Ep.94-Badass Moms and Their Teens: Adolescent Literacy Kickoff!

Send us a textThe One About…Spelling Rules with Angry Farmer Marshall Roberts Quote:“I operate on a “use the tools that work best for this kid’s profile” basis and am always looking to improve my knowledge with an open mind. I am not wedded to one particular approach, paradigm, or program, and always invite correction from evidence.” Marshall Roberts Bio:https://codereadnetwork.org/about-us/our-team/ Article:Spelling Rules or Suxhttps://merchantsofilliteracy.net/news/2024/09/spelling-rules-or-sux/ Lyn Stone episode 62:https://podcasts.apple.com/us/podcast/ep-62-speech-to-print-flaws-with-lyn-stone/id1614519794?i=1000647226191 Jan Wasowicz episode 55:https://podcasts.apple.com/us/podcast/ep-55-a-speech-to-print-approach-with-dr-jan-wasowicz/id1614519794?i=1000641794863   Support the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

Send us a textThe One About…Practical Considerations for Implementing Small Group Instruction with Nathaniel Swain Article:A Multi-Site Study of Student Experiences with Code- and Meaning-Focused Literacy in Preschool-Third Grade ClassroomsAug 2024https://www.tandfonline.com/doi/full/10.1080/10888438.2024.2388558 “The results reported here suggest that more work is needed to support teachers in differentiating both code and meaning focused instruction across preschool and early elementary years to support all children in becoming successful readers.” Nathaniel Swain Bio:Dr Nathaniel SwainTeacher, Instructional Coach, Researcher and WriterDr. Swain is passionate about language, literacy and learning, and effective and engaging teaching for all students. Senior Lecturer of Learning Sciences and Learner Engagement at La Trobe University’s School of Education In 2019, he founded a community of teachers and other educators committed to the Science of Learning: THINK FORWARD EDUCATORS. Website:https://www.nathanielswain.com/ Book:Harnessing the Science of Learninghttps://www.nathanielswain.com/hsol-book Support the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

Send us a textSupport the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

Send us a textThe One About…Will Lucy Make a Comeback? with Zach Groshell Article:New reading laws sweep the nation following Sold a StoryAt least 25 states have passed laws about how schools teach reading since APM Reports’ Sold a Story podcast was released in 2022. But proponents of the disproven ideas about reading exposed in the podcast haven’t given up. November 18, 2024 | by Christopher Peak https://www.apmreports.org/story/2024/11/18/legislators-reading-laws-sold-a-story  Zach GroshellBio: Zach Groshell, PhD is a highly distinguished teacher, instructional coach, and education consultant. Zach is based in Seattle, WA and works with schools nationwide and internationally to develop high quality instruction based on the science of how kids learn. Zach hosts the podcast, Progressively Incorrect, and is active on Twitter (@mrzachg) and his blog, educationrickshaw.com. Website:https://educationrickshaw.com/ Direct Instruction PodcastA podcast about Engelmann, Project Follow Through, and Direct Instruction (DI). Hosted by Dr. Zach Groshell. Book:Just Tell Them: The Power of Explanations and Explicit Teachinghttps://www.amazon.com/Just-Tell-Them-Explanations-Explicit/dp/103600368X   Support the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

Send us a textThe One About…Disciplinary Literacy with Joan Sedita Joan Sedita Bio:https://keystoliteracy.com/team/joan-sedita/ Article:Disciplinary Literacy: Integrating Literacy Instruction in All Subjects, Grades 6-12https://keystoliteracy.com/wp-content/uploads/2024/11/Disciplinary-Literacy-White-Paper.pdf Disciplinary Literacy: Integrating Literacy Instruction in All Subjects, Grades 6-12. (27 pages) This Keys to Literacy white paper, authored by Joan Sedita, describes disciplinary literacy – what it is, how it is different from basic reading skills and content literacy (i.e., general reading skills and strategies), and the role that content area teachers can play in helping students develop the literacy skills needed to support content learning.Support the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

Send us a textTwo for TEACHERS 🎖️ Two for PARENTS 🎖️Two for LEADERS (Principals/District Administrators) 🎖️and….Two points of important information from the research article or something newsworthy! ⭐️⭐️⭐️⭐️⭐️Takeaways for improving student outcomes 🎉🎉🎉🎉Support the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

