In response to the Article:
The article gave a good review of the two different types of basic reading instruction. In my current job assisting at the Charter school we use a combination of both whole and phonics based reading. This is with a 5th grade Special Ed classroom and the students are very low readers. The instruction is based on phonics. We work on the students learning long and short vowel sounds and blending the sounds in words. We use a number of activities including sight words flashcards and a game called chunks which gives the first few and last few letters on different cards and the students have to match the cards to make real words. This helps them practice sounding out the words and decoding the letters. The students due well with the phonics portions. As well as the phonics lessons we have a weekly story that we read together as a class four or five times. We listen to the story each morning, and then the students practice reading the story aloud to the teacher or in groups where they can help one another sound out words. We place advanced readers with lower readers. The blending of these two techniques works well and the students have shown considerable improvement in their reading this year. I believe that building a foundation with the phonics is the best way to introduce children to learning their letters, sound, and how to read.
In response to the Video:
I watched the video on Mapping the Brain where the researcher spoke on the correlation between brain activity and dyslexia. If this type of testing is truly effective it will be nice to see children's learning disabilities caught at a younger age and the appropriate interventions can be used to correct reading difficulties. It is amazing that only a millisecond of delay in the hearing of a sound can cause such a difficulty with reading. It makes sense as our brain's decode and analyze so quickly that any delay can cause confusion and disorder in understanding.