Diane Ravitch has posted this information, given by a USC linguistics professor, Stephen Krashen, a literacy expert.
He writes that Common Core’s excessive detail will:
(1) dictate the order of presentation of aspects of literacy
(2) encourage a direct teaching, skill-building approach to teaching.
Both of these consequences run counter to a massive amount of research and experience.
There is very good evidence from both first and second language acquisition that aspects of language and literacy are naturally acquired in a specific order that cannot be altered by instruction (C. Chomsky, 1969, The Acquisition of Syntax in Children from 5 to 10. Cambridge: MIT Press; Krashen, S. 1981, Second Language Acquisition and Second Language Learning, Pergamon Press, available at http://www.sdkrashen.com).
There is also very good evidence that we acquire language and literacy best not through direct instruction but via “comprehensible input” – for literacy, this means reading, especially reading that the reader finds truly interesting, or “compelling.” (Krashen, S. 2010.The Goodman/Smith Hypothesis, the Input Hypothesis, the Comprehension Hypothesis, and the (Even Stronger) Case for Free Voluntary Reading. In: Defying Convention, Inventing the Future in Literacy Research and Practice: Essays in Tribute to Ken and Yetta Goodman. P. Anders (Ed.) New York: Routledge. 2010. pp. 46-60. Available at http://www.sdkrashen.com)
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As has often been noted: the wonderfully informative insights about the flaws of Common Core are so important, but not nearly so important as the fact that Common Core puts into cement teaching philosophies that cannot be altered by the people using them.
There is no voice and no vote. Teachers and citizens have nothing to do with what will be decided upon to be taught. Only the central planners can alter or amend the standards. That’s the NGA/CCSSO: National Governor’s Association and Council of Chief State School Officers. Nobody else. Does that sound constitutional to you?