Podcasts about balanced literacy

Welcome to our National Literacy Month series of podcasts, presented in partnership between the Be Podcast Network and Reading Is Fundamental (RIF).How schools have turned off millions of kids from loving reading. “We escaped a train wreck because of my son”Balanced Literacy 3-cueing. Explicit and systematic way to sound out words. Kenneth Goodman - founder of whole language, which is what balanced literacy is based on. Observational study on how children learn to read. National Reading Panel - convened by congress in late 1990s. Emily Hanford - Sold a Story PodcastWhy don't we have computers teaching our kids to read. Kids just press buttons.Teaching a child to read is remarkably easyTeaching a child who has been taught incorrectly to read is not easy. Samuel Orton - Orton Gillingham method of teaching reading. Is it the child, or is it us? Phonemic awareness is not an inheritable trait, it's a skill that can be taught. Do you teach or let the child discover on their own? Teach the basic skillsSteps To ReadingPlease add your bio here: Today, Irene Daria is a cognitive developmental psychologist and reading tutor to the stars, including the children of Kate Winslet, Tom Brady and Cate Blanchett. At the time of this story, she was a graduate student and "just" a mom thrilled that her son had been accepted to one of the most esteemed schools in Manhattan. Sure that he was on the path to a venerable education, she did not listen when her 5-year-old told her that he-like millions of other children-was not being taught how to read in school.An entire, very painful school year passed before Eric got her to realize he was right. Follow along as Daria begins a perplexing but ultimately empowering journey to save his academic life. She finds herself pitted against well-intentioned teachers and administrators she would have loved to trust if only they weren't so misinformed. The more Daria tries to get the school to see that it-like tens of thousands of other schools across the country is teaching reading all wrong, the more the school insists there is something wrong with her child and not with its teaching.Although / Didn't Believe Him is about a disturbing topic, it is a joy to read. Its pages overflow with the tenderness and love a mother has for her child and the trust a child has that his mother will make everything right. In addition to sharing her personal story, Daria takes you behind closed doors at a top-rated school to witness how flawed teaching methods are causing millions of kids to struggle with reading. You will see how a child's struggles in school affect the entire family. In an entertaining who-dun-it way, you will learn about the horrifying history of reading instruction in our country and the absurd way reading is currently being taught in many schools.In the end, simply by going on this life-altering journey with Daria and her son, you will learn how to teach a child to read and will be empowered to set any child on the path to becoming a proficient reader. We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

186: Jolene Rosploch was a committed balanced literacy teacher. When Schools Cubed arrived to help her school improve literacy outcomes, Jolene was skeptical. Listen to find out what led her to embrace the science of reading.Click here for the show notes from this episode.FREE Science of Reading Webinar Series Sept 15: Debunking Common Myths in Reading Instruction Sept 16: Simple Ways to Implement the Science of Reading Sept 17: How to Use the Science of Reading to Close the Gap for Struggling Readers Click here to register for 1, 2, or all 3 workshops. Get my book, Reach All Readers! Looking for printable resources that align with the science of reading? Click here to learn more about our popular and affordable membership for PreK through 3rd grade educators.Connect with Anna here! Blog Instagram Facebook Twitter (X)

Join us for an eye-opening conversation with Dr. Irene Daria, a developmental psychologist and author who shares her transformative journey from journalism to becoming a fierce advocate for phonics-based education. Through her latest book, "I Didn't Believe Him," Dr. Daria sheds light on the shortcomings of current reading instruction methods and the emotional toll it takes on children and their families. Learn how her son's struggles with reading led her to uncover the critical flaws in the "balanced literacy" approach, and why systematic phonics instruction is essential for helping millions of struggling readers. Ever wondered why your child's school isn't teaching them to read properly? Dr. Daria recounts her personal experience, revealing the deep frustrations and realizations that come with recognizing the inefficacy of popular educational methods. Discover the historical context behind reading instruction, from early phonics to Horace Mann's whole-word approach, and understand why many children are mislabeled as learning disabled when the real issue lies in how they're being taught. This episode underscores the importance of trusting your parental instincts and advocating for more effective educational practices. Empower yourself with insights into the ongoing debates and legislative changes advocating for the science of reading. Dr. Daria discusses the pivotal role of parental advocacy and community support in transforming reading education. Whether you're a parent, educator, or simply passionate about literacy, this episode offers valuable knowledge and encouragement to ensure children receive the best possible start in reading. Don't miss the chance to learn from Dr. Daria's expertise and become a more informed advocate for your child's education. References: Steps to Reading Website I Didn't Believe Him by Dr. Irene Daria  Steps to Reading Book 1: Short Vowels Steps to Reading Book 2: Blends Steps to Reading Book 3: Diagrams Steps to Reading Book 4: Long Vowels Sold A Story Podcast *Please note that some of the links included in this article are Amazon affiliate links. CONNECT with US Join the Private Facebook Group  Connect and follow along with Janae's Journey on Instagram @janae.daniels Learn more about School to Homeschool

