Podcasts about international reading association

Matt speaks with Regie Routman, longtime educator and author of many books, including The Heart-Centered Teacher, for the inaugural episode of Literacy Unscripted. This podcast series challenges traditional approaches to literacy teaching and leadership. In this professional conversation, Regie and Matt explore the meaning of belonging in schools, the impact of a single teacher, and the crucial difference between curriculum as a conversation versus a rigid script. Listeners will walk away with an appreciation for creating joyful and empowering learning environments for every student.Key Discussion Points:* The Power of Belonging: Regie and Matt share personal, resonant stories about the first time they felt truly seen and valued by a teacher, highlighting how these moments can alter a person's life trajectory. Check out Regie's latest article for MiddleWeb on belonging in schools here.* Beyond the Script: They advocate for professional knowledge over prescriptive curriculum, likening skilled teaching to a chef who can create a masterpiece with limited ingredients by mastering the basics, rather than simply following a recipe.* Celebrating All Strengths: The conversation emphasizes the importance of seeing every individual—from students to bus drivers and cafeteria workers—as a valuable contributor with unique gifts to share, fostering a sense of shared ownership and equity within the school community.* Trust and Autonomy: They discuss the transformative power of giving students genuine agency, citing a real-world example of students managing their school library, which led to increased literacy, empathy, and leadership skills.Read here for more information about the school library book budget project.Take care,MattP.S. Join other school leaders and me this October for the first cohort of my new course based on my book Leading Like a C.O.A.C.H. Over four weeks, you will learn key strategies and skills for engaging in coaching conversations that lead to lasting schoolwide literacy excellence. Join the waitlist today to secure your spot for this fall.Official TranscriptMatt: Welcome to Read by Example. This is a special series called "Literacy Unscripted." So, I'm talking to literacy experts in the field who have pushed back on a prescriptive approach to literacy instruction. And it's very appropriate that my first conversation is with Regie Routman, who I've spoken with multiple times—a colleague, a good friend, just the person I go to whenever I have a question in this regard. So, welcome, Regie.Regie: Thank you, Matt. It's great to have a conversation with you and not have it be about a technology problem.Matt: Always happy to help there, too. But you've got an article with MiddleWeb about building a culture of belonging, and I just thought it was very appropriate for this time of year. If I were still a principal, you know, I'm trying to motivate my staff or to help staff kind of take a step back and think about what's really important. I'm looking at one of your articles that you've written in the past. And this one is also so good around belonging in schools. And we were chatting before we hit record about when the first time we felt a sense of belonging in our educational experience. And I thought your story resonated with me. So if you don't mind sharing, Regie.Regie: You know, I don't. It's a great question, actually, because I think when I think back about when did I feel a sense of belonging, it wasn't until I was an adult and I had attended an International Reading Association conference. I'll tell that story. But when I was went through the grades, I never thought that I was had any kind of special talent. I don't remember forming a close relationship with any teacher K-12 or even in college. Part of that, I think, was that I didn't grow up in an intellectual atmosphere. And my parents were fine with me just going to college and finding a husband. And I did really well in that regard, but they weren't really interested in what I was going to do with my mind. And I hadn't thought that much about it. You and I are very different generations, and you know, my mother didn't work. And so they just thought, well, you know, you'll find a nice husband and you'll be a good cook and a good mother. And I didn't have anybody in... I never had a teacher who said, "You can be more than that," which I think is so important. I never felt even in high school that I belonged with any particular group. I didn't mind. I wasn't a member of the popular club, but I think I didn't know that I was missing that until I went to my first International Reading Association meeting, which was after I was married and had two children. And the only reason I was able to go—I was working as a reading specialist in Shaker Heights, Ohio—was that every seven years they sent the reading specialist, but my term came up because I couldn't have afforded to go.And I think the thing that was shocking, because I had never been to a national conference or even a local conference, was seeing women intellectually challenged. And I met Marie Clay and seeing what was going on across the world. It was just eye-opening for me. And so I think that was the first time that I felt a sense of belonging. Not initially, because I didn't feel that I was any part of that, but I was so inspired. And I was inspired by leaders. I just have this picture here. This was the person that made me feel that I could belong. Regie: So he was the father of shared book experience. He at one time was in charge of Scholastic Australia, and he told me that he never should have been in charge of a publishing company because he said he ran them into the ground. I mean, he was great. He was a brilliant literacy professor, and he was just such a kind person. And he saw something in me. He showed up. When I was speaking about belonging, I knew I had to get back to the International Reading Association. I was so stimulated by the people that I met and what was happening all over the world that I didn't have an idea about. I'd been reading about it, but to actually meet the people that were, like Don Holdaway, like Marie Clay, that were making things happen, and that they were so forthcoming and treated me as an equal. And I knew the only way I could get back to the conference, and I was really feeling this sense of, "I want to be part of this," was to get my district to send me. And the only way that that would happen is if I wrote a proposal, which is what I did and got accepted. It took two years. I didn't know how to write a proposal because that's its own genre, right? And so then when I didn't make it, then the next year, and Don Holdaway showed up at my session. I couldn't believe it. He said, "I've come to learn from you." And I'm like, "What are you doing here? I don't know anything yet." And we became close friends, and he became my most important mentor. And I think that was because he wasn't just about literacy. He was all about bringing joy into learning. And nobody was really talking about that then. We're going back many, many years, bringing joy into learning and also the importance of the social-emotional. It was all together. He was teaching in a one-room schoolhouse for kids that were not learning to read well. And he had like K through 8 all in one room together. And he invented the shared book experience where he created a big book and so had the kids gather regardless of their age around. And so they could see the print as he was reading. And it was that whole bedtime experience, very nurturing, very loving, very comforting. And so that was a big deal. And he was at my house, and I brought him into the district, and we really became close friends and colleagues. And I felt that was the first time because I was not... I don't have a PhD. It was the first time I thought, "Well, maybe I could be an influencer. Maybe I could write a book." You know, and then I was encouraged to do that. But not by any of my teachers K-12. It was when I saw, you know, sort of the broader world.Matt: You had to seek out your own mentors.Regie: Yeah, I really did. What about you? When was the first time? It's a great question. When did you experience belonging?Matt: I remember in high school, one of my economics