by Erica L. Meltzer | Jan 11, 2026 | Issues in Education
Note: I began this piece well over a year ago but held off on publishing it because… well, honestly, I’m not entirely sure. I think I sensed then that the hype surrounding AI was sufficiently intense that the points I raised here would simply be ignored. I have the impression, however, that the tide has shifted somewhat, with many educators now beginning to fully grasp what stands to be lost when so many of central components of a humanistic education are outsourced with a few keystrokes. At any rate, it’s a new year, and without a major deadline hanging over me, I’m going to give this blogging thing a try again. Here goes.
AI is part of the landscape now, everyone agrees. Pretty much every agrees also that it is necessary to adapt, and that students should be taught to use it “appropriately.” But what no one really seems to agree on is what exactly constitutes “appropriate” use. Much of the writing I have encountered regarding ChatGPT, and other Large Language Models of its ilk, is filled with vagaries and techno-clichés so similar that they all might have been generated by a chatbot itself.
Although I am sure nuanced discussions of the issue must exist somewhere, I have found only a handful of pieces whose authors are willing to “to delve” (to use a favorite ChatGPT term) into the gritty details of the issue. My sense is that much of the education world is still suffering from deer-in-the-headlights syndrome, unable to come to fully process how radically the game they are accustomed to has suddenly changed. Professors are told to adapt, but they are given very little meaningful instruction as to how. (more…)
by Erica L. Meltzer | Apr 22, 2022 | Issues in Education, Phonics, Reading (SAT & ACT), Tutor Interviews, Tutoring, Tutors
At the beginning of March, I spoke with Amy Seeley and Mike Bergin at the Tests and the Rest podcast about some of the issues involved in helping struggling teenage readers prepare for standardized tests. The interview was originally scheduled for 25 minutes, but our conversation picked up so much steam that Amy and Mike decided to keep going and turn the interview into a two-parter.
The first part aired a few weeks ago, but I’ve been so busy that I actually forgot to post it (whoops!), but now that the second part has aired, I really don’t have an excuse.
Listen to Part 1, and Part 2. (more…)
by Erica L. Meltzer | Oct 9, 2021 | Blog, Issues in Education, Phonics, Tutoring, Tutors
At the beginning of the summer, after I did my series of posts for tutors who have unexpectedly found themselves working with struggling high-school readers trying to prepare for college admissions tests, I started putting together a presentation for a webinar to address the major issues at play and demonstrate some of the exercises that can be used to help remediate such students.
Alas, my summer and the beginning of my fall got hijacked by my IELTS books, followed in rapid succession by necessary updates to my GMAT, ACT English, and ACT Reading books (followed by the IELTS again).
I’m happy to announce, however, that I finally seem to be back on track and am planning to record the webinar in the next week or so, and then people can access it at their convenience. I’m also doing my best to put together an accompanying materials pack that includes all the exercises covered. (more…)
by Erica L. Meltzer | May 9, 2021 | IELTS, Issues in Education, Tutors
Image from Andrea Piacquadio, www.pexels.com
I have a somewhat ambivalent relationship with social media. Given what I do and the nature of my audience, it’s pretty much a necessary evil, albeit one I dip in and out of depending on the demands of my other projects. For the past month or so, I’ve had a bit more free time than I’ve had in a while, and it occurred to me that perhaps I should make an attempt to revive my long-neglected Instagram account (a decision of which the algorithm unfortunately does not seem to approve). Having recently taken some steps into the world of English-language proficiency exams, I got curious and decided to explore the social-media ESL world. If nothing else, it was certainly an eye-opening experience.
I don’t have a clear sense of what proportion of my readership is made up of students living outside the United States, although my sense is that most of them attend either international schools or English-immersion programs and speak the language at a very high level. Based on some of the messages I’ve received, however, I’m aware that this is not the case for everyone.
For that reason, and because the internet has basically swallowed real life whole, I feel obligated to offer this warning: to anyone attempting to use social media to supplement their study for English proficiency exams (TOEFL or IELTS), please be extraordinary careful about whom you follow and take advice from. And if you are a tutor who works internationally, please make sure your students understand the difference between “Instagram English” and “school English.” To describe the linguistic misinformation out there as “mind-boggling” is an understatement. (more…)
by Erica L. Meltzer | Mar 13, 2020 | Blog, Issues in Education
A number of years ago, an acquaintance enlisted me to help her search Craigslist for a sublet in New York City. This is a daunting task under the best of circumstances, but in this case the difficulty was compounded by the fact that my acquaintance was not a native English speaker—in fact, she did not speak much English at all—nor was she particularly internet savvy.
As someone who had spent a fair amount of time on Craigslist looking for apartments herself, I was well-versed in the various scams that flood the site and adept at the spotting the markers for them: TOO MUCH CAPITALIZATION or too much lower case. Word salad, word soup… Or wording that just somehow seemed “off,” in some vague, undefined way.
My acquaintance, on the other hand, was entirely at sea: she would call the numbers listed and be told that the original rental no longer existed but that she could be shown other, pricier options; or that she would have to hand over exorbitant amounts of money for a deposit, and so on.
I eventually got very frustrated trying to help her. She was oblivious to clear warning signs, and she went running to look at apartment after apartment that just obviously wasn’t going to pan out. (more…)
by Erica L. Meltzer | Feb 29, 2020 | Blog, Issues in Education, Phonics
As I alluded to my previous post, the U. Wisconsin-Madison cognitive psychologist and reading specialist Mark Seidenberg has posted a rebuttal to Lucy Calkins’s manifesto “No One Gets to Own the Term ‘Science of Reading’” on his blog. For anyone interested in understanding the most recent front in the reading wars, I strongly recommend both pieces.
What I’d like to focus on here, however, are the ways in which Calkins’s discussion of phonics reveal a startlingly compromised understanding of the subject for someone of her influence and stature.
In recent years, and largely—as Seidenberg explains—in response to threats to her personal reading-instruction empire, Calkins has insisted that she really believes in the importance of systematic phonics, a claim that comes off as somewhat dubious given the obvious emphasis she places on alternate decoding methods, e.g., covering up letters, using context clues, etc. (Claude Goldenberg, the emeritus Stanford Ed School professor who helped author the recent report on Units of Study, also does a good job of showing how Calkins attempts to play to both sides of the reading debate while clearly holding tight to three-cueing methods.)
That’s obviously a problem, but I think the real question is even more fundamental: not just whether Calkins truly supports the teaching of phonics, but whether she understands what phonics is. (more…)