The latest episode of the Better Learning Podcast, hosted by Kevin Stoller, dives deep into the science of reading and the transformative shift in teaching methods. The conversation revolves around the history of reading instruction, highlighting the pitfalls of the balanced literacy approach and the crucial role of phonics and decoding skills. A significant theme in this episode is the need for urgent change in literacy instruction, driven by solid evidence and the success of structured literacy approaches. The discussion also touches on the hurdles educators face when implementing new methods, often met with resistance from established systems and publishing companies.   Takeaways The dominant teaching method of balanced literacy has not been effective in teaching children to read. Phonics and decoding skills are crucial for reading success. Implementing change in the education system can be challenging due to various factors, including financial interests and resistance to change. Open and compassionate discussions are essential for moving the field of literacy forward. The shift from balanced literacy to structured literacy has been driven by the need for evidence-based practices and improved student outcomes. Professional development is crucial for teachers to effectively implement structured literacy instruction. Parents play a vital role in advocating for their children's literacy education and should trust their instincts if they feel something is not right. There is a need for urgency in improving literacy instruction and trying new approaches to meet the needs of all students.   Faith Borkowsky, the founder of High Five Literacy, LLC, is an internationally respected and sought-after literacy consultant, certified dyslexia practitioner, and award-winning author and speaker. She has over thirty-five years of experience in literacy instruction - as a classroom teacher, reading and learning specialist, regional literacy coach, administrator, and private tutor. Judy Boksner has over 25 years of New York City Education experience as an educator, classroom teacher, coach, and reading specialist. Judy works with teachers and children all throughout areas in Brooklyn, the Bronx, and Greenwich Ct. She has extensive training in evidence-based methodologies such as Orton Gillingham, Wilson's Fundations, and The Hochman Method, also known as The Writing Revolution.     Sound Bites to Ponder:   "We got it wrong in a lot of ways." "Good readers could read words in isolation." "It was a curriculum disability rather than a learning disability." "A lot of kids weren't making the progress that they needed, even with one-on-one instruction." "The easy conversations where everybody's in a silo talking about the same thing, agreeing with each other every single time saying, yeah, you're right, you're right. Those aren't the kind of conversations that are actually going to shift the needle." "When you are teaching in those upper grades, you just can't understand why kids are coming up to you not reading."     Follow on Faith Borkowsky on Social Media: LinkedIn: https://www.linkedin.com/in/faithborkowsky/   Follow on Judy Boksner on Social Media: LinkedIn: https://www.linkedin.com/in/judy-boksner-478b5118/     Learn more about creating better learning environments at www.Kay-Twelve.com. Kevin Stoller is the host of the Better Learning Podcast and Co-Founder of Kay-Twelve, a national leader for educational furniture. Find out more about Kevin at https://www.linkedin.com/in/kevinstoller/. For more episodes of the Better Learning Podcast, visit https://www.betterlearningpodcast.com/     Episode 190 of the Better Learning Podcast Kevin Stoller is the host of the Better Learning Podcast and Co-Founder of Kay-Twelve, a national leader for educational furniture. Learn more about creating better learning environments at www.Kay-Twelve.com.     For more information on our partners: Association for Learning Environments (A4LE) - https://www.a4le.org/ Education Leaders' Organization - https://www.ed-leaders.org/ Second Class Foundation - https://secondclassfoundation.org/ EDmarket - https://www.edmarket.org/ Catapult @ Penn GSE - https://catapult.gse.upenn.edu/  

Out with Reading Recovery; in with structured literacy. There's a big change coming for New Zealand's young readers 

Emily Hanford is back with Episode 10 of Sold a Story. I wanted to take some time to listen to this one several times and think about it before responding, because it addresses some very serious challenges in the literacy wars. Some people who were confronted by the failings of Balanced Literacy — the highly … Continue reading "135 – Sold A Story Episode 10"

Dr. Teddy Roop, Associate Professor at Emporia State University,  defines the Science of Reading and explains how it is different from Balanced Literacy or whole language methods. She describes how the 5 pillars are critical to effectively teach students HOW to read. Listen to this episode to deepen your understanding and application of evidence-based literacy strategies.

If you've been teaching literacy for a while, you know all about the balanced literacy approach to teaching reading. However, you also know that the approach is outdated and not effective in teaching students how to read. And no one knows this more than my guest, Anna Geiger. A former balanced literacy teacher herself, Anna eventually found her way to the science of reading. In today's episode, she is sharing her journey and why she believes in a structured literacy approach to reading. Pre-order Anna's book, Reach All Readers, here!Sign up for my FREE private podcast, the Confident Writer Systems Series, here!Join us in the Stellar Literacy Collective Membership: stellarteacher.com/join Check out my Free Literacy Workshop, The Time Crunch Cure: Create a Literacy Block That Fits it All In and Achieves MoreTo check out all of the resources from this episode, head to the show notes: https://www.stellarteacher.com/episode187Mentioned in this episode:Sign up for my FREE 5-day revision email series at stellarteacher.com/revise

In this episode, Tudor speaks with Emily Hanford, senior education correspondent at American Public Media, about the challenges in teaching children to read. Hanford discusses the ineffective strategies being used in schools, the historical debate over phonics instruction, and the complexity of the English language. She emphasizes the importance of understanding the science of reading and the need for better teacher training. Hanford also touches on the Matthew effect, legislative actions to improve reading instruction, and the role of politics in education. The Tudor Dixon Podcast is part of the Clay Travis & Buck Sexton Podcast Network - new episodes debut every Monday, Wednesday, & Friday. For more information visit TudorDixonPodcast.comFollow Clay & Buck on YouTube: https://www.youtube.com/c/clayandbuckSee omnystudio.com/listener for privacy information.

In this episode, Tudor speaks with Emily Hanford, senior education correspondent at American Public Media, about the challenges in teaching children to read. Hanford discusses the ineffective strategies being used in schools, the historical debate over phonics instruction, and the complexity of the English language. She emphasizes the importance of understanding the science of reading and the need for better teacher training. Hanford also touches on the Matthew effect, legislative actions to improve reading instruction, and the role of politics in education. The Tudor Dixon Podcast is part of the Clay Travis & Buck Sexton Podcast Network - new episodes debut every Monday, Wednesday, & Friday. For more information visit TudorDixonPodcast.comSee omnystudio.com/listener for privacy information.

In this episode, Tudor speaks with Emily Hanford, senior education correspondent at American Public Media, about the challenges in teaching children to read. Hanford discusses the ineffective strategies being used in schools, the historical debate over phonics instruction, and the complexity of the English language. She emphasizes the importance of understanding the science of reading and the need for better teacher training. Hanford also touches on the Matthew effect, legislative actions to improve reading instruction, and the role of politics in education. The Tudor Dixon Podcast is part of the Clay Travis & Buck Sexton Podcast Network - new episodes debut every Monday, Wednesday, & Friday. For more information visit TudorDixonPodcast.comSee omnystudio.com/listener for privacy information.

