Figure 1 provides one example of a structured literacy activity for decoding and spelling, a phoneme-grapheme mapping task. The teacher dictates a chain of patterned words for children to spell in a grid, one word at a time, with one phoneme (speech sound) per box. (For decoding, the teacher can write the words and have children decode them.) The chain involves a variety of single-phoneme changes in words, not just changes in the first phoneme (spelling) or grapheme (decoding).

Unfortunately, in typical literacy instruction, children often read leveled or predictable texts. These texts use many words that poor decoders cannot read, with pictures that usually encourage guessing.

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Mason shares in the tradition of an honor system that has existed in Virginia since 1842. Mason's Honor System was inaugurated in 1963 when the college was a satellite of the University of Virginia. The code is an integral part of university life. On the application for admission, students sign a statement agreeing to conform to and uphold the Honor Code. Students are responsible, therefore, for understanding the code's provisions. In the spirit of the code, a student's word is a declaration of good faith acceptable as truth in all academic matters. Cheating and attempted cheating, plagiarism, lying, and stealing in academic matters constitute Honor Code violations. To maintain an academic community according to these standards, students and faculty members must report all alleged violations to the Honor Committee.

Students are responsible for ensuring the work they are submitting is their own work. This includes checking to make sure that any information that was not their own creation is properly attributed to the original source, as well as working within the guidelines provided by the professor of the class regarding submitted work. Facilitating misconduct in the form of providing unauthorized resources, tests, or solutions for others is a violation of the honor code and will be dealt with as such. Additionally, students should request an explanation of any aspect of the professor's policies regarding the Honor Code that they do not fully understand. Students have an obligation to encourage respect among their fellow students for the provisions of the code. This includes an obligation to report violations by other students to the Honor Committee.

Another big takeaway from decades of scientific research is that, while we use our eyes to read, the starting point for reading is sound. What a child must do to become a reader is to figure out how the words she hears and knows how to say connect to letters on the page. Writing is a code humans invented to represent speech sounds. Kids have to crack that code to become readers.

What's also clear in the research is that phonics isn't enough. Children can learn to decode words without knowing what the words mean. To comprehend what they're reading, kids need a good vocabulary, too. That's why reading to kids and surrounding them with quality books is a good idea. The whole language proponents are right about that.

According to all the research, what you should see in every school is a heavy emphasis on explicit phonics instruction in the early grades. There is no evidence this turns kids off to reading or makes reading harder. In fact, it's the opposite. If you do a good job teaching phonics in the early grades, kids get off to a quicker start. "And they accelerate their progress faster and read more and like it better and so it becomes a self-reinforcing cycle," Moats said. "Whereas the converse is true. When you don't give kids insight into the code and don't arm them with insight into language, both spoken and written, what happens is, 'This is a mystery. I'm not sure I'm getting what these words really say. Therefore, I'm uncomfortable. And therefore, I don't really like it.'"

As an Asian American professor who teaches about race, I regularly find myself at the center of campus diversity programs and initiatives. I work at a public Midwestern university where approximately 90 percent of students and faculty are white. Because this lack of racial diversity is so conspicuous, my institution has sought to advance and measure its progress to racial equity for many years. I've led several of these efforts, some more effective than others: antiracist professional development, resident assistant training, campus climate surveys, Equity Scorecard, general education reform, etc. Initiatives like these can begin to dismantle institutional racism, or they can further entrench it. In any similarly-minded effort, the key factor is something called "interest convergence." be457b7860

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