teachers... And I was not like a straight-A student. I wasn't a bad student, but I was, you know, I struggled at times with attention. And I remember my economics teacher said, "Oh, hey, Matt, you're getting an A at the top of the class." And I said, "Oh." And he looked at me, and I was very surprised. And he's like, "Why are you surprised?" And he's like, "That's where you belong." You know, and just that phrase of like, "This is where I expect you to be." And I kind of... It's not the same experience, but a similar experience where I didn't feel like there was a hierarchy between, as much as, you know, as we typically have, between teacher and student. And it sounds like a similar relationship with Don Holdaway. You know, "I had high expectations for you."Regie: Yeah, I didn't see myself as that smart. Nobody had ever said, and I didn't think about it. But one teacher can do that. My granddaughter, Katie, who graduated college several years ago, had an economics teacher who saw something in her and had her stay after class and say, "You know, Katie, have you considered economics as a field? Don't let those boys in the class that are talking over the girls. Don't let that. You have a good brain. You have a lot to offer." That one teacher caused her... She never thought about economics. She majored in economics, has a degree in economics, and is working in economics. And it was a teacher who saw that, and it was a female teacher encouraging another female. I think women, it's still hard to get the same recognition, unfortunately, that men do, especially if you're a person of color, you know.Matt: For sure, yeah. It's much harder. It's not an equal playing field.Regie: I want to say one other thing about belonging. The reason I wrote that article, and Matt, you can put the link up for that because I know that it's made into... It's in PDF... is I was working when my last book came out, The Heart-Centered Teacher, I was working with a school district, Walnut Valley, California Unified School District, and I was so impressed with the way they start each school year with a big theme. And the theme last year was, "You are welcome here." And what surprised me about that, because I'd never seen this before, they did a big welcome day, a couple of days, where everybody was invited, almost like a rally, you know, like we're going to start the year off great and you all belong here. But what was different about it, Matt, was that it wasn't just for teachers. The people that attended were the bus drivers, were the nutrition workers, were the social workers, anybody, the landscape people, anybody that was employed in the district was on equal footing as any teacher or principal or administrator. I'd never seen that before. And it said a lot about equity and what they really believed. And the belief being that each one of us has something to teach a child or see in a child. A bus driver's comment to a child. Somebody in the cafeteria can make that child's day or not, right? But that was very, very powerful to me.And this year, in fact, I just got an email this morning from the assistant superintendent, and this year their focus is on stories. I forgot what it was now because I just read it one time to you. "Stories always win." The importance of stories in teaching and in learning. And that's what, and I'll just give a plug for my book, my last book, The Heart-Centered Teacher, because they actually bought a copy for all of their staff, which included the bus drivers, the nutrition workers, and whatever, because of the stories. They said, "We like that you were story focused." And it is all about the stories and what kids come to us with and that we can see that. And that... I never felt seen in school, and that's a very big deal. And I think it's not that hard. I don't think it's that hard for a teacher to make every child feel seen.You know, one of the stories that I tell is the story of Ted, a 54-year-old man that I taught to read during the pandemic. We only had just two phones and no visuals. And I tell that story in The Heart-Centered Teacher. But until I saw who he was, probably he had a label of dyslexia. I don't know what it was. Probably he was in special ed. I never asked him. Probably, well, I know that he couldn't do phonics very well. We didn't start there. Until I could see him and know who he was as a person, I really couldn't teach him. I didn't know how I was going to teach him. So I had to start with recognizing his brilliance, because we all shine in some area, and not seeing him as less than, instead of disabled, "differently abled." He had gifts, and it's really seeing, I think, every child's gifts.I think the first time my son Peter was seen in elementary school, I can still remember it, going to a teacher's conference, and the teacher saying, "Let's talk about our boy Pete." And it was just like, "Wow." Just like, "I really like this kid." And then he blossomed. That was fifth grade. She saw him. He was very quiet, but a quiet style of leadership that she brought out. And very smart, and she challenged him intellectually. But up until that time, I think he was pretty invisible, you know, because he was quiet, well-behaved, you know.Matt: I think about the impact just one person can have and how it trickles down to so many other experiences, Don Holdaway empowering you, and that led to so many other districts you worked with, Walnut Valley, and just all the people that you've reached. Regie: It's accepting people as they are, not as we wish them to be, which is so hard, right? We know that from being married, from being colleagues, you know, we want people to be the way we want them to be, and that's not our job.I think one of the things that's really important at this time of the year, at the start of the school year, but true for all year long, is I think one of the ways we create a sense of belonging is that kids feel that this is our school, this is our classroom. That's huge, not just "my classroom." Some of the most beautiful classrooms that I've been in... You can tell right away that this is the teacher's classroom. Every bulletin board is perfect. The commercial charts are up there. Where are the kids? You know, you can tell when it's "our classroom" because the kids' work is everywhere. The charts, the routines, the rules are written with the kids. And kids are different in classrooms like that. They know their voices are valued and that the teacher is not the only teacher in the room, that everybody in this classroom has a lot to teach us.And, you know, really seeking out what people's strengths are and celebrating them, starting with the first day.Matt: You just gave so many ways to start day one and beyond in a positive way. You list, you know, in your article, kids need to be safe, cared for, seen, empowered, make their voices heard. And like you said, it happens on day one and then really every day.Kind of transitions into empowering each kid and giving them some autonomy. And you talk about curriculum as conversation versus like a predetermined script. As you know, we live in very difficult times right now with all the challenges, all the requirements. How do leaders help teachers make this shift to help kids move from compliance, especially at the secondary level where they've kind of gotten used to a diet of just "tell me what I need to do and I'll do it," to genuine ownership in their learning?And then on the flip side, you know, if you're not lucky enough to work at a building where a leader's, you know, empowering you and trusting you, how do teachers help leaders see the benefits of autonomy, choice, you know, curriculum as conversation, you know, and pushing back on the micromanaging? Regie: That's all? Sorry. That's the whole ballgame. One of the things before I get into that, I want to be sure to mention your book because that's, I think you deal with that quite a lot, you know. How do we set up a system? How do we set up a structure that is not a binding in terms of confining us despite all of the standards and the rules that we're supposed to follow? And I'm very honored to hold this up because I wrote the... honored to write the foreword. And you do a lot of that in here in terms of how do we... how do you help leaders become coaches rather than... yeah, it's