From October 7, 2022In this episode, we talk with former balanced literacy teacher and parent, Missy Purcell. She authored a blog post titled Dear Balanced Literacy Teacher.Missy writes, “According to Nancy Young's ladder of reading, roughly 10-15% of kids can figure out reading out with this type of instruction, but my child, who would later be diagnosed with dyslexia, would never be able to become a proficient reader with any version of balanced literacy. He, according to Young, like 85% of students, benefit from or need systematic explicit instruction that follows a scope and sequence with fidelity to become proficient readers and writers.”We want to normalize the idea that most kids CAN learn how to read with structured literacy instruction. ResourcesDear Balanced Literacy Teacher Looking for Heroes: One Boy, One Year, 100 Letters 2nd EditionThese resources from the International Dyslexia Association are helpful to spread the word on social media about October as Dyslexia Awareness Month! Connect with us Facebook and join our Facebook Group Twitter Instagram Don't miss an episode! Sign up for FREE bonus resources and episode alerts at LiteracyPodcast.com Helping teachers learn about science of reading, knowledge building, and high quality curriculum.

The One About…The Reading Recovery Lawsuit with Steve DykstraThe Reading Recovery Council of North America filed a lawsuit against Ohio Governor Mike DeWine. Dr. Steve Dykstra joins us to discuss this breaking news!We also asked Steve to respond to Bruce Howlett's revised blog that originally appeared on the Learning by Design website. Howlett and Jan Wasowicz have joined  forces to ignite a “Reading Shift” that pulls the best practices from both Balanced Literacy and Structured Literacy. Dr. Steve Dykstra has worked as a psychologist for  over thirty years in the public sector. He is a founding member of the Wisconsin Reading Coalition and Vice President of the Coalition for Reading Excellence.Reading Recovery Press Release https://readingrecovery.org/press-release/“The Reading Shift – Elevating Literacy Goals, Methods, and Discourse, in Unison”By Bruce Howlett and Jan Wasowicz, Ph.D.Memorable Quote:“We have a choice – continue to debate traditional methods that haven't produced widespreadand enduring literacy gains or excitedly embrace newer and deeper methods that provide apath to near universal literacy gains across the English-speaking world.”The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education. Co-hosts Faith Borkowsky and Judy Boksner coach teachers, teach children to read, and hold master's degrees in education.Our goal is to leave listeners thinking about the issues and drawing their own conclusions.Get ready for the most THOUGHT-PROVOKING AND DELICIOUSLY ENTERTAINING education podcast!

143: Dr. Pam Snow and I discuss why balanced literacy is still taught in colleges and universities in both America and Australia. When you understand the problem, you're in a better position to start solving it!Click here for the show notes from this episode.

On this episode, Pamela Snow, renowned speech-language pathologist and psychologist, gives an incisive analysis of how good people all over the world came to eschew the science of what works for reading instruction.  She makes a compelling case for viewing school as a public health intervention, making it of the utmost importance that we get our teaching practices right. The bottom line is that while how we feel as educators matters, efficacy matters even more—and the two don't have to be in competition. If you are looking for points to persuade educators to abandon low-value practices and to champion the right to literacy for all, you will find it in Pamela's knowledge and wisdom. 

This is my second podcast looking at reading instruction issues in the state of Wisconsin. I have two behavior objectives for this podcast: (a) Listeners will be able to define balanced literacy and (b) listeners will be able to provide at least two reasons to explain why the Wisconsin State legislature seems to be part of the clown club.

In this podcast, Katie Egan Cunningham, Jan Burkins, and Kari Yates discuss the background and origin of their new book, Shifting the Balance 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. This much-awaited sequel to the K-2 book introduces six more shifts for elementary teachers. In this conversation, Katie, Jan, and Kari talk about the vulnerability and riskiness involved with writing the book and the six commitments they made to the work and to each other. They also explore how the K-2 and the 3-5 books connect and how the shifts can help educators navigate the competing tensions of literacy instruction. Learn more about all twelve shifts at TheSixShifts.com.

In the first edition of Phenomenal Discussion W/Mr. Short, The Literacy View–Judy and Faith–had an open conversation about several topics in the literacy world. 1. Lucy(Calkins)!!! 2. Are people really moving away from Balanced Literacy? 3. Criticism of SOR being phonics only. 4. Do we throw the baby out with the bathwater? 5. Teaching Comprehension. 6. Parent-Educators 7. Self-Care for Teachers Be Phenomenal, Mr. Short Faith's Books: https://www.amazon.com/stores/Faith-Borkowsky/author/B07YM3X395?ref=ap_rdr&store_ref=ap_rdr&isDramIntegrated=true&shoppingPortalEnabled=true My Latest Resource: https://www.teacherspayteachers.com/Product/Phenomenal-Analysis-Sight-and-High-Frequency-Words-9863245?fbclid=IwAR3XJkUDrLq3JyS4rVioFE2OtWkHrIgpBD9Z225iU5aeP-bGx6jgOM69GFM Check thephenomenalstudent.com and The Phenomenal Student Podcast.  Follow me on Tik Tok: @thephenomenalteacher and Twitter: @Mr100teacher   Subscribe to the podcast onhttps://podcasts.apple.com/us/podcast/the-phenomenal-student-podcast/id1607341077 Spotify: https://open.spotify.com/show/3KxzpXy9ULoGIGeIYal9lP or an Apple Podcast: https://podcasts.apple.com/us/podcast/the-phenomenal-student-podcast/id1607341077  #EduTok #FYP #TeachersofTikTok #Education #Podcast --- Send in a voice message: https://podcasters.spotify.com/pod/show/jeremiah-short0/message Support this podcast: https://podcasters.spotify.com/pod/show/jeremiah-short0/support

It was an absolute honour to engage in a conversation with Missy about her Chapter, My Advocacy and Education Journey. She generously shared the following: - Her journey from Balanced Literacy to Structured Literacy, - Her son's diagnosis of Dyslexia, - The onerous Advocacy path to gaining the Structured Literacy approach for her son - The difference between Balanced Literacy and Structured Literacy - A baseline understanding of Dyslexia, Dysgraphia, and Dyscalculia An enormous thanks to Missy for taking the time, energy, and effort in sharing this Chapter and to everyone that will be watching or listening to it on  @humanchapters  YouTube, Podcast, and/or the Facebook page. Missy can be located on: - Twitter - @missypurcell1 - YouTube -  @untilEVERYkidcanread  - Instagram - @missy_purcell Please share this conversation with others that may connect. :)

126: You'll love this entertaining episode with Dr. Heidi Beverine-Curry! Once she was a balanced literacy teacher. Now she's chief academic officer of The Reading League.Click here for the show notes from this episode.

