@tombennett71 This is like an absurd satire of speed-reading courses which teach you to cut out subvocalisation and skim & scan your way through texts. https://t.co/jmPuQevY2l
@DavidDidau This was an interesting read, thanks. I wonder if the consistent impact of reciprocal reading is due to it instilling the habit among students of taking the initiative in making sense of texts? It’s a pretty key element of reading comprehension.
@C_Hendrick This is a really helpful and interesting thread. For invariant 2 though, I wonder if it is sometimes helpful to move forward and circle back, rather than staying stuck on one point and becoming increasingly frustrated about it?
@greg_ashman Thanks for the interesting thread. The concepts you mention are also becoming more widespread in East Asia, with an increasing focus on competency and inquiry based learning in recent years. https://t.co/9y29reUd4R
@benbeechphoto Yes, in Japan. And yes, it seems pretty common. Wife’s cousin’s family were sleeping in same room until even older. But end of Elementary school seems to be a common time for kids to move into own rooms.
@KoalaEnglish180 This time, it’s not a great illustration, to be honest. It’s not a question of degree or percentages. “That must be in play” = the speaker thinks that being in play is important. “That would be in play” = if the rules were different.
@MichaelRosenYes@Lalwendeboggart@clpe1@charliehacking Is it harder for deaf people to learn how to read?
Research shows it is harder for deaf people to learn how to read than for hearing people. They usually start as slow readers because they are unable to subvocalize. Deciphering by images or signs is significantly harder…
@UnseenJapanSite Think that we should take that EF Education ranking with a reasonably-sized pinch of salt. In 2011 EF had Japan on the same level of proficiency as Hong Kong and Switzerland, and above Spain. https://t.co/0HzEymIifv