really the essence of that, where you're providing the foundation so that people can shine. I think the rub is that you have to have professional learning going on. The only way that you can take all the requirements and as a very knowledgeable teacher decide, "Yes, I have to teach the science of reading because it's mandated and I don't have a choice, but I can do that in a way where I will be a positive deviant." That's a term from Atul Gawande, who's a surgeon and a writer. And where you're kind of breaking the rules, but in a good way because we're here for the kids. We're not here to be so structured that there's no leeway in how we teach. I think one of the things we have to do, and this only happens if we have a high degree of professional learning, and all of my work is about that.The professional learning is something that people don't value enough. Even if you're in a school where there's no professional learning going on, you want to find a colleague, even if it's just one colleague, and read professionally and talk about what the research is saying.And the only way you can get around some of the requirements that don't make any sense... you'll get the high test scores, but not because you followed any particular curriculum, because you really know what you're doing, so that you can, instead of spending a half hour a day on phonics, you could spend 10 minutes a day, because the goal is we want readers. We don't want just "phonicators." We want readers who love to read, who read across genres. And you have to be so knowledgeable. It's like for me, the analogy would be, I'm a really good cook. My husband just told me that today when I fixed lunch. I probably do my best cooking when I have my least amount of resources. I don't have so many choices because then I can really be creative. But I know the basics. I know how to make a sauce. I don't have to read the recipe every time. That framework of teaching reading is in here from all the study that I've done over the years.So for that adult student that I was working with, I didn't know how I was going to teach him. I knew I would teach him because I know how to teach reading. I have a degree in learning disabilities, teaching students with learning disabilities. And none of that really mattered. The main thing was I had to get to know this child... this adult. And how can I find a way in? That's our job. That's our responsibility. And we had to be very creative about that.Matt: It's a hard balance sometimes.Regie: It's a very hard balance. And if you're not knowledgeable, and I think we don't value professional learning enough, if you're not knowledgeable, you're going to be bound by that script, you know. And you have to make it your own. You have to make it uniquely your own.Matt: I just delivered some professional development. I delivered some PD around, it was co-teaching with teachers. And that was the one thing they said as a critique was, "We didn't have time to practice those skills," you know, so that knowledge is not just that declarative knowledge, but that experiential knowledge.Regie: And that's why I think that's why it's so important for the principal to be a coach to have that job embedded. And to ease things so that they do have time. There's only so many hours in the day, but it's what you prioritize. It's what you prioritize.The phonics issue is a whole other thing. And when I was in college, that's all I learned was phonics. I didn't learn anything about teaching reading comprehension because I was in college way before you. I'm a lot older. So I didn't know anything about teaching reading comprehension. You know, I think you have to be a reader yourself. And if you get that, if you are teaching reading well, and you're really focused on what kids are interested in, and you have a classroom library, and Matt, you've written about, and I've included it extensively in my book about how you and Micki Uppena, how you developed this program where the kids were running the library. And I mean, it's brilliant. So include that. It's, you know, turning over the control of the library to students is major. I still never have read anything like that. And so, but how does that happen? You have to trust kids. You have to lay the foundation. But it's a beautiful thing to see when it actually happens. And the kids see school very differently then. They have choice. They have purpose. They're treated as leaders, people who can actually make decisions. They're trusted.Matt: That was one of our sayings was, "Kids learn to make decisions by making decisions." And they're going to make mistakes, right? And it was like $5,000 that they got. It wasn't a small amount, you know, and I think that that trust that we had in them was crucial.Regie: Talk a little bit about that because what you did and what you and Micki did in that program is a model for getting kids to buy into... they didn't see the library as just for them. Their vision expanded, which is what we want. Kids to leave school not just thinking about how they can make a lot of money or what they can do for themselves, but how do we actually care for others and include everyone in the decision-making? And that was pretty amazing.Matt: Yeah, I think it took a lot of humility to say we don't know what the kids want and then to give them the tools and the...Regie: And you were telling me, I'm just going to interrupt. You said "what they want." You mean what books they want in the library?Matt: Right, yeah, what books they wanted. But beyond even that, like what do they want the library to look like, you know, and we took on more of a role of a guide on the side versus a lot of direct instruction. So we had to take a step back, you know, physically and professionally for them to make those decisions. For me as an administrator, a lot of my work was removing obstacles and increasing the supports to make that happen, which there isn't a lot of fanfare, there isn't a lot of spotlight on that, but it's like, I don't want to call it the dirty work, but it was like the grunt work, you know, that finding the money and attending meetings and going to the board and explaining, you know, what we're doing and crunching the data.Regie: But you didn't keep that hidden. You shared that with the kids.Matt: Yep, we shared it with the kids. We said, "Here's what the kids are wanting in terms of books, but also here's how you're growing as readers too. Like if you're a part of this group, your achievement scores are going up." And so there was a very virtuous cycle of learning there too.Regie: And you said, you said they became librarians.Matt: Yeah. They very much were advocating for certain kinds of books, you know, from their perspective, but also they took... they were doing some perspective taking. Like I remember one girl said, "I really want books on ADHD because I want my friends to understand what it's like for me," you know, so that empathy, that self-compassion, agency, all that shined through. And it's hard to measure, right? But I think through some of those anecdotal quotes and observations, it was just a cool thing.Regie: And it just comes back around to where I think where we started, which was, you know, "When did adults see you?" You know, when did you have that culture, that sense of belonging? And we both acknowledge it was when adults said something to us, but I think it's also what adults do. You created an opportunity. You created an opportunity that allowed them to belong and to shine. An opportunity that very few kids have. It's like, "No, no, you can't do this because you haven't been trained as a librarian." Right. And you took away that, you know, the usual thinking and made it possible for them to see themselves in a role that even other teachers hadn't seen.Matt: Yeah. We reduced the positionality, I think someone called it, of "us" and "them." So that gap, that hierarchy kind of went away. That's great. Just that permission that they had to make decisions. Now, I don't remember ever saying anything to any kid, like "you can do this." So I think that's maybe a lesson to take away for listeners here is even if you don't say something like maybe what we heard as students, you know, you with Don Holdaway, me with my economics teacher, what we do can speak very powerfully