2014-08-24 12:03 am (UTC)
*dies laughing*

I think when it comes to the psychology of learning, there's too much of an emphasis on treating outlier like a problem, or assuming there's outlier and not a spectrum. This is an Education Kinsey, I think--more people gravitate toward center on either side, and so they're invisible unless you really know what you're looking for and only the painfully obvious can really be seen yet.

I mean, I was in special ed in part of first grade because of my reading level and I was IQ tested to see if I should be there permanently. Knowing what I know now about IQ tests and what they actually test, that's interesting to me not because I came out of there with the '...oh, yeah, we were wrong and how' but because there was a legitimate reason I was in that class in the first place. I wasn't processing written language acquisition at the minimum for first grade, which is a very low bar here, and then very abruptly--and I do mean abruptly--it was fixed by no one and nothing in class. That happened a lot in my formal education and happens to this day when I learn anything.

For me, I wonder in this case not if I would have had a problem with whole word, but where it would have showed up.
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