Jeremiah Short was a presenter for The National K-8 Literacy and Reading Recovery Conference(Lit Con) and discussed a Structured Literacy approach! Moreover, it was well received!How did he do it?Balanced Literacy proponents will absolutely want to hear about Jeremiah's journey!Blog:https://thephenomenalstudent.com/2023/05/09/phenomenal-reflection-its-new-but-i-like-it/Jeremiah Short's bio:Jeremiah Short is an educator with nine years of experience. He has written two books, As I Took My Walk With God Volumes I and II and has one resource, Phenomenal Intervention: ThePlaybook. In addition to writing books, he created several instructional routines: PhenomenalWord Power, T.I.D.E., Bloom's Units: Reading and The Phenomenal Classroom.The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education. Co-hosts Faith Borkowsky and Judy Boksner coach teachers, teach children to read, and hold master's degrees in education.Our goal is to leave listeners thinking about the issues and drawing their own conclusions.Get ready for the most THOUGHT-PROVOKING AND DELICIOUSLY ENTERTAINING education podcast!

Dyslexia mom and former Balanced Literacy teacher, Missy Purcell, saw the Science of Reading light and now advocates for evidence-based literacy so that every child can learn to read.We asked Missy to speak with us and share thoughts about an infographic posted on the Reading Recovery website describing how Reading Recovery aligns to the Science of Reading (SoR) and Scarsborough's Reading Rope. Missy's youngest son, now eleven-years-old, was given the RR intervention in first grade, so she has a lot to say as a parent advocating for Structured Literacy.Judy Boksner, a co-host on The Literacy View, has been in the education field for over 25 years. She is still very active in her field and in the trenches on a daily basis. Judy was trained in Reading Recovery back in 2013.  She recognizes the inherent problems but also values certain aspects of her former training. She has devoted the last seven years diving deep into structured literacy and explicit instruction. Judy is trained in Orton Gillingham, Fundations, and additional  structured literacy programs and interventions. Faith Borkowsky taught first grade and has tutored Reading Recovery “graduates” who still needed intensive intervention.The focus of tonight's episode is based on the infographic: https://readingrecovery.org/scarboroughs-rope-and-reading-recovery/About Missy Purcell:Missy Purcell is the co-founder of Gwinnett Advocates for Dyslexia, a grassroots organization that advocates for evidenced based instruction in Gwinnett County. Additionally, she serves as the Education Chair with Decoding Dyslexia Georgia, DDGA, which advocates for change at the state level. Missy holds a degree in middle school education with 10+ years of experience in the classroom, grades 3rd-8th. She had stayed current in education practices by tutoring K-5 students in reading and writing using evidenced based instruction. Missy is married to Mark,the mother of three boys, Harrison, William, and Matthew and one furbaby, named Comet. When she's not working or advocating, she can be found with coffee in hand at the tennis courts or the baseball fields cheering on her boys!The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education. Co-hosts Faith Borkowsky and Judy Boksner coach teachers, teach children to read, and hold master's degrees in education.Our goal is to leave listeners thinking about the issues and drawing their own conclusions.Get ready for the most THOUGHT-PROVOKING AND DELICIOUSLY ENTERTAINING education podcast!

Pamela Snow, professor at Latrobe University in Australia, discusses the arguments that keep surfacing when educators are resistant to move away from balanced literacy. You might have heard a few: Systematic phonics teaching is just for Tier 2.The goal of balanced literacy is for children to love reading. Explicit teaching kills the love of reading. Give them time, they'll catch on or catch up. Teacher should choose what they think is best. Pam's blog post, Balanced Literacy Bingo, debunks each idea listed above and more. ResourcesThe Snow Report Blog and Balanced Literacy BingoA School Leader's Sliding Doors Moment by Sue Knight Dear Balanced Literacy Teacher Podcast and Blog La Trobe University's Short Courses: Introduction, Intermediate, Secondary and Masters in LinguisticsConnect with usFacebook 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. 

We want the shift to reading science to be permanent, not perceived as another ‘educational pendulum swing.' To do this, it's necessary to recognize what worked and  didn't work within balanced literacy. Today's guests, UnboundEd's Lacey Robinson and The Right to Read Project's Margaret Goldberg, both shifted from teaching using balanced literacy (specifically Lucy Calkins' Workshop Model, also known as Units of Study) to structured literacy and became powerful literacy advocates in the process. ResourcesSold a Story podcast and other APM Reports by Emily HanfordThe Right to Read Project UnboundEdSeeing the Good in Balanced Literacy... and Moving On by Margaret GoldbergThe Truth About Reading Film website (and trailer)Connect with usFacebook 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. 

This week we are joined by a literacy leader that shares her journey from Balanced Literacy into the Science of Reading. As with many literacy leaders, Jeanne Schopf had the personal experience of her daughter's struggles with reasons which drive her passion to learn and discover more. You will hear about Jeanne's journey as well as what made her leave the classroom. Jeanne's story will most likely mirror the story of many of our listeners. Join the Community! --- Send in a voice message: https://podcasters.spotify.com/pod/show/learning-ally/message

114: Today we hear from Dr. Nathaniel Swain, a teacher, researcher and speech-language pathologist interested in language, literacy, and learning. In this episode we discuss the problems with balanced literacy ... and where to go from here. This was such a fun conversation!Click here for the show notes from this episode.

