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The 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 6-12

https://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.

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Two 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 🎉🎉🎉🎉

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Misunderstandings of the Science of Reading
By Sharon Vaughn and Nathan Clemens

The Reading League Journal
Fall 2024

Nathan Clemens Bio
Professor and Department Chair, Department of Special Education
NATHAN 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.

Listen on: Apple Podcasts Spotify

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Two 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 🎉🎉🎉🎉

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The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

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The 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. Hiebert

First published: 22 June 2023

https://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

Listen on: Apple Podcasts Spotify

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The 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 Panel

https://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 Sutherland

Associate Director of Research at AERDF

Rebecca 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 districts

Capti Assess: explicitly designed to test reading comprehension and foundational skills of students in grades 3-12

Listen on: Apple Podcasts Spotify

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The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

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The One About…

Adolescent Literacy Solutions with Tricia Millar Part 2

Article:

“Many kids can’t read, even in high school. Is the solution teaching reading in every class?

Some high schools and states are experimenting with ways to integrate literacy instruction across all classes”

Julian Roberts-Grmela

August 14, 2024

https://hechingerreport.org/many-kids-cant-read-even-in-high-school-is-the-solution-teaching-reading-in-every-class/

Is it a high school teacher’s responsibility to teach reading skills and strategies?

Tricia Millar Bio

https://thatreadingthing.com/tricia-millar-reading-spelling/

Website:

https://thatreadingthing.com/

Listen on: Apple Podcasts Spotify

Support the show

The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

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Please Support Our Show❤️
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The One About…

Does the Science of Reading Include Middle and High School?

With James and Dianne Murphy

Article:

“Does the science of reading include middle school?” –

Tim Shanahan

January 6, 2024

https://www.shanahanonliteracy.com/blog/does-the-science-of-reading-include-middle-school

Teacher Question:

What does the science prioritize for middle level ELA instruction? Is there a point when teaching into a phonics gap for students does not have a payoff? With limited time in a middle school classroom, I am thinking about what needs to be prioritized.

Adolescent Literacy Specialists Dianne and James Murphy

Dianne Murphy is a specialist reading intervention designer and teacher trainer working in secondary schools. She is the author of Thinking Reading, a high-impact program specifically designed to meet the needs of adolescent struggling readers. She is co-author of Thinking Reading: What Every Teacher Needs to Know About Reading.

James Murphy has worked in secondary schools in New Zealand and the UK as an English teacher, Head of English and senior leader. He is Director of School Partnerships at Thinking Reading, focused on assisting schools with implementation of effective literacy strategies. He is co-author of Thinking Reading: What Every Teacher Needs to Know About Reading, and the editor of the researched Guide to Literacy.

Website: https://www.thinkingreading.com/

Listen on: Apple Podcasts Spotify

Support the show

The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.