to just the environments we create.Regie: And also maybe a good place to end is it's all about celebration. I mean, the classrooms that are joyful, the reason that I loved the work was the joyful moments of seeing a kid do something that they didn't think they could do, that perhaps you or other students or the way the culture is set up where they felt that they belonged as part of the culture made things possible that the child and even we maybe didn't know that they could do.So I think the celebration, that has always been a huge thing for me is to notice, to become a noticer, to notice what kids can do and then comment on it. I was thinking about that today before we met because it's a beautiful day in Seattle where I live. And I was just taking a short walk around my house and outside and I came across, oh, I would say half a dozen perfect spider webs and they were absolutely gorgeous the way the sun was hitting it. And I actually changed the way I was walking so that I wouldn't disrupt this web. But it was not just... It was magical because I allowed myself to see it. I wasn't rushing somewhere. I was very careful that I didn't destroy it, that I could just kind of be in the moment and say, "Wow." And I think that's one of our biggest jobs actually as teachers and parents is to help learners know... is to, and parents, is to help learners notice things. "What did you notice about what this author did? What did you notice on the way to school today?" Because I think we go about our lives so quickly, and especially today when we're all kind of, I don't know what the word is, I don't know, in a state over the world and what's going on and enough said about that.So, you know, you have to sort of slow down and celebrate the beauty of the physical world, which is there, and appreciate all the strengths that students are bringing, and teachers as well. And it's difficult to do if you are, you know, constantly reading from a script and you're not giving the room and space and trust for kids to give us those moments that, you know, we're celebrating.Regie: And if you're reading the script, the script has to be internalized. The framework has to be internalized. If you're reading the script, you're not noticing the kids. Your focus is on, "Well, am I getting the lesson in? Did we cover all the points?" And you're not noticing the kids. "What are they curious about? How can you take what's required by the standards and make it fit the difficulties that we're having with clean water and homelessness and put it together in a way that the kids are engaged and this is something they really want to learn about?"Matt: Yeah, and your article speaks so well to that. And again, I think it's the perfect article to start at the beginning of the year with your staff as well as your book. Thank you for being an influencer, Regie, and continuing to do this good work and sharing your wisdom.Regie: And let's have another conversation. It's great talking with you. And it's been nice that we've gotten to know each other first as colleagues. I think I met you at Wisconsin Reading. We might have had lunch together at a table with your teachers. And then we've become friends over the years, and that's been delightful.And I don't know if people know that you are also now, which I think is fabulous, you work at a bookstore, an independent bookstore.Matt: Yeah, yeah, yeah, one day a week. The dog and I, she brings in the customers, and I try to seal the deal, have them walk out with a book or two. But yeah, it's been fun, and it's just nice to see that side of reading too, and people coming in and just... You get to see all the latest books coming in.Matt: Yeah, it's barely work, but someone's got to do it.Regie: Well, thank you for the opportunity to talk with you. Always a pleasure.Matt: Likewise, Regie. Thank you. Good to see you. Thank you. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com/subscribe

In this episode we are joined by Neal Shusterman!Neal Shusterman is the New York Times bestselling author of more than fifty award-winning books for children, teens, and adults, including Challenger Deep, which won the National Book Award, Courage to Dream, a Sydney Taylor Honor Book, Scythe, a Michael L. Printz Honor Book, the Unwind Dystology, which won more than thirty domestic and international awards, and the highly acclaimed novels, Dry, and Roxy which he co-wrote with his son, Jarrod   For his body of work, Neal won the 2024 Margaret A. Edwards Award, and the ALAN Lifetime Achievement Award. His novel, Unwind, has become part of the literary canon in many school districts across the country-and has won more than thirty domestic and international awards. Many of his novels are in development as TV series and movies.Shusterman has also received awards from organizations such as the International Reading Association, and the American Library Association, and has garnered a myriad of state and local awards across the country. His talents range from film directing, to writing music and stage plays, and has even tried his hand at creating games.Shusterman has earned a reputation as a storyteller and dynamic speaker. As a speaker, he is in constant demand at schools and conferences. Degrees in both psychology and drama give him a unique approach to writing, and his novels always deal with topics that appeal to adults as well as teens, weaving true-to-life characters into sensitive and riveting issues, and binding it all together with a unique and entertaining sense of humor. Neal lives in Jacksonville, Florida, but spends much of his time traveling the world speaking, exploring, and signing books for readers. . Visit Neal at www.storyman.com, facebook.com/NealShusterman, and on Instagram, TikTok, and Twitter @nealshustermanPurchase his latest book, All Better Now here: https://bookshop.org/a/19191/9781534432758This episode of the podcast is sponsored by Listen In: conversation & cultivation, a writing program from award-winning authors Elana K. Arnold and Nina LaCourLearn more at ninalacour.comSupport the show

Send us a textDr. Donna Scanlon talks to us about considering reading skills and strategy instruction from the perspective of the learner. Donna is known for her work in support of children who experience substantial difficulty in learning to read and on how to prevent and remediate reading difficulties. In particular, she and her colleagues developed an approach to early literacy instruction and intervention known as the Interactive Strategies Approach, which has been found to be effective in helping teachers to reduce the incidence of reading difficulties in the early primary grades, and is used in Response to Intervention contexts. She authored a freely available literacy research booklet titled, Helping Your Child Become a Reader, and a report titled An Examination of Dyslexia Research and Instruction, with Policy Implications, co authored with Classroom Caffeine guest Peter Johnston. Both resources are linked below. Her most recent book titled Early Literacy Instruction and Intervention was published by Guilford Press in 2024. Dr. Scanlon was a member of the International Reading Association's RtI Task Force. She is a 2017 inductee into the Reading Hall of Fame. Dr. Scanlon is Professor Emeritus at University at Albany State University of New York's Department of Literacy Teaching and Learning and was affiliated with the University's Child Research and Study Center for more than forty years. Resources mentioned in this episode:Scanlon, D., Anderson, K.L., Barnes, E.M., Morse, M., & Yurkewecz-Stellato, T. (2024). Helping Your Child Become a Reader. ISA Professional Development. https://literacyresearchcommons.org/resources/Johnston, P., & Scanlon, D. (2021). An Examination of Dyslexia Research and Instruction With Policy Implications. Literacy Research: Theory, Method, and Practice, 70(1), 107-128. https://doi.org/10.1177/23813377211024625 To cite this episode:Persohn, L. (Host). (2025, Jan. 14). Another conversation with Donna Scanlon (Season 5, No. 6) [Audio podcast episode]. In Classroom Caffeine Podcast series. https://www.classroomcaffeine.com/guests. DOI: 10.5240/2653-2E1C-A3DB-0EB7-F157-QConnect with Classroom Caffeine at www.classroomcaffeine.com or on Instagram, Facebook, Twitter, and LinkedIn.

