A proposed presentation for SXSW EDU 2021 Vote for it at https://panelpicker.sxsw.com/vote/109515 Reading enriches childhood. Learning to read by EAR (Engaged Aided Reading) can precipitate the benefits of volitional or autonomous reading while also reducing the stressors of reading instruction. Learning to read by EAR can increase proficiency rates in classrooms and transform Early Childhood Education. I want educators to learn what EAR is, how to use it in the classroom, how to promote it at home, and how easy it is to implement with or without technology. #neuroscience #typography #edtech LEARNING OBJECTIVES 1. Engage Each Element of Type. To demonstrate how design, practice, and typography can easily increase fluency with written words 2. Specific Fluency. To define what Word Specific Fluency is (also called Rapid Automatized Naming—RAN), and how design and practice can leverage it 3. A New Approach to Leveled Readings. Imagine how Specific Fluency, Engage Each Element, and Aided Reading can take differentiation to a whole new level Vote for it at https://panelpicker.sxsw.com/vote/109515

1. Learning
Sight Words
by EAR
the Neuroscience of Word Recognition
@rfugal
facebook.com/assisted.immersion

2. “If you’re going to innovate, you have to
understand the value of what you’re replacing.”
— Steve Krug

3. Learning Sight Words by EAR
is an alternative or supplement to
Phonemic Decoding (Phonics)
Phonemic Decoding is a scaffold.
It’s a useful scaffold, but it is not reading.
For the fluent reader, 99.99…% of words read are Sight Words

4. There are three parts to phonemic decoding:
1. Deconstruction
(e.g. identifying the three letters of cat, C–A–T),
2. Phoneme Assignment
(e.g. C=/k/, A=/æ/, T=/t/),
3. and Phoneme Blending.

5. EMPATHY
Try to View Type Through the Lens of a Novice
Without deconstruction
태권도
is simply strange and nebulous black doodles
on a white page.

6. 태권도
Step 1 — Deconstruction (Engage Each Element)
ㅌ ㅐ ㄱ ㅜ ㅓ ㄴ ㄷ ㅗ
Step 2 — Phoneme Assignment
ㄷ says d as in doll
ㅐ says ɛ as in bella, but sometimes ɛː as in rays
ㅗ says o as in core
ㅓ says ʌ as in mud, but sometimes əː as in pearl
ㅜ says w as in wall, but sometimes it’s written ㅗ,
and can sometimes be pronounced we
Working from memory, phoneme–grapheme mapping
is often incomplete:
ㄱ says ?
ㄴ says ?
ㅌ says ?

7. EMPATHY
태권도
Step 3 — Say What!?
ㅌ … ㅐ … ㄱ … ㅜ … ㅓ … ㄴ … ㄷ … ㅗ

8. The alternative,
태권도 by EAR
Step 1 — Aided Reading
Ask an aide to say the word.
Step 2 — Engage Each Element of the Type
Deconstruct each letter
ㅌ ㅐ ㄱ ㅜ ㅓ ㄴ ㄷ ㅗ
Step 3 — Practice Reading
Repeat the word … Taekwondo
Engaged Aided Reading

9. Getting to Fluency

10. The theory is
Engagement
is the secret sauce
that makes
phonemic decoding instruction
so valuable in
developing fluency

11. Phoneme Assignment
and Phoneme Blending
are simply a Scaffold—
the Aide.
Engagement
is the secret sauce

12. There are three parts to phonemic decoding:
1. Deconstruction
(e.g. identifying the three letters of cat, C–A–T),
2. Phoneme Assignment
(e.g. C=/k/, A=/æ/, T=/t/),
3. and Phoneme Blending.
Engagement
Aide

13. glossary

14. Phonemes
— alphabetic sounds like 'ah'-'bh'-'kh'
Phonemic Awareness
— awareness that spoken words are composed of blended phonemes
Phonemic Decoding
— to 'sound out' words
All children learn to reproduce blended phonemes when
they learn to speak—without any phonemic awareness.

15. Children are capable of learning to read without
Phonemic Awareness
Written words are made up of visual elements
It is ironicthat phoneme manipulation is thought by so many
to be an essential foundation of reading written words while
spoken words are recognized and reproduced
Phonemes.without any thought for
the very elements of their construction—

16. @rfugal
facebook.com/assisted.immersion
I want to present my research at
SXSW EDU
@ Austin, TX
March 5–8, 2018
vote at panelpicker.sxsw.com/vote/