Reading — What Is It?
The decoding of words set on page (or screen) is perhaps the most difficult widespread codified behavior we have taken on in the modern era. James Patterson Time October 24, 2016
Reading is the voluntary assimilation of artificial stimuli accepted as un-real but allowed to voluntarily prompt behavioral response.
Unless and until a child (or any “illiterate”) understands and voluntarily accepts the notion that the un-real can influence responsive behavior, he will not read. Therefore, any “teacher” who proposes a reality when and where there is none (“This is a C…”) directly confuses the child’s understanding of reality and forces a dystopian, unnatural, and debilitating “cognitive” bind. Further, to force a child to read regardless of the stage of his behavioral/operative (cognitive) development) is to create
a frustrating impedance to his operative development. Such an unwanted intrusion into the child’s natural quest for autonomy approaches a crime, particularly when he/she is “forced” to accept non-realities as real, overtly or through intimation. He/she, without the developed equipment to distinguish the two, caught in an unfathomable bind, is destined to drop out, fail, or flee, physically or through mind. What can we do…?