This week on Talk World Radio we're speaking with portrait painter Robert Shetterly whose website is americanswhotellthetruth.org. Robert's paintings and prints are in collections all over the U.S. and Europe. For more than 20 years he has been painting the series of portraits Americans Who Tell the Truth. These portraits have been traveling around the country since 2003. Venues have included everything from university museums and grade school libraries to sandwich shops, the Cathedral of Saint John the Divine in New York City, and the Superior Court in San Francisco. To date, the exhibits have visited 35 states. In 2005, Dutton published a book of the portraits by the same name. In 2006, the book won the top award of the International Reading Association for Intermediate non-fiction. New Village Press in New York City is currently publishing a series of themed books on the portraits. Each volume contains 50 portraits. The first two were Portraits of Racial Justice (2021) and Portraits of Earth Justice (2022). The new one is Portraits of Peacemakers: https://nyupress.org/9781613322567/portraits-of-peacemakers

The One About:Reading Fluency and the Science of Reading with Dr. Tim Rasinski Is Fluency Instruction Part of the Science of Reading? What Types of Fluency Instruction Works Best? Nate Joseph's work grounds our discussion. All about Dr. Tim Rasinski and his books:https://www.timrasinski.com/ Article:https://www.timrasinski.com/presentations/Reading-Fluency-and-the-Science-of-Reading.pdf This article was written by Nathaniel Hansford (Nate Joseph).If you want to learn more about reading instruction and meta-analysis, be sure to check out his website:www.pedagogynongrata.com or his book: The Scientific Principles of Reading Instruction. If you would like to contact Nathaniel, you can reach him atevidenced.based.teaching@gmail.com Timothy Rasinski, Ph.D.Professor of Reading EducationReading and Writing CenterKent State University401 White HallKent, OH 44242trasinsk@kent.edu ; 330-672-0649website: www.timrasinski.comTwitter: @timrasinski1Timothy Rasinski is a professor of literacy education at Kent State University and director of its award-winning reading clinic. He also holds the Rebecca Tolle and Burton W.Gorman Endowed Chair in Educational Leadership. Tim has written over 250 articles andhas authored, co-authored or edited over 50 books or curriculum programs on reading education. He is author of the best-selling books on reading fluency The Fluent Reader and The Megabook of Fluency. Tim's scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. Hisresearch on reading has been cited by the National Reading Panel and has been published inn journals such as Reading Research Quarterly, The Reading Teacher, ReadingPsychology, and the Journal of Educational Research. Tim is the first author of the fluency chapter for the Handbook of Reading Research, Volume IV.Tim served a three-year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the worlds most widely read journal of literacy education. He has also served as co-editor of the Journal of LiteracyResearch. Rasinski is past-president of the College Reading Association and he has wonthe A. B. Herr and Laureate Awards from the College Reading Association for hisscholarly contributions to literacy education. In 2010 Tim was elected to the InternationalReading Hall of Fame and he is also the 2020 recipient of the William S. Gray Citation ofMerit from the International Literacy Association. In a 2021 study done at StanfordUniversity Tim was identified as being among the top 2% of scientists in the world.Prior to coming to Kent State Tim taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and reading intervention teacher in Omaha, Nebraska. Tim is a veteran of the United States armed forces.Support the showThe 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!

In episode 100 (Part 2) of the "Teacher's Toolkit" podcast, Dr. Jan Turbill discusses the engaging approach of teaching writing through book clubs. She emphasises the importance of teaching writing by allowing students to read like writers and connect with authors. Dr. Turbill recalls her own experiences as a student and how her Latin teacher helped her become a better writer by analysing essays and using them as models.The podcast episode highlights the structured approach used in her book clubs, which involved breaking down the reading and writing process into manageable steps. They started with whole-group discussions about various aspects of storytelling, like character development, setting, and plot. Then, students would engage in small group discussions and activities related to the book they were reading. The episode also discusses the power writing sessions, where students would write in silence, inspired by specific prompts.Throughout the discussion, Dr. Turbill emphasises the importance of reading like a writer and encouraging students to understand how author's craft their stories. The episode also touches on the value of mentor texts (mentor authors) the benefits of allowing students to explore different perspectives in literature, and more effective questioning techniques.Overall, the episode provides valuable insights into an engaging approach to teaching writing that focuses on reading with a writer's mindset and understanding the craft of writing. It highlights the significance of creating a supportive learning environment where students can share their writing and learn from one another.Dr. Jan Turbill is currently an Honorary Senior Fellow in the Faculty of Education at the University of Wollongong with a remarkable career ranging from teaching in classrooms to supporting university students at the foundation of their careers. In addition, from 2007 to 2019, she served as the Teaching and Learning Consultant in the Faculty of Business, offering guidance on teaching and learning matters. Her impactful work earned her an ALTC Citation in 2011. Jan's leadership extends to her role as Past President of the Australian Literacy Educators Association (ALEA), where for eight years she contributed to national literacy initiatives, including the Australian Government's National Inquiry into Literacy. She's advised the NSW Department of Education and been active in the International Reading Association, earning a place in the Reading Hall of Fame in 2008.RESOURCES ON THE PODCASTBerry School Book Club: Engaging readers and writers. Journal of Research in Childhood Education, 21 (3), 269–289.Fletcher, R. & Portalupi, J. (2007). Craft lessons: Teaching writing K–8, (2nd ed.). Portland. Maine: Stenhouse.Griffith, R. (2010). Students learn to read like writers: A framework for teachers of writing. Reading Horizons, 50 (1), 49–66.Macrorie, K. (1985). Telling writing (4th ed.). New Jersey: Boynton/Cook Publishers.Mayo, L. (2000). Making the connection: Reading and writing together. The English Journal, 89 (4), 74–77.Smith, F. (1983). Reading like a writer. Language