The Literacy View weighs in on the double header blogs, “Is Emily Hanford Right?” and “More on Hanford: Phonics Reform and Literacy Levels.” Joining us this week as our special guest is Marilyn Muller, a pro bono advocate for FAPE, Free Appropriate Public Education. Shanahan on Literacy blogs:https://shanahanonliteracy.com/blog/is-emily-hanford-right#sthash.toXSVEy4.dpbshttps://shanahanonliteracy.com/blog/more-on-hanford-phonics-reform-and-literacy-levels#sthash.TNWflUap.dpbsOur Guests Bio: Marilyn Muller is a pro bono advocate for “free” appropriate public-funded education (FAPE) to ensure each child gets what they most need to thrive, be proficiently literate, and prepared for further education, employment, and independent living.As the mom of Lauryn, a 15-year-old twice-exceptional dyslexic, Marilyn lived closest to systemic failures in both general and special education classrooms. As Lauryn struggled to acquire the foundational skills of early literacy, her "A" rated, publicly funded Massachusetts school district abandoned her educational and functional needs by solely implementing the K-3 Balanced Literacy curriculum and instruction. As a result, Marilyn had no other choice but to fund Lauryn's placement in a private school that employs Structured Literacy. Once Lauryn began receiving appropriate instruction, she thrived academically and later became student council President. These lived experiences have caused Marilyn to believe that literacy is an "equitable education." and social justice issue, so she's committed to raising and spreading awareness and facilitating positive change through her advocacy and charity.The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education. Co-hosts Faith Borkowsky and Judy Boksner coach teachers, teach children to read, and hold master's degrees in education.Our goal is to leave listeners thinking about the issues and drawing their own conclusions.Get ready for the most THOUGHT-PROVOKING AND DELICIOUSLY ENTERTAINING education podcast!

104: Like so many of us, Elise Lovejoy began her career as a balanced literacy educator. After throwing herself into research, she created her own decodable books and reading curriculum. Listen to learn more about Express Readers!Click here for the show notes for this episode.

"Programs don't teach kids. Teachers teach kids." Dr. Joe Stouffer is a literacy researcher, consultant, and assistant professor at Brandon University's Faculty of Education, and he has a thing or two to say about teaching children to read. In this jam-packed episode, Dr. Stouffer discusses balanced literacy programs, the Science of Reading movement, and assessment. He shares the most important thing that teachers can do to be effective teachers of literacy, and it's surprisingly simple. Questions about sight/high-frequency words? He talks about that too. Tune in, listen a couple of times, and share it with your teacher friends, because this is an episode that you don't want to miss. Show notes available at: https://kgeducation.ca/19literacy/

Shannon and Mary ask Linda Rhyne to join them for a live Reading Teachers discussion about how to find balance in our reading instruction.   Teachers are asked to follow various curriculum programs, teach the grade level standards, differentiate for their students' needs, and utilize their own expertise & experience.  How can teachers blend all this together into cohesive literacy instruction that makes sense to students and themselves and balance what they're asked to do with what they know their students need to be successful in reading?    All these points are brought up in the chat, and Linda shares some tips for how teachers can be critical consumers and advocates for their students in their individual school buildings.   We hope this chat inspires you to think critically about your own teaching practice and instructional decisions.  Episode Links for Resources mentioned:It's Our Science blog postProviding Reading Interventions for Students in Grades 4-9Curriculum is MisunderstoodAcadience LearningDIBELS Data SystemUpper Grade Fluency ActivitiesSold A Story by Emily HanfordLiteracy View response to Sold a storyOpinion response to Sold a StoryNEPC:   Ed in the Apple:  The Reading Wars: Balanced Literacy versus Phonics, Revisited  by Peter GoodmanA balanced view of reading The Science of Reading Movement: The Never-Ending Debate and the Need for a Different Approach to Reading InstructionBoth AndReading shifts https://twitter.com/lindaschultziehttps://www.instagram.com/lindarhyneconsulting/https://www.lindarhyneconsulting.com/https://www.facebook.com/lindarhyneconsultinghttps://www.linkedin.com/in/linda-schultz-rhyne-91704b93/COME JOIN THE CONVERSATION!Our WebsiteFacebookInstagramShannon's TpT StoreSupport the show

It was an absolute honour to engage in a conversation with Nate about his Life Chapter, My Journey from Balanced Literacy to a Science of Reading Perspective. In this conversation, Nate generously shares the following: - his love for scientific research, making sense of it, and how this has assisted him in various areas of his life (fitness and teaching) - what he was taught at university when he studied to become a teacher and various incidences during this time that encouraged Nate to question the content - his shift in teaching practices from Balanced Literacy to the Science of Reading - we unpack certain myths and the science supporting how reading should be taught - his engagement in authoring multiple blog post articles and a newly published book, The Scientific Principles of Teaching Nate's articles can be accessed here - https://www.pedagogynongrata.com/ The Scientific Principles of Teaching can be purchased on https://www.amazon.ca/dp/B09QF2JNC6/ref=sr_1_2?crid=27088PCO8FT9G&keywords=the+scientific+principles+of+teaching&qid=1642253819&sprefix=the+scientific+principles+of+teaching%2Caps%2C146&sr=8-2 An enormous thanks to Nate for taking the time to engage in this robust conversation and to everyone else that will watch/listen to it on Human Chapters YouTube, Podcast, and/or Facebook Page.

In this episode, we talk with former balanced literacy teacher and parent, Missy Purcell. She authored a blog post titled Dear Balanced Literacy Teacher. Missy writes, “According to Nancy Young's ladder of reading, roughly 10-15% of kids can figure out reading out with this type of instruction, but my child, who would later be diagnosed with dyslexia, would never be able to become a proficient reader with any version of balanced literacy. He, according to Young, like 85% of students, benefit from or need systematic explicit instruction that follows a scope and sequence with fidelity to become proficient readers and writers.” We want to normalize the idea that most kids CAN learn how to read with structured literacy instruction. ResourcesDear Balanced Literacy Teacher Looking for Heroes: One Boy, One Year, 100 Letters 2nd EditionThese resources from the International Dyslexia Association are helpful to spread the word on social media about October as Dyslexia Awareness Month! Connect with usFacebook 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. 

