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Reading Backwards

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The behaviors Orton first described in the ‘20s are not unique to children with dyslexia: Almost all children reverse letters when they’re first learning to read and write. “It’s so common that it’s a poor way to distinguish typical from atypical reading development,” says John Gabrieli, a neuroscientist at the Massachusetts Institute of Technology. The worrying results come just two weeks before latest data on how Wales compares with other countries around the world on literacy and numeracy is published. The OECD’s Pisa results, due out on December 5, are widely anticipated to show results from Wales - traditionally lagging behind UK counterparts and others - to fall further. Though Hays does not go into detail about his criteria for discerning the presence of the Evangelists’ intended echoes and allusions from the Old Testament, additional insight can be gleaned from his similar studies of Paul’s letters. See particularly Echoes of Scripture in the Letters of Paul (New Haven: Yale, 1989) and The Conversion of the Imagination: Paul as Interpreter of Israel’s Scripture (Grand Rapids: Eerdmans, 2005). Overall, Hays’s exegetical work confirms 'what the church’s dogmatic tradition has classically affirmed about the identity of Jesus.' And it does so in an unlikely way, by pointing the reader to the narrative reflexes of Israel’s monotheism.

Homonyms are words that share the same spelling or pronunciation, but have different meanings. Switching accept with except or complement with compliment could be disastrous, so pay attention to them. we knew—and, particularly, on the early church’s remarkable belief in Jesus as the embodiment of Israel’s God.’ - N. T. Wright Fluency is a useful skill that speeds up a child’s reading and understanding of texts. It’s also important for when they encounter irregular words, like 'of' and 'the', which can’t be sounded out. Reading skills contribute to a child's reading ability - in other words, how well they can read and understand what they're reading. There's a wide variety of reading skills that children develop and work on throughout their primary education and beyond. In contrast, Hays notes that “if Luke is the master of deft, fleeting allusion, John is the master of the carefully framed, luminous image that shines brilliantly against a dark canvas and lingers in the imagination” (78). Further, Hays notes that since John employs images more than verbal links we should read his reappropriation of the OT as “more visual than auditory” (78). Readers, therefore, should focus more on the narrative imagery of John’s stories than any clustering of verbal links with the OT.Children also need to be able to connect individual sounds to letters, so that they can then piece them all together and sound out the full word.

Not only are Jesus and the Apostles not performing retrospective hermeneutical transformations of Israel’s Scriptures, they even bear witness to the predictive character of the Scriptures they are interpreting—see, for example, Matt 2:4-6. Jesus’ statement that “Moses wrote about me” (John 5:46) seems more than an a mere invitation to a “conversion of the imagination” in our reading of the OT, but a declaration by Christ that he is actually there in the OT. Moses does not merely provide the interpretive matrix of symbols and narratives that now, when read in light of the cross and resurrection, prefigure the ministry of Jesus. In fact, Jesus’ criticism seems predicated on the notion that the OT scriptures do in fact point to Christ and a right reading would lead them to faith in Jesus.The Gospel of John reveals an “intertextual sensibility” that “is more visual than auditory” (78), since there are relatively few explicit quotations of the Old Testament but plenty of striking images recalling great themes and people from the Old Testament. In John 1:45-46, where Philip summons Nathanael to “come and see” the one who fulfills the Law and the Prophets, Hays detects an invitation to read the rest of the Gospel figurally. But the relatively better results may not be significant, the report cautions: “This may be attributable to pupils becoming more familiar with the reasoning assessments’ novel question types in their second year of use, which evidence from early trialling of these assessments suggests may be occurring. Word recognition can be an obstacle when it comes to fluency. Children need to have seen a word a number of times before they remember how to say it - the number can be even bigger for a child with dyslexia. For example, Mark is said to have a ‘low’ Christology but Hays argues that the text invites readers to search the Scriptures to answer such questions as: ‘Who is the Kyrios?’ (1.2–3); ‘Who can forgive sins but God alone?’ (2.7); ‘Who is the shepherd of Israel?’ (6.34); ‘Who walks on the sea?’ (6.45–52). The answer in each case is Israel’s God, and so while it is true that Mark is not as explicit about Jesus’ divinity as John’s Gospel he is ‘hinting that Jesus is the mysteriously embodied presence of Israel’s God’ (p. 26). Hays does not wish to neglect the many features of Mark that could imply ‘Jesus non-identity with God’ (p. 27) and concludes that we are ‘drawn into the contemplation of a paradoxical revelation that shatters our categories and exceeds our understanding’ (p. 32). He is less comfortable with Matthew since his editorial proof-texts are precisely what he wishes to challenge but he does seek to show that there are riches to discover if the wider context of the citations is explored.

The report says "younger pupils were more negatively impacted by the pandemic, whilst older pupils were better able to manage the change in learning situation.” This is an encouraging, intriguing, and stimulating book. Readers who are interested in interpretation and in learning lessons from the Bible itself about the nature of interpretation will find this a valuable companion for their reflections. This focuses on numerical facts and procedures – the numerical 'tools' that are needed to apply numeracy across a range of contexts. This assessment was introduced in the 2018/19 academic year and is the only assessment for which data is available both before and after the pandemic. Professor Hays is to be congratulated upon offering in this brief book a great deal more substantive scholarship than is provided in most books many times the length.Saying your words out loud often helps reveal the statements most likely to cause confusion among readers. If a sentence sounds clumsy when you say it to yourself, imagine what someone else might make of it. Do some rewording and make life easier for your audience.

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