The Quantum Theory of Literacy

Paper 4.

The Quantum Literacy Theory proposes that

In common with all other skills, reading skill is independent of intellectual capacity and is solely a consequence of a specific amount of successful practice, the quantum of which, in common with all other normally distributed phenomena, varies between individuals.

In the US, a Carnegie Mellon University brain imaging study reported earlier this month that if given 100 hours of appropriate remedial instruction, the brain could be ‘rewired’ to resolve reading failure. Whilst this is a fascinating finding, I have no comment to offer except that this work does seem to support the idea of a time quantum of reading practice to effect physical changes in the brain which result in a resolution of reading failure. I have evidence supporting the Quantum Theory of Literacy but none in support of any resultant changes in the brain although such changes would seem to be inevitable when a non-reader becomes a competent reader.

Since the percentage of UK pupils leaving school less than functionally literate has remained more or less constant at around 19% over the past few decades, I think it reasonable to assume that some normally distributed factor which determines the necessary quantum of experience (such as Short Term Memory effectiveness) is at work. If this is indeed the case, there would be no one specific quantum of experience but a sliding scale depending on the position of the individual child on the graph of normal distribution. My own work suggests that the scale is between 50 hours in the most extremely disadvantaged learners to about 10 hours at the other end of the spectrum of those who have failed to learn to read reflexively by age 9. The diagram below is intended only to show how the active factor might be distributed and what quantum of successful reading practice might be required to secure the necessary reflex reaction to text. This is an idealised graph only. It may be that there are other normally distributed IQ component factors, not included in either the WISC or BAS tests.

It is my hope that someone pursuing a Masters or PhD in this area would wish to examine the idea of the Quantum Theory of Literacy by studying the impact of daily doses of reading success on children with significant reading deficits and I would be happy to assist anyone pursuing such studies who should contact me at eddiecarron@btconnect.com