Stephanie Ledger joins us to talk about why she uses a balanced literacy approach with SLIFE, the results, and how she does it.  You can connect with Tan on Twitter at @TanKHuynh and TanKHuynh.com.  You can learn more about my courses at https://tankhuynh.com/courses.   Stephanie Ledger is an ESL/ELD early literacy resource teacher and a reception center assessor of newcomer students with the Waterloo Region District School Board, Ontario, Canada. Stephanie is passionate about co-creating equitable assessment and learning opportunities for multilingual learners (MLLs). She has spent over thirty years collaborating with elementary, secondary and adult multilingual learners and their teachers. Her research and practice focus on early literacy education for adolescent students of refugee background with limited or interrupted formal education (SLIFE). Stephanie has a Master of Education degree from Wilfrid Laurier University, Waterloo, Ontario, Canada. Currently, she is designing and teaching a course through Wilfrid Laurier, focusing on asset-based language and literacy instruction for MLLs of diverse backgrounds. Stephanie's research publications are: Ledger, S., & Montero, M. K. (2022). Transforming ESL Pedagogies: A Teacher's Journey from Subject-Centered to Student-Centered Pedagogy When Teaching Print Literacy to SLIFE. In English and Students with Limited or Interrupted Formal Education: Global perspectives on teacher preparation and classroom practices. (pp. 141-159). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-030-86963-2_9 Ledger, S. (2021). Teacher Profile in Chapter 2: Social and emotional learning in pre- and in-service TESOL teacher preparation programs, In L.J. L. J. Pentón Herrera (Ed.), Social-emotional learning in the English language classroom: Fostering growth, self-care, and independence. TESOL Press. https://www.amazon.ca/Social-Emotional-Learning-English-Language-Classroom/dp/1953745024 Ledger, S. (2017). Shifting pedagogy for adolescent refugees with limited or interrupted formal education: A case study of the professional experiences of a secondary english literacy development teacher. MEd. Thesis, Wilfrid Laurier University, Waterloo, Ontario, Canada. https://scholars.wlu.ca/cgi/viewcontent.cgi?article=3090&context=etd Montero, K. M., Newmaster, S. and Ledger, S. (2014). Exploring early reading instructional strategies to advance the print literacy development of adolescent SLIFE. Journal of Adolescent & Adult Literacy, 58(1), pp.59-69. https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/jaal.318

The Science of Reading is undergirded by theories of how students learn to read and comprehend text. The theory most often cited is Scarborough's Reading Rope as conceived by Dr. Hollis S. Scarborough. Dr. Scarborough believed that the elements of Word Recognition and the elements of Language Comprehension all weave together into the rope of Reading Comprehension. Just like a true rope, the more strands present and the stronger each strand is, the stronger the rope is. It is surmised that if a student is weaker in one strand, the strength of the other strands can still help the student comprehend what she is reading.In this new podcast series on the Science of Reading - What Every EdLeader Should Know, Dr. Rob Jackson, host of the EdLeader podcast has one goal, to peel apart the individual strands of reading comprehension and build our shared understanding of what EdLeaders need to know about learning to read.Striving readers clearly show visible relief when they encounter a sight word in the middle of a difficult string of words that have to be decoded. Sight Word Recognition, despite the simplistic name of the strand, is a powerful tool in a reader's toolkit and must be purposefully taught by teachers.What, then, are sight words? Dr. Cheryl Lyon, a postdoctoral fellow in the Department of Educational Psychology at the University of Connecticut, defined sight words this way, “Sight words are words that students are expected to recognize instantly. With the right support, students can become so familiar with these words that they no longer need to pause and try to decode them.Join Dr. Jackson as he attempts to peel apart the individual strands of reading comprehension and build our shared understanding of what EdLeaders need to know about learning to read.Show notes are available at: www.drrobjackson.com@Dr_Rob_Jackson@EdLeaderPod

Recently as Dr. Rob Jackson dove headfirst into attempting to understand The Science of Reading, he found himself immersed in The Reading Wars with Whole Language or Balanced Literacy on one side and The Science of Reading on the other.  Determined to push through the spirited debates and simply get to what EdLeaders need to know to support the teaching of literacy.This latest episode in the Science of Reading series focuses on background knowledge, a crucial strand of Language Comprehension.  Once a reader has decoded the print into words, reading comprehension requires inferences that are built on background knowledge and not necessarily explicitly stated in the text. As the writers at BrainTrust define it, “Background knowledge is everything a child already knows about a topic prior to engaging in the lesson or activity. So for reading, background knowledge refers to all of the information and understanding that students already have that will help them gain deep meaning from whatever text they are reading.”Join Dr. Jackson as he attempts to peel apart the individual strands of reading comprehension and build our shared understanding of what EdLeaders need to know about learning to read.Show notes are available at: www.drrobjackson.com@Dr_Rob_Jackson@EdLeaderPod

Recently as Dr. Rob Jackson dove headfirst into attempting to understand The Science of Reading, he found himself immersed in The Reading Wars with Whole Language or Balanced Literacy on one side and The Science of Reading on the other.  As he researched the divide between the two, he encountered a side skirmish and made himself a note to come back to it. Lost in the vitriol over phonics instruction was the respect given to or denied to fluency as a metric to pay attention to.At a basic level, fluency is a reader's ability to read with speed, accuracy, and proper expression. If comprehending what they read is the goal, children must be able to read fluently. This is true in reading aloud and in reading silently. In many ways, fluency is the bridge between word recognition and reading comprehension. Join Dr. Jackson as he attempts to peel apart the individual strands of reading comprehension and build our shared understanding of what EdLeaders need to know about learning to read.www.drrobjackson.com@Dr_Rob_Jackson@EdLeaderPod

As an elementary teacher, elementary principal, and as a Superintendent, EdLeader podcast host Dr. Rob Jackson has watched the battle lines drawn and the theories, best practices, and curriculum shaming hurled back and forth in the "Reading Wars." Equating a war with the debate over the best way to teach children to read seems a bit excessive, but a quick glance over the blogs spewing nastiness about the thought-leaders on each side of the debate seems to give rise and credence to the name, "Reading Wars."On one side is whole-language or balanced literacy, an offshoot of whole language. On the other side is the Science of Reading.So...There is a Reading War that has been going on for a really long time and the Science of Reading has taken the upper hand. But, what is the Science of Reading and what do EdLeaders need to know? Join Dr. Rob Jackson as he crosses the battlefield of the reading wars to share just what you need to know, whether you have a background in teaching children to read or not.www.drrobjackson.com@Dr_Rob_Jackson

