research in reading, writing, and math.
Dr. Kilpatrick's work has struck a chord with many teachers because it brings clarity to the process of orthographic mapping and advanced phonemic proficiency. His emphasis on the automatic nature of orthographic learning and the need for automaticity in word reading skills resonates with educators seeking to help children transition from conscious decoding to automatic word access.
The conversation highlights the contrast between orthographic learning and other types of learning, such as memorizing math facts or biology terms. Orthographic memory is automatic, long-lasting, and involves a huge storage of words acquired through reading. Dr. Kilpatrick emphasizes the need for automaticity in word reading skills to facilitate the transition from conscious decoding to underground automatic processing.
In conclusion, Dr. Kilpatrick's work sheds light on the importance of phonemic proficiency in orthographic learning and the automatic nature of word reading skills. His intervention-oriented assessment approach aims to diagnose learning disabilities based on research in reading, writing, and math. His insights have resonated with educators seeking to understand and support children's reading development.
Dr. David Kilpatrick discusses the issue of memorizing sight words on flashcards and its relationship to learning theory. He explains that learning theory, based on behavioral psychology, is useful for teaching children letter names and sounds, but has little to offer in terms of remembering words. Flashcards of whole words make it harder for children to learn due to the nature of orthographic learning, which takes 1 to 4 exposures as opposed to the dozens to hundreds of exposures required by paired associate learning. He emphasizes the importance of prepping children before using flashcards and accentuating the sounds in the word to make it a more effective tool.
He challenges the assumption that reading is a visual process, pointing out that visual input is different from visual storage or visual memory. He highlights the need for phoneme-grapheme mapping and drawing attention to irregular parts of words as important strategies for learning to read. He stresses the importance of curiosity and humility in the educational community, encouraging teachers to maintain a mindset of continuous growth and learning.
Dr. Kilpatrick discusses the progress made in the field of education and the challenges that hinder further growth. He acknowledges the efforts of organizations like The Reading League and others in advancing research and teaching practices. He emphasizes the need for humility and critical thinking in the scientific approach to education, noting that resistance to change can be a barrier to progress.
He shares his current work on intervention-oriented assessment and the significance of phonemic proficiency in reading. He explains how phonemic proficiency correlates with reading ability and discusses his hopes for fellow researchers to pursue this concept further.
In a rapid-fire round of closing questions, Dr. Kilpatrick shares insights into his favorite teacher, favorite book, current reading material, a symbol on his desk, and his greatest hopes for today's children. He expresses his desire for every child to have a fair shot at becoming functional readers, emphasizing the potential for struggling readers to improve with proper support.
The host, Laura Stewart, expresses appreciation for Dr. Kilpatrick's contributions and encourages listeners to explore resources provided by The Reading League, including their knowledge page, professional development opportunities, YouTube channel, and Facebook community.
The episode concludes with a reminder of The Reading League's commitment to providing important conversations and resources for educators, encouraging listeners to engage with the organization's offerings and join their community.
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Source: https://www.youtube.com/watch?v=CYdpCWD6PbA
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