Arts, 60 (5), 558–567.Children's booksDahl, R. (1988). Matilda. London: Penguin.French, J. (2006). The goat who sailed the world. Sydney: Angus & Robertson.French, J. (2009). The night they stormed Eureka. Sydney: Angus & Robertson.Fussell, S. (2008). Samurai kids: Owl ninja. Sydney: Walker Books.Fussell, S. (2009). Samurai kids: Shaolin tiger. Sydney: Walker Books.Fussell, S. (2008). Samurai kids: White crane. Sydney: Walker Books.Gleeson, L. (2008). Mahtab's story. Sydney: Allen & Unwin.Murphy, S. (2010). Toppling. Sydney: Walker BooksTan, S (2010. The Lost Thing.JOIN CUE LEARNING'S NEXT LIVE WEBINAR!Join our  upcoming Zoom event.and online courses can be found here.Other matching PDF resources are here.Got any questions? Feedback? Thoughts? Email the Cue office at: admin@cuelearning.com.auThe Teacher's Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy expert and founder of Cue Learning, Sharon Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming events, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/ and sign up to our newsletter https://cuelearning.com.au/contact/And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don't miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player.MORE INFORMATION AT A GLANCE:Visit cuelearning.com.auSubscribe to the Teacher's Tool Kit For Literacy podcasts  or join on Apple  Podcasts hereContact the Cue office:  admin@cuelearning.com.auJoin our Teacher's Toolkit facebook groupFind connected resources on TeachificSee upcoming online eventsSee our online video courses hereAnd finally, read our insightful blogs hereProduced by Apiro Media https://apiropodcasts.com

In episode 99 of Teacher's Toolkit for Literacy, "Part 1: Engaging Readers and Writers Through Book Club" we welcome special guest Dr. Jan Turbill. Jan is an accomplished educator, who shares her experiences in education, including teaching in various settings and her work on literacy policy strategies.Jan talks about her post-retirement involvement with a school, where she worked to improve literacy skills in students, particularly in Years 4,5 and 6. She describes how the idea of starting a book club came about and the collaborative efforts of teachers and students to engage with literature.The episode also delves into the importance of teaching students to read like writers, emphasising the value of understanding an author's craft. Jan mentions the significance of establishing a personal connection with authors to enhance the reading experience for students.The podcast highlights the structure of this particular way of using book club in a school, including choosing books by Australian authors, using the reading like a writer research, analysing literary devices, and fostering a love for writing through activities like power writing. Additionally, Jan discusses the impact of these strategies on students' confidence in their writing abilities.The episode concludes with a mention of surveys conducted to assess the students' attitudes toward reading and writing, revealing positive changes in their perceptions and skills.Overall, this podcast episode explores the innovative approach of integrating reading and writing to enhance literacy skills in students through a book club, showcasing the importance of reading like a writer and building a connection with authors.Dr. Jan Turbill is currently an Honorary Senior Fellow in the Faculty of Education at the University of Wollongong with a remarkable career ranging from teaching in classrooms to supporting university students at the foundation of their careers. In addition, from 2007 to 2019, she served as the Teaching and Learning Consultant in the Faculty of Business, offering guidance on teaching and learning matters. Her impactful work earned her an ALTC Citation in 2011. Jan's leadership extends to her role as Past President of the Australian Literacy Educators Association (ALEA), where for eight years she contributed to national literacy initiatives, including the Australian Government's National Inquiry into Literacy. She's advised the NSW Department of Education and been active in the International Reading Association, earning a place in the Reading Hall of Fame in 2008.RESOURCES ON THE PODCASTBerry School Book Club: Engaging readers and writers. Journal of Research in Childhood Education, 21 (3), 269–289.Fletcher, R. & Portalupi, J. (2007). Craft lessons: Teaching writing K–8, (2nd ed.). Portland. Maine: Stenhouse.Griffith, R. (2010). Students learn to read like writers: A framework for teachers of writing. Reading Horizons, 50 (1), 49–66.Macrorie, K. (1985). Telling writing (4th ed.). New Jersey: Boynton/Cook Publishers.Mayo, L. (2000). Making the connection: Reading and writing together. The English Journal, 89 (4), 74–77.Smith, F. (1983). Reading like a writer. Language Arts, 60 (5), 558–567.Children's booksDahl, R. (1988). Matilda. London: Penguin. French, J. (2006). The goat who sailed the world. Sydney: Angus & Robertson. French, J. (2009). The night they stormed Eureka. Sydney: Angus & Robertson. Fussell, S. (2008). Samurai kids: Owl ninja. Sydney: Walker Books. Fussell, S. (2009). Samurai kids: Shaolin tiger. Sydney: Walker Books. Fussell, S. (2008). Samurai kids: White crane. Sydney: Walker Books. Gleeson, L. (2008). Mahtab's story. Sydney: Allen & Unwin. Murphy, S. (2010). Toppling. Sydney: Walker Books.JOIN CUE LEARNING'S NEXT LIVE WEBINAR!Join our  upcoming Zoom event.and online courses can be found here.Other matching PDF resources are here.Got any questions? Feedback? Thoughts? Email the Cue office at: admin@cuelearning.com.auThe Teacher's Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy expert and founder of Cue Learning, Sharon Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming events, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/ and sign up to our newsletter https://cuelearning.com.au/contact/And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don't miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player.MORE INFORMATION AT A GLANCE:Visit cuelearning.com.auSubscribe to the Teacher's Tool Kit For Literacy podcasts  or join on Apple  Podcasts hereContact the Cue office:  admin@cuelearning.com.auJoin our Teacher's Toolkit facebook groupFind connected resources on TeachificSee upcoming online eventsSee our online video courses hereAnd finally, read our insightful blogs hereProduced by Apiro Media https://apiropodcasts.com