In episode 111 of the Creative Kindergarten Podcast, I delve into the latest updates from Lucy Calkins and my perspective as someone who has only very recently heard about her. From the perspective of play-based education and the natural exploration of concepts to a structured literacy approach; I give my views on this controversial topic. > Lucy Calkins New York Times Article https://www.nytimes.com/2022/05/22/us/reading-teaching-curriculum-phonics.html To join in on the conversation with me, you can find me on: Teachers Pay Teachers: https://www.teacherspayteachers.com/Store/Creative-Kindergarten Instagram: @creativekindergartenblogontpt Facebook: www.facebook.com/creativekindergartenbyamanda Blog: creativekindergartenblog.com

In this episode, we talk about what structured literacy should look like in each grade? --- Support this podcast: https://anchor.fm/pedagogynongrata/support

THE GOOD, BAD, AND UGLY WITH RUNNING RECORDS IN CLASSROOMS!Running Records assess students' reading levels in Balanced Literacy classrooms.Are running records effective in providing teachers, parents, and administrators with the information they need to help students become readers?The Literacy View debates running records in this episode. Watch the entire episode to hear the GOOD, the BAD, and the UGLY!https://youtu.be/wYHF--8elzE

 063: Fountas and Pinnell are steering clear of the label "balanced literacy." But should they? Do they deserve the label? Click here for the show notes for this episode.

On this week's Education Gadfly Show podcast, Sandi Jacobs, Principal at EdCounsel and former Senior Education Program Specialist for Reading First at the U.S. Department of Education, joins Mike Petrilli and David Griffith to discuss why reading programs based on debunked science persist in schools. Her answer: It's complicated. Educators, in part, may struggle with the idea that they've been teaching something incorrectly. And strong, evidence-backed replacements programs can lack hefty marketing budgets. After this discussion, on the Research Minute, Amber Northern examines a study on how dual-language education affects math and reading outcomes.Feedback welcome!Have ideas or feedback on our podcast? Send them to our podcast producer Pedro Enamorado at penamorado@fordhaminstitute.org.

Welcome to Dyslexia Coffee Talk with the Dyslexia Initiative. Grab your coffee and join us for a conversation. We are so excited to have you join us! Join us while we talk to educator Sherri Lucas-Hall of Designed To Teach Tutoring Services. Sherri is a former Balanced Literacy teacher who discovered the Science of Reading via LETrS and is not looking back. She shares her insights and lessons learned with us. Host: Ashley Roberts

