Claim Ownership

Author:

Subscribed: 0Played: 0
Share

Description

 Episodes
Reverse
As part of our Dyslexia Awareness Month series, listen to a previous episode with parent and advocate Liz Hembling. November 24, 2020 Liz Hembling's daughter, Mia, attended a public elementary school. Liz noticed early on that she struggled terribly learning to read. In second grade, the school placed Mia in a remedial reading group, without communicating this to Liz. When Liz expressed her concerns, she was repeatedly assured that Mia was “on grade level” and “fine.” But... she wasn’t fine.  Liz knew there was something wrong.This sent Liz on a quest to understand what's happening in the public school system. How could she create change to ensure all kids could access quality reading instruction and services? Liz joined Decoding Dyslexia Maryland and tirelessly advocates for students and families.
BONUS: Parents and Dyslexia

BONUS: Parents and Dyslexia

2022-10-0301:03:40

Today we have a special episode featuring four parents from all over the United States. One thing they have in common is that they have children with dyslexia. They are courageously sharing their stories as reading science advocates working for systemic change.  ResourcesDyslexia-specific Resources:International Dyslexia Association The Dyslexia InitiativeThese resources from the International Dyslexia Association are helpful to spread the word on social media about October as Dyslexia Awareness Month! Featuring Parents from Today’s Episode: COKID Colorado Dyslexia advocacy group  Both Sides of the Table,  Dystinct Magazine featuring Erica Kaufmann, July 2022 Behaviors Before Dyslexia, The Dyslexia Initiative, Lauren TaylorConnect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website to stay connected with Melissa and Lori. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
Dr. J. Richard Gentry, Dyslexia Expert and the “Guru of Spelling,” joins us on the podcast today to discuss dyslexia. Dyslexia is a specific learning disability, neurobiological in origin. It’s the #1 reading disability that manifests itself in a continuum. People with dyslexia have difficulty in accurate fluent reading,  spelling, and decoding abilities. Dr. Gentry shares his personal story of overcoming dyslexia, how dyslexia affects people, and how teachers can help students with dyslexia in the classroom. ResourcesDr. J. Richard Gentry’s Psychology Today Blog: Raising Readers, Writers, and Spellers Dyslexia Resources from Richard’s Psychology Today Blog: 7 Ways to Accommodate People with Dyslexia in the Classroom Recognizing Dyslexia May Prevent Low Self-Esteem and AnxietyEducators Can Help Young Children Diagnosed with Dyslexia A Guide to Early Markers of DyslexiaThese resources from the International Dyslexia Association are helpful to spread the word on social media about October as Dyslexia Awareness Month! Susan Barton Connect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website to sign up to stay connected with Melissa and Lori. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
In this coming Friday's episode we get to talk to the fabulous Richard Gentry again! This time we talk to him about dyslexia to kick off a series of episodes for Dyslexia Awareness Month. Until then, listen to our first episode with Richard Gentry about the importance of spelling!  March 4, 2022We’ve been asked about spelling and the connection to reading science more times than we can count. Today, we talk with expert J. Richard Gentry,  author of Brain Words and blog contributor to Psychology Today: Raising Readers, Writers, and Spellers (An Expert Guide for Parents).He tells us all about spelling and how it connects to our speech and language system. Moreover, he supplies teachers with practical, meaningful, science of reading-aligned strategies to teach spelling.
Virginia Delegate, Carrie Coyner, and University of Virginia Professor, Emily Solari, championed action for a bill (now a law) that put $70 million towards changing colleges of education, professional learning for educators, and curriculum and materials to align to reading science across the state of Virginia. On this podcast, they will share how they accomplished this with 100% agreement from all state representatives, regardless of political party. Resources Virginia Literacy Act Connect with usFacebook and join our Facebook Group Twitter Instagram Visit our website and stay connected with Melissa and Lori!Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
Andrew Watson, educator and author of Learning and the Brain Blog and the book The Goldilocks Map, teaches us how to become healthy skeptics. Cognitive science and literacy intersect as we are inundated with information about reading science, curricular materials, motivation strategies and more. As we learn to discern and distill information, we ask the question: Is there research to support that? There are three steps to the process of unpacking the legitimacy of research. Determine if you trust the speaker. Ask: What is the best research you know of that supports that idea? Review the study. Ask: Is this study a good proxy for my students or scenario? Look for more research! Consider: Which direction does most of the research point me? ResourcesLearning and the Brain Blog by Andrew WatsonThe Goldilocks Map by Andrew WatsonIsn’t Independent Reading a Research-Based Process? Reading Rockets /Tim ShanahanTools to determine validity of research: ConnectedPapers.comScite.aiGoogle Scholar Connect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website to subscribe to our newsletter. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