Today's guest is Dr. Tim Rasinski. We'll talk about his newest book, Artfully Teaching the Science of Reading, along with several of his recently published studies that offer ways to support students' fluency development through the use of poems and Reader's Theater. This conversation is packed with ideas you'll be able to use right away. After my converstion with Dr. Rasinski, I'm joined by four of my colleagues – Darren, Lainie, Macie, and Gina – where we'll share our responses, ideas, and further questions. ***For more information about Jennifer Serravallo, to read transcripts of any episode, or to learn about inviting Jen's colleagues to work in your school or district, visit her website: www.jenniferserravallo.comFor more information about Tim's Book, Artfully Teaching the Science of Reading, click here.***About this episode's guest:Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He's published numerous best-selling books with Teacher Created Materials and Shell Education, and has also authored books for Scholastic. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Dr. Rasinski is the first author of the fluency chapter for the Handbook of Reading Research.Dr. Rasinski served a three year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is past-president of the College Reading Association and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected into the International Reading Hall of Fame.Prior to coming to Kent State, Timothy Rasinski taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska. Tim is a veteran of the US armed forces.***Special thanks to Alex Van Rose for audio editing this episode.Support the show

Dr. Dan interviews Dr. Victoria Waller about her book Yes! Your Child Can: Creating Success for Children with Learning Differences as well as her proven techniques to create success for children with learning differences and challenges to draw out the singular genius within each child. Dr. Dan and Dr. Waller talk about her “secret sauce” and teaching to strengths and passions. Dr. Waller explains how to use our child's natural strengths and passions to build academic, social, and personal confidence. Dr. Waller empowers parents to let their children follow their own interests, whether it's learning about sharks, reading to the dog, or writing. Dr. Waller's techniques are effective and inspiring – just like this energizing episode.For over 40 years, internationally acclaimed reading specialist and student advocate Dr. Victoria E. Waller has helped children who have trouble reading, who can't sit still in class, who don't feel like they can participate—children whom teachers have all but given up on. Every child can succeed in school and life, but some children need more help than others. Dr. Victoria Waller was the creator of the My Disney Busy Bags for Travel on Planes and Cars for Disney/Hyperion Books and she has created backpacks and toys for M&M Mars, Inc. She was a founding member of the L.A. Children's Museum, a veteran speaker for the International Reading Association for 25 years, is the focus of Eve Bunting's internationally-acclaimed-and Caldecott Medal award-winning middle grade novel, Sixth Grade Sleepover and is Kourtney Kardashian's children's ‘rockstar' tutor!Find out more on her website: www.drvictoriawaller.com Email your parenting questions to Dr. Dan podcast@drdanpeters.com (we might answer on a future episode).Follow us @parentfootprintpodcast (Instagram, Facebook) and @drdanpeters (Twitter).Listen, follow, and leave us a review on Amazon Music, Apple Podcasts, Wondery, or wherever you like to listen!Don't forget, you can hear every episode one week early and ad-free by subscribing to Wondery+ in the @WonderyMedia App.For more information:www.exactlyrightmedia.com www.drdanpeters.comFor podcast merch:www.exactlyrightmedia.com/parent-footprint-shopSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

We are happy to welcome award winning author, Sharon Draper to The Hamilton Review Podcast!  Sharon Draper is the New York Times Bestselling author of " Out of my Mind",  a book that has been on the list for almost two years. The book has also been developed into a movie and will be distributed by Disney, coming to theaters soon! In this conversation, Mrs. Draper shares with the audience about her love of reading as a young girl and how that shaped her writing career. She also talks about her best selling book, "Out of my Mind", her long career as an educator, and so much more. This is a must listen conversation friends! Enjoy this episode! Sharon M. Draper is a professional educator as well as an accomplished writer. She has been honored as the National Teacher of the Year, is a five-time winner of the Coretta Scott King Literary Awards, and is a New York Times bestselling author, with Out of my Mind staying on the list for almost two years. She was selected as Ohio's Outstanding High School Language Arts Educator, Ohio Teacher of the Year, and was chosen as a NCNW Excellence in Teaching Award winner. She is a Milken Family Foundation National Educator Award winner, and was the Duncanson Artist-in-Residence for the Taft Museum. She is a YWCA Career Woman of Achievement, and is the recipient of the Dean's Award from Howard University School of Education, the Pepperdine University Distinguished Alumnus Award, the Marva Collins Education Excellence Award, and the Governor's Educational Leadership Award. Last year she was named Ohio Pioneer in Education by the Ohio State Department of Education, and in 2008 she received the Beacon of Light Humanitarian award. In 2009 she received the Doctor of Laws Degree from Pepperdine University. In 2011, she received the Lifetime Achievement Award for contributions to the field of adolescent literature by The Assembly on Literature for Adolescents of the National Council of Teachers of English, as well as the 33rd Annual Jeremiah Luddington Award by the Educational Book and Media Association, also for lifetime achievement. In 2015 she was honored by the American Library Association as the recipient of the Margaret A. Edwards Award for lifetime literary achievement. In 2015 she was honored with the Anne V. Zarrow Award by the Tulsa Library Trust., as well as the 2016 Upstander Award by Antioch College. She has been honored at the White House six times, and was chosen as one of only four authors in the country to speak at the National Book Festival Gala in Washington, D.C, and to represent the United States in Moscow at their Book Festival. Her book Copper Sun was named one of the 100 Best Books of All Time by TIME Magazine and was selected by the US State Department and the International Reading Association as the United States novel for the international reading project called Reading Across Continents. Students in the US, Nigeria, and Ghana are reading the book and sharing ideas-a true intercontinental, cross-cultural experience. Actively involved in encouraging and motivating all teachers and their students as well, she has worked all over the United States, as well as in Russia, Ghana, Togo, Kenya, Ethiopia, Bermuda, and Guam, spreading the word about the power of accomplished teaching and excellence in education. Her literary recognition began when, as a challenge from one of her students, she entered and won first prize in a literary contest, for which she was awarded $5000 and the publication of her short story, "One Small Torch." She has published numerous poems, articles, and short stories in a variety of literary journals. She