Welcome back to the Neuroscience Meets Social and Emotional Learning Podcast EPISODE #161 with 2 returning guests, Douglas Fisher and Nancy Frey from EPISODE #77[i] from last August 2020 on “Developing and Delivering High Quality Distance Learning for Students” that became our most watched YouTube interview and we also have the co-author of their new book that we are diving into today, How Learning Works, John Almarode. Watch this video on YouTube. To Learn More About How Learning Works https://us.corwin.com/en-us/nam/how-learning-works/book279410#description To Learn More About Douglas Fisher and Nancy Frey https://fisherandfrey.com/ To See Past Episodes of The Neuroscience Meets Social and Emotional Learning Podcast https://www.achieveit360.com/episodes/   I'm Andrea Samadi, author, and educator from Toronto, Canada, now in Arizona, and like many of our listeners, have been fascinated with learning and understanding the science behind high performance strategies in our schools, our sports, and workplace environments so this podcast was created to share ideas that we can all use, understand and implement immediately. My vision is to bring the experts to you, share their books, resources, and ideas to help you to implement their proven strategies, whether you are a teacher working in the classroom or online, a student, or parent working in the corporate space. Douglas Fisher, Nancy Frey, John Almarode Background and Short Bio: Just to view our speakers for today, our returning guests Doug and Nancy are also both teacher leaders at Health Sciences High & Middle College[ii], an award-winning open-enrollment public school in the City Heights neighborhood of San Diego that they co-founded in 2007. For over 2 decades, they have dedicated their work to the knowledge and skills teachers and school leaders need to help students attain their goals. Their shared interests include instructional design, curriculum development, and professional learning. Doug and Nancy have co-authored numerous articles and books on literacy, and leadership that I've included links to in the show notes, including: This is Balanced Literacy,[iii] The Teacher Clarity Playbook, PLC+,[iv] All Learning is Social & Emotional,[v] The Teacher Credibility and Collective Efficacy Playbook,[vi] and most recently The Distance Learning Playbook[vii] with co-author John Hattie[viii]. Dr. John Almarode has worked with schools, classrooms, and teachers all over the world.  John began his career teaching mathematics and science in Augusta County to a wide range of students.  Since then, he has presented locally, nationally, and internationally on the application of the science of learning to the classroom, school, and home environments.  He has worked with hundreds of school districts and thousands of teachers.  In addition to his time in PreK – 12 schools and classrooms, he is an Associate Professor and Executive Director of Teaching and Learning in the College of Education at James Madison University.  When you view some of the teacher resources and videos on the Companion Website, you will meet John in the Intro and Purpose Behind this new Playbook. I'm excited to welcome back University Professors Doug Fisher and Nancy Frey, with John Almarode, to dive deeper into their new book, How Learning Works: A Playbook[ix] that unpacks the science of how students learn and translates that knowledge into promising principles or practices that can be implemented in the classroom or utilized by students on their own learning journey. Designed to help educators create learning experiences that better align with how learning works, each module in this playbook is grounded in research and features prompts, tools, practice exercises, and discussion strategies that help teachers to Describe what is meant by learning in the local context of your classroom, including identifying any barriers to learning. Adapt promising principles and practices to meet the specific needs of your students—particularly regarding motivation, attention, encoding, retrieval and practice, cognitive load and memory, productive struggle, and feedback. Translate research on learning into learning strategies that accelerate learning and build students' capacity to take ownership of their own learning—such as summarizing, spaced practice, interleaved practice, elaborate interrogation, and transfer strategies. Generate and gather evidence of impact by engaging students in reciprocal teaching and effective feedback on learning. Rich with resources that support the process of parlaying scientific findings into classroom practice, this playbook offers all the moves teachers need to design learning experiences that work for all students! Let's meet Douglas Fisher, Nancy Frey and John Almarode and uncover the science behind How Learning Works. Welcome back Douglas Fisher, Nancy Frey and welcome John Almarode to the podcast! It's so good to see you again after such a successful launch of your BESTSELLING Distance Learning Playbook[x] last year. How have you been and wonderful to meet you John!   Q1: I was excited to see your new book How Learning Works for so many reasons, but to start off with, something you say about your playbook is the reason why I tied Neuroscience, or an understanding to the brain to this podcast. You say that this playbook is about “how learning works—not by chance, but by design.” (Introduction) Can you explain what you had in mind when writing this book, that unpacks the science of how we learn so that educators can design a learning experience in their classroom based on the research and principles you have found to be effective? Q2: I love how the book has an interactive component where you can click through each of the 4 sections, watch videos for further exploration, and access the many resources, research articles and downloads available for each of the 4 parts of the book. Can you give an overview for the reader to be sure they don't miss anything that's important as they navigate through the online resources and what we should learn in each section? Q3: This book is full of the science and most current research behind learning and features so many valuable resources that point educators back to the research. Of course, I enjoy seeing well-known researchers who I have met along this podcast journey, one of them being Kent State's Dr. John Dunlosky, from EPISODE #37[xi] who covered with us “Improving Student Success with Principles from Cognitive Neuroscience” whose research I saw included in your resource section under resources related to learning.[xii]  I also saw a video series from Samford University on “Cognitive Principles of Effective Teaching” that we should all know as educators, and I can't miss my all-time favorite interview (besides you three of course) #42[xiii] with Dr. John Medina, whose research you've referenced from his Brain Rules series under your section of elaborate encoding in Part II under the Motivation Chapter. How did you choose the resources to back up the science behind How Learning Works and are there others that are important to you who I haven't mentioned? Q4: I think we have a good idea about what we can learn from How Learning Works: THE INTRODUCTION: covers the purpose of the playbook PART 1: covers what learning looks like in your classroom and different ways to think about learning. PART 2: Looks at barriers to learning with Promising Principles (Motivation, Attention, Elaborate Encoding, Retrieval and Practice, Cognitive Load, Productive Struggle and Feedback). Can you pick one of the promising principles (Motivation? Or one you want to talk about) and dive a bit deeper into mastering these principles? Q5:PART 3: I think this section is exactly what educators are looking for as it explicitly teaches skills to students to help them to self-regulate, and how to master these skills long after they have left the classroom (using explicit strategy instruction, goal setting, integrating prior knowledge, summarizing, mapping, self-testing, and elaborative interrogation). Can you pick one topic to expand on? Q6: For this final part of the Playbook, generating and gathering evidence, can you explain the goal so that this Playbook uncovers what worked well, what needs more work and what are the best next steps to follow? Q7: Final thoughts or anything we have missed that's important for us to all understand about How Learning Works? Doug, Nancy and John, thank you very much for coming on the podcast to share this new Playbook, that you can see I find immense value with. Thank you for your time speaking with me today, and for the work you have put into this resource to help educators to uncover How Learning Works, and create a plan for continued improvement in their schools, classrooms and Districts. To access the book  https://us.corwin.com/en-us/nam/how-learning-works/book279410#description There is also a 20% discount code POD20 that can be used for ALL books on Corwin.com To contact Nancy Frey or Doug Fisher https://www.fisherandfrey.com/ and they can find you both on twitter Nancy is https://twitter.com/NancyFrey and Douglas is https://twitter.com/DFISHERSDSU  To connect with John Almarode:  https://twitter.com/jtalmarode on Twitter and www.johnalmarode.com Thank you and have an incredible Friday! FREE WEBINAR To Learn More: John and Nancy are presenting a free webinar on Sept 13 at 3:30pm PT A Look at How Learning Works  FOLLOW ANDREA SAMADI:  YouTube Channel: https://www.youtube.com/c/AndreaSamadi   Website https://www.achieveit360.com/   LinkedIn: https://www.linkedin.com/in/samadi/  Facebook:  https://www.facebook.com/Achieveit360com   Neuroscience Meets SEL Facebook Group https://www.facebook.com/groups/2975814899101697   Twitter: https://twitter.com/andreasamadi   Instagram: https://www.instagram.com/andreasamadi/    RESOURCES:   Companion resources for the How Learning Works Playbook https://resources.corwin.com/howlearningworks John Hattie's Visible Learning https://visible-learning.org/ REFERENCES: [i]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #77 with University Professors Doug Fisher and Nancy Frey on “Developing and Delivering High Quality Distance Learning”  https://andreasamadi.podbean.com/e/university-professors-and-authors-doug-fisher-and-nancy-frey-on-developing-and-delivering-high-quality-distance-learning-for-students/ [ii] https://www.facebook.com/hshmc.inc/ give [iii] https://us.corwin.com/en-us/nam/this-is-balanced-literacy-grades-k-6/book266872 [iv] https://us.corwin.com/en-us/nam/plc/book266974 [v] http://www.ascd.org/Publications/Books/Overview/All-Learning-Is-Social-and-Emotional.aspx [vi] https://us.corwin.com/en-us/nam/the-teacher-credibility-and-collective-efficacy-playbook-grades-k-12/book271561 [vii] https://us.corwin.com/en-us/nam/thedistancelearningplaybook [viii] John Hattie https://visible-learning.org/ [ix] How Learning Works: A Playbook by John Almarode, (James Madison University, Douglas Fisher (San Diego State University) and Nancy Frey (San Diego State University). https://us.corwin.com/en-us/nam/how-learning-works/book279410#description [x] Distance Learning Playbook by Douglas Fisher and Nancy Frey https://us.corwin.com/en-us/nam/the-distance-learning-playbook-grades-k-12/book275865 [xi]Neuroscience Meets Social and Emotional Learning Podcast EPISODE #37 on “Improving Student Success with Principles from Cognitive Neuroscience”  https://andreasamadi.podbean.com/e/kent-states-dr-john-dunlosky-on-improving-student-success-some-principles-from-cognitive-science/ [xii] https://pcl.sitehost.iu.edu/rgoldsto/courses/dunloskyimprovinglearning.pdf  

Twitter: @mcglynn3 --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

Eric Kalenze @erickalenze Educator - Research Ed US Ambassador - Author of 'What the Academy Taught Us', 'Education is Upside-Down', & 'A Total Ed Case' blog. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app