This episode with Lior Klirs connects to Ep. 124: Innovative Assessment with the Louisiana Assessment Team. If you haven't heard this one yet, definitely listen! From original episode (5/6/22)This episode is the first in a series on a really important topic: Assessment. How can we debunk the idea of ‘standards-aligned assessments’? What about ‘standards-aligned report cards’? Today’s guest teaches us that when we overfocus on the format of an assessment (i.e. the standards), we miss out on what matters most and lose track of the goal (i.e. comprehension). Comprehension is not a single construct. When we think about assessment data, there are two important questions to ask: Are the data useful? How are we preparing students for assessments? Are we confusing format with goals? The assessment data is a pathway back to the content. In case you’re wondering, here’s where the science of reading comes into play… knowledge building is a necessary and (very) important part of assessment! Related EpisodesEp. 35: Reading Assessments NEED an Upgrade! Ep. 37: Meredith Liben and Sue Pimentel on the Standards, Assessment, and Data Resources (bulleted list of resources mentioned in the podcast) Garbage In Garbage Out Beyond Multiple Choice conference agenda Jay McTighe Why the Pandemic Experts Failed (The Atlantic) What is the Data, Information, Knowledge, Wisdom (DIKW) Pyramid?  Researchers blast data analysis for teachers to help students (Hechinger Report) Why State Reading Tests Are Poor Benchmarks of Student Success by Hugh CattsEducational Redlining (Reading Groups) with Sonja Santelises Like most superintendents I cared a lot about test scores. Too much, it turns out. (Chalkbeat) Connect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website and subscribe to our newsletter. Helping educators learn about science of reading, knowledge building, and high quality curriculum. 
Louisiana is a state taking assessment to the next level. In this episode, the assessment team from the Louisiana Department of Education (LDOE) discusses Innovative Assessments. Reading comprehension is often assessed through cold reads and sometimes familiar topics. The LDOE team tells us how we can change our approach to assessment. We know comprehension is tricky to assess. Why? One word: KNOWLEDGE. Reading science tells us that knowledge is a critical piece of comprehension. Listen as the LDOE team tells how they are innovating to provide equity and respect for teachers and students through assessment. ResourcesLouisiana Guidebooks Connect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website to subscribe to our newsletter. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
Diana Leddy of the Vermont Writing Collaborative joins Melisas and Lori to talk about a topic we love: Writing. Specifically, Diana discusses a simple, easy to use tool used to support students with expository writing called The Painted Essay. The Painted Essay works because it helps students understand visually what they are writing and why they are writing it, as well as organize their thinking around a thesis statement. This structure requires students to think about what they want to say and use writing skills to say it. ResourcesThe Vermont Writing Collaborative’s Painted Essay Tool The Vermont Writing CollaborativeConnect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website to subscribe to our newsletter. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
Today Melissa and Lori talk with authors Chase Young, David Paige, and Timothy V. Rasinski, authors of the book, Artfully Teaching the Science of Reading. Teaching artfully means teaching authentically, aesthetically, and creatively. This book shares how to teach the five pillars of reading (phonemic awareness, phonics, vocabulary, fluency, and comprehension) artfully. It’s important to really know what you’re doing in order to be artful in your teaching. ResourcesArtfully Teaching the Science of Reading by Chase Young, David Paige, and Timothy V. RasinskiTeaching Reading: A Blend of Art and Science “That Sounded Good!”: Using Whole-Class Choral Reading to Improve Fluency by David Paige Chase Young’s website: Thebestclass.org Ep. 110: Baltimore Secondary Literacy Teachers Talk Fluency Ep. 116: Sonia Cabell on the Importance of Content-Rich ELA Instruction Ep. 62: Effective Fluency Instruction with Tim Rasinski What Works Clearinghouse Young, C., Durham, P., Miller, M., Rasinski, T., & Lane, F. (2019). Improving reading comprehension with readers theater. Journal of Educational Research, 112(5), 615-626.Young, C., Durham, P., Rasinski, T., Godwin, A., & Miller, M. (2021). Closing the gender gap in reading with readers theater. Journal of Educational Research, 114(5), 495-511.Just for FUN: Dropkick Murphys Connect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website to subscribe to our newsletter. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
Artfully Teaching the Science of Reading by Chase Young, David Paige, and Timothy Rasinski is a next step for educators steeped in the science. When we understand reading research and science, we can add art and creativity to the learning space. What does it mean to teach artfully? How can we creatively approach teaching aligned to science? These questions answered (and more) in this book talk. Resources Dr. Becky at Good Inside on InstagramConnect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website to subscribe to our newsletter. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
Melissa and Lori received a question from a listener about classroom objectives. The listener was grappling with the idea that she has to post objectives in her classroom, but they often don't match what reading science tells us about how we teach reading. This question requires us to rethink about "meeting an objective" at the end of a reading comprehension lesson. It's about SO MUCH MORE than classroom objectives. It's about knowledge building,  assessment, and evolving outcomes to align with current practice. Listen and learn as Melissa and Lori unpack this important question together! Connect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website to subscribe to our newsletter. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