Send us a textMisunderstandings of the Science of ReadingBy Sharon Vaughn and Nathan ClemensThe Reading League Journal Fall 2024Nathan Clemens BioProfessor and Department Chair, Department of Special EducationNATHAN CLEMENS, Ph.D. Professor and Department Chair of Special Education at the University of Texas at Austin. Dr. Clemens’ research and teaching focuses on improving instruction and intervention for students with reading difficulties or dyslexia in preschool through adolescence. More specifically, his work is aimed at improving teachers’ use of assessment data to better understand their students’ progress, and to help them align and individualize evidence-based interventions with their students’ unique learning needs in order to promote stronger outcomes. Dr. Clemens is also interested in research that seeks to better understand interventions and key practices that are effective for students with the most intensive learning difficulties. He earned a Ph.D. in school psychology from Lehigh University.Support the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

Send us a textTwo for TEACHERS 🎖️ Two for PARENTS 🎖️Two for LEADERS (Principals/District Administrators) 🎖️and….Two points of important information from the research article or something newsworthy! ⭐️⭐️⭐️⭐️⭐️Takeaways for improving student outcomes 🎉🎉🎉🎉Support the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

Send us a textThe One About…Evidence-based Answers to Questions About Decodable and Leveled Books with Dr. Devin Kearns We ask Dr. Kearns to clarify misunderstandings about “pairing” decodables with leveled books. Is there evidence to suggest that leveled books offer richer narratives and vocabulary to enhance students’ language exposure? Research Article:“Text Types and Their Relation to Efficacy in Beginning Reading Interventions”Alia Pugh, Devin M. Kearns, Elfrieda H. HiebertFirst published: 22 June 2023https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.513 Devin Kearns Bio:Devin is an associate professor of Special Education in the Department of Educational Psychology in the Neag School of Education at the University of Connecticut (UConn).  He is a research scientist for Haskins Laboratories and the Center for Behavioral Education & Research (CBER). Devin Kearns, Ph.D. is an education researcher who studies reading disabilities including dyslexia.  He designs and tests reading interventions and works with teachers and schools to implement them.https://www.devinkearns.org/ “How to Pair Decodable Texts with Leveled Books”Michele Dufresne(Sponsored blog content)https://readingrecovery.org/wp-content/uploads/2024/08/Pairing-Decodable-text-blog.pdf   Support the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

Send us a textPlease Support Our Show❤️https://www.paypal.com/donate/?hosted_button_id=88DP4YMVETHFQAdvertise with us:https://theliteracyview.com/contact/Join our Facebook Group✅https://www.facebook.com/share/g/msdoTSwSiQvbtUW9/?mibextid=qtnXGeEmail us: [email protected]’s Book Links-https://a.co/d/5bv8AdEhttps://a.co/d/50d2qWZThe One About…Teachers Need Support to Teach Reading in Grades 3-8: RAND RESEARCH REPORT What’s Missing from Teachers’ Toolkits to Support Student Reading in Grades 3-8?Findings from the RAND American Teacher Panelhttps://www.rand.org/content/dam/rand/pubs/research_reports/RRA3300/RRA3358-1/RAND_RRA3358-1.pdf Anna Shapiro is an associate policy researcher at the RAND Corporation with a focus on early childhood education and special education. Her research interests include strengthening early care and education systems, increasing access to high-quality public early learning opportunities, improving the educational experiences of children receiving special education services and children with developmental differences, and evaluations of programs and policies impacting children in PK-20. Rebecca SutherlandAssociate Director of Research at AERDFRebecca Sutherland is an experienced qualitative and quantitative researcher who’s built a career working in public education at both the state (Massachusetts) and local district (Denver Public Schools) levels, along with some stints at national ed non-profits that partner directly with districts and schools. As Director of Assessment at Reading Partners from 2014-2017 Rebecca led the measurement of student learning needs and growth.https://aerdf.org/team/rebecca-sutherland/Here are the two assessments that are validated for use with older readers through high school:ROAR (Rapid Online Assessment of Reading): modular administration, free to schools and districtsCapti Assess: explicitly designed to test reading comprehension and foundational skills of students in grades 3-12  Support the showThe Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.