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The assumption that I had before learning about the science of reading is that it was generally the process of the brain in which words are processed to speak them out loud and overall independently read. I thought phonetics had a huge role in this as well as it understands sound spelling relationships and recognizing and manipulating sounds in spoken language. After reading, I learned that social-emotional skills play a big role in this. It integrates teaching and social emotional skills. (Brief 1, Key Idea 5)

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An assumption I had before learning about the Science of Reading and how to teach reading in general was that it was very one dimensional. While growing up and learning to read you never really thought about the minuscule details that go into teaching reading and the different avenues you have to approach this task. One small delay can set a student back so far so it is important to look at students reading from a whole.

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The assumption that I had before learning about the science of reading is that I thought it was the name of a specific program of instruction. I learned from the slides that rather it is the research behind the pedagogy.

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The assumption I have a bout the science of reading is that there is extensive but selective research being done at different ages and stages to determine how different types of readers come to be. ex How certain individuals may began reading at earlier stages of life. Ex. Studies maybe done to see what disabilities may struggle the with reading the most or why two people with the same disability may have different outlooks on reading. I think of tons of information being collected to do research.

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When I heard the term, I assumed that it was going to be like a model for teachers to follow when teaching. Which I come to find out, that is not true!

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When I think of the term the Science of Reading, I think of diving deeper in how to become an effective reader, with just focusing on one or a few aspects. I now know that many different things make up The Science of Reading and it is not subjected to just one thing.

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When I heard the term science of reading I assumed it was going to deeply address a singular component of reading. Instead it is a collection of research relating to reading and writing as a whole.

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The assumption I had before learning about the Science of reading would be that it was teaching using science techniques but now, I know that it has to do with using a multitude of sciences and research that are incorporated in reading and writing.

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With just hearing the term science of reading I just assumed it was going to one set in stone fact or study on the topic not something that was encompassed from many different fields. I was prepared for one fact that said "the science of reading is that.. "

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An assumption I had about the science of reading, that was proved to be wrong, was that the sor is only about reading. The science of reading includes issues regarding reading and writing.

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An assumption that I see most teachers have is that the science of reading is a program. This is not the case! The science of reading is research, not a program.