If you loved our recent episode with Julia Lindsey about her book, Reading Above the Fray, you won't want to miss our first episode with her last year! Check it out!From Sept 10, 2021What are we aiming to accomplish in early reading instruction? Dr. Julia Lindsey asks this  as she tackles topics such as decoding, decodable texts, sound walls, and more.We discuss the role of instruction and how that pushes a child to be better instead of keeping them at the same place where they might not develop skills as an independent reader. This two-part SoR series is a must-listen for educators!
If you loved our recent episode with Julia Lindsey about her book, Reading Above the Fray, you won't want to miss our first episode with her last year! Check it out!From Sept 3, 2021What are we aiming to accomplish in early reading instruction? Dr. Julia Lindsey asks this  as she tackles topics such as decoding, decodable texts, sound walls, and more.We discuss the role of instruction and how that pushes a child to be better instead of keeping them at the same place where they might not develop skills as an independent reader. This two-part SoR series is a must-listen for educators!
Talking with Dr. Julia Lindsey is like popping into the classroom next door to chat with your best teacher friend after school. On this podcast, Julia shares what evidence says that young readers need to know to help them decode words efficiently. We discuss foundational reading skills, starting with oral language and print concepts through multisyllabic word reading. Instructional swaps take this conversation to the classroom where Julia tells us what to swap to improve instruction. Efficient and effective instruction is critical when teaching decoding. ResourcesReading Above the Fray by Dr. Julia B. Lindsey Connect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website to subscribe to our newsletter. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills is a must read for all ELA educators Pre-K through 12. Dr. Julia Lindsey outlines the essentials of how children learn to read, the principles of high-quality foundational skills instruction, essential instructional "swaps" to improve reading instruction, and more. Connect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website to subscribe to our newsletter. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
Dr. Elsa Cardenas-Hagan joins the podcast to share that reading science works for English Learners. What does it mean to use evidence-based instruction to teach English Learners? Dr. Cardenas-Hagan asserts that every language has its own history, its own culture, its own use. Language supports literacy, and literacy support language. With this cyclical understanding, she explains how to use effective strategies for ALL learners. Connect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website to subscribe to our newsletter. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
Literacy Foundations for English Learners prepares educators to enter the classroom with a full understanding of the language and literacy development of English Learners. Remember this:  What's good for English Learners is good for ALL students! In this book talk, Melissa and Lori unpack the elements of an integrated approach to vocabulary learning in content-rich instruction. They consider how word learning strategies help English Learners move toward independence and explore how content-rich vocabulary instruction builds a strong foundation for text comprehension. They bring it together by applying evidence-based vocabulary strategies to practical examples of this approach in the classroom. Connect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website to subscribe to our newsletter. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
In this episode, researcher Hugh Catts discusses his pivotal piece titled Rethinking How to Promote Reading Comprehension | American Federation of Teachers. He asserts, “Reading comprehension is thinking with a book in your hand.” There are three factors that impact reading comprehension: the reader, the text, and the activity (task or purpose). He talks with Melissa and Lori about the role knowledge plays in reading comprehension, the interaction of the knowledge the text demands vs. the knowledge a student brings to a task, and the implications of knowledge in instruction and assessment. Resources Rethinking How to Promote Reading Comprehension | American Federation of Teachers Language and Reading Research Consortium Study Listening strategies in the L2 classroom: more practice, less studyConnect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website and subscribe to our newsletter. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
The Writing Revolution authors, Judith Hochman and Natalie Wexler, share a 'revolutionary' approach to writing. The best part: It begins at the sentence level AND content knowledge drives the rigor.  Moreover, there is an overlap in reading, writing, and critical thinking.  What are the principles of The Writing Revolution?  There are six: Students need explicit instruction in writing, beginning in the early elementary grades.Sentences are the building blocks of all writing.When embedded in the content of the curriculum, writing instruction is a powerful teaching tool.The content of the curriculum drives the rigor of the writing activities.Grammar is best taught in the context of student writing.The two most important phases of the writing process are planning and revising.  ResourcesThe Writing Revolution, Not for ProfitThe Writing Revolution, The Atlantic, October 2012Writing and cognitive load theory, Natalie Wexler Connect with us!Facebook and join our Facebook Group Twitter Instagram Visit our website to subscribe to our newsletter. Helping teachers learn about science of reading, knowledge building, and high quality curriculum. 
Comments 
Download from Google Play
Download from App Store