The first blog post about a new paper co-authored by several literacy experts about the science of reading and education. The tile of the paper is “Lost in Translation? Challenges in Connecting Reading Science and Educational Practice” and it will be published in an issue of the journal Reading Research Quarterly (RRQ) devoted to this topic. The authors will be breaking down topics in a series of blog posts – so check back regularly!
“Education school leaders recognize how aligning teacher practice with methods backed by scientific research might start to crack the fortress of American illiteracy that many view as a crisis.”
This is a good summary of articles supporting the need to improve teacher preparation in the area of reading instruction. PC READS understands this issue and, thanks to community support, offers professional development grants to educators who want to learn more.
This essay was written by Hayden Miskinis, a 12 year old from Epping Middle School in Epping, NH. It was one of the top three winners in the middle school category of the New York Times Annual Student Editorial Contest.
“It is simply not true that there are hundreds of ways to learn to read… when it comes to reading we all have roughly the same brain that imposes the same constraints and the same learning sequence.”
— Dr. Stanislas Dehaene, Reading in the Brain (2009)
Definitely an important and worthwhile film to watch!
This article has a comprehensive list of signs for parents (or teachers) to consider if a child appears to be struggling with reading. Signs include skipping words, misreading words, and guessing at unfamiliar words.
“No one had noticed he hadn’t the slightest idea how to tackle unfamiliar words until he got to mid-second grade and his guessing strategies began to fail him.” Unfortunately, this sentence is true for too many students.
“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.”
The Utah State Board of Education published a Dyslexia Handbook in 2018. PC READS Executive Director, Elissa Aten, participated in the taskforce that drafted this important document. It is a resource for educators and parents and we encourage all to read and share it!
“In 2015, 37% of students in 12th grade were proficient or advanced in reading.”
One of our favorite reporters, Emily Hanford, is back with another insightful audio documentary about reading instruction and the continued need to ensure that the science of reading is understood by educators and put to practice in classrooms.
Too many students have been “taught” how to read using insufficient strategies or programs, such as three-cuing, MSV (meaning, structure & visual), whole language and balanced literacy.
“These poor reading habits, once ingrained at a young age, can follow kids into high school. Some kids who were taught the cueing approach never become good readers. Not because they’re incapable of learning to read well but because they were taught the strategies of struggling readers.”
The ILA and the IDA have not always seen eye-to-eye and there was particular debate over the ILA’s 2016 Research Advisory on Dyslexia (link below). So, we are happy to see that the ILA has published a brief (link below) on the importance of explicit and systematic phonics instruction.
The question of whether to include phonics instruction has been resolved.
The answer is yes. Although phonics can be taught in different ways, research supports instruction that is explicit and systematic.
We often post about the importance of using Structured Litearcy in classrooms and why we are so pleased that the Park City School District has implemented it through the use of Wilson Fundations in all K-3 classrooms. Here is a great article from the International Dyslexia Association explaining what Structured Literacy is why all schools should use it. Additional resources are included at the end of the article
On May 3rd, PC READS awarded Julie Hastings with our 2019 Elevating Literacy Award. This award was started as a way to recognize someone who has embraced the PC READS mission and is making a difference in our community. It honors an individual who has made a significant contribution towards improving the lives of students with reading disabilities, including dyslexia.
PC READS is very thankful for the PCSD Interventionists who started this program at McPolin Elementary School! And, we are proud to be supporting educators through our Professional Development Grant Program. #elevatingliteracy
Interventionist Amy Warren, featured in this article, received a PC READS grant for Wilson Level 2 Coaching Sessions and shared the following: “I am so thankful for PC READS because they help to make education accessible at every level. PC READS supports teachers by giving them opportunities for trainings and professional development and, in turn, teachers are able to use that information and experience to better serve and support their students.”