is the published author of numerous articles, stories, and poems. Sharon Draper is an active participant in the activities of the YWCA of Cincinnati, a member of the National Council of Teachers of English, the International Reading Association, and Top Ladies of Distinction. Ms. Draper travels extensively and has been a guest on television and radio programs throughout the country, discussing issues of literature, reading, and education. She is an accomplished public speaker who addresses educational and literary groups of all ages, both nationally and internationally, with entertaining readings of her poetry and novels, as well as enlightening instructional presentations. She lives in Cincinnati, Ohio, with her husband and a golden retriever named Honey. I learned to dream through reading, learned to create dreams through writing, and learned to develop dreamers through teaching. I shall always be a dreamer. Come dream with me. How to contact Sharon Draper: Sharon Draper's official website Sharon Draper on Instagram How to contact Dr. Bob: Dr. Bob on YouTube: https://www.youtube.com/channel/UChztMVtPCLJkiXvv7H5tpDQ Dr. Bob on Instagram: https://www.instagram.com/drroberthamilton/ Dr. Bob on Facebook: https://www.facebook.com/bob.hamilton

Cat Urbigkit is an author and photographer based in Wyoming. In addition to her career as a newspaper reporter, Urbigkit became a full-time book author in 2005. She's been a devoted reader, writer, and library user since she was in third grade. Cat continues to write books and report for various news outlets. The author lives on a working sheep ranch in western Wyoming with her family and her livestock guardian animals, including guardian dogs and burros. Urbigkit shares the beauty of rural life through her nonfiction books for children. Her books have received honors from the International Reading Association, Junior Library Guild, National Science Teachers Association, Society of School Librarians International, and numerous state reading associations. In her nonfiction books for adults, Urbigkit often writes about big predators, and life on western rangelands shared by these species. http://paradisesheep.com/index.html https://www.facebook.com/cat.urbigkit

On this episode of The Literacy View, we discuss:Emily Hanford's “Sold a Story” podcast ☑️The “Call for Rejecting the Latest ‘Reading Wars'” letter ☑️The “Parents Say Enough” response letter ☑️Dr. Rasinski's response letter ☑️AND…FLUENCY‼️ All letters posted below Parent letterhttp://hechingerreport.org/opinion-parents-say-enough.../58 literacy “experts” letterhttps://hechingerreport.org/opinion-a-call-for-rejecting.../Tim Rasinskihttps://openletter.earth/why-i-signed-an-open-letter-to-parents-and-others-concerned-about-children-who-struggle-in-learning-to-read-bc111721PBS News Hour letterhttps://readingrecovery.org/wp-content/uploads/2019/05/Concern-letter-to-PBS.pdfDr. Rasinski's bioTimothy Rasinski, Ph.D.Professor of Reading EducationReading and Writing CenterKent State University401 White HallKent, OH 44242trasinsk@kent.edu ; 330-672-0649website: www.timrasinski.comTwitter: @timrasinski1Timothy Rasinski is a professor of literacy education at Kent State University and director of its award-winning reading clinic. He also holds the Rebecca Tolle and Burton W. Gorman Endowed Chair in Educational Leadership. Tim has written over 250 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He is author of the best-selling books on reading fluency The Fluent Reader and The Megabook of Fluency. Tim's scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Tim is the first author of the fluency chapter for the Handbook of Reading Research, Volume IV. Tim served a three-year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Rasinski is past president of the College Reading Association, and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010 Tim was elected to the International Reading Hall of Fame and he is also the 2020 recipient of the William S. Gray Citation of Merit from the International Literacy Association. In a 2021 study done at Stanford University Tim was identified as being among the top 2% of scientists in the world. Prior to coming to Kent State Tim taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and reading intervention teacher in Omaha, Nebraska. Tim is a veteran of the United States armedforces.Faith Borkowsky and Judy Boksner, discuss education articles that all educators, parents, and taxpayers should read.All currently teach children reading and hold master's degrees in education.The Literacy View lights up the information and leaves listeners to ponder and draw conclusions.The Literacy View IS INTERACTIVE, THOUGHT-PROVOKING, AND DELICIOUSLY ENTERTAINING!

Jim Cummins is a Professor Emeritus at the Ontario Institute for Studies in Education of the University of Toronto. His research focuses on literacy development in educational contexts characterized by linguistic and socioeconomic diversity. In numerous articles and books, he has explored the nature of language proficiency and its relationship to literacy development, with particular emphasis on the intersections of societal power relations, teacher-student identity negotiation, and literacy attainment. His most recent book Rethinking the Education of Multilingual Learners: A Critical Analysis of Theoretical Concepts (Multilingual Matters) was published in fall 2021. He is the recipient of the International Reading Association's 1979 Albert J. Harris award and has received honorary doctorates from five universities in North America and Europe in recognition of his contributions to issues of educational equity and multilingual education.   Ontario  Human  Rights  Commission Right  to  ReadReport: Sincere, Passionate, Flawed https://jtl.uwindsor.ca/index.php/jtl/article/view/7279/5402   Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students With Scientifically Based Reading Research https://journals.sagepub.com/doi/epub/10.3102/0013189X07313156

How can can teachers develop a set of conditions of learning in the classroom that lead to greater student engagement and improved outcomes?Many school leaders and teachers are grappling with this, and wondering whether a program could bring the solution, or whether there's a way to construct the learning with students.To talk about his Conditions For Learning, we welcome back to the podcast ​​Dr. Cambourne, associate professor and Principal Fellow at the University of Wollongong in NSW. Brian is one of Australian's most eminent researchers of literacy and learning. Brian's national and international scholarship has earned him many prestigious awards, including being inducted into the International Reading Association's Reading Hall of Fame, and the Outstanding Educational Achievement Award by the Australian College of Educators. Enjoy the episode, and let us know thoughts and feedback in our Facebook Group. Subscribe on Apple Podcasts, Spotify, or your favