Very often the text gives no or no clear answer to this question about the otherside of its statement. But then you have to help it on its feet with your ownimagination. Scruples with regard to hermeneutical defensibility or even truthwould be out of place here. First of all, it's just a matter of writing things down,looking for something worth remembering, and learning to read

he problem of reading scientific texts seems to lie in the fact that here one needsnot a short-term memory but a long-term memory in order to gain reference pointsfor distinguishing the essential from the unessential and the new from the merelyrepetitive. But one cannot remember everything. That would be memorization. Inother words, you have to be able to read highly selectively and pull out widelyinterconnected references. One must be able to understand recursions. But howdoes one learn this, if no instructions can be given; or at best aboutconspicuousness (as in the previous sentence for example “recursions”, but not“must”)?Perhaps the best method is to take notes – not excerpts, but condensedreformulations of what has been read. The re-description of what has already beendescribed leads almost automatically to the training of an attention for “frames”,for schemes of observation or even for conditions that lead to the text offeringcertain descriptions and not others. In doing so, it is useful to always consider:What is not meant, what is excluded, when something specific is asserted? Whentalking about “human rights”: What does the author distinguish his statementsfrom? From non-human rights? From human obligations? Or culturallycomparatively or historically from populations that do not know human rights andcan live with them quite well?

Another possibility is read texts on certain topics – liability fordefects in civil law, socialization theory, risk research, etc. – in parallel. Then onegradually develops a feeling for what is already known and knows the “state of theart”. New things then stand out. But you learn something that is mostly veryquickly outdated and then to unlearn again.

Diane Dragan, a mother of three dyslexic children, aged 9 to 14, has spent years pushing the Lindbergh school district in St. Louis to drop the Units of Study. She said she paid $4,500 a month for intensive tutoring, to help her children catch up on foundational skills overlooked by the curriculum.

For children stuck on a difficult word, Professor Calkins said little about sounding-out and recommended a word-guessing method, sometimes called three-cueing. This practice is one of the most controversial legacies of balanced literacy. It directs children’s attention away from the only reliable source of information for reading a word: letters.

“All of us are imperfect,” Professor Calkins said. “The last two or three years, what I’ve learned from the science of reading work has been transformational.”

For decades, Lucy Calkins has determined how millions of children learn to read. An education professor, she has been a pre-eminent leader of “balanced literacy,” a loosely defined teaching philosophy.

But systems of schooling and educational institutions–and much of online learning– are organized in ways that deny their voices matter. My role is to resist those systems and structures to reclaim the spaces of teaching and learning as voice affirming. Voice amplifying.

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out of 878 potentially relevant studies published between 1992 and 2017, only 36 directly compared reading in digital and in print and measured learning in a reliable way. (Many of the other studies zoomed in on aspects of e-reading, such as eye movements or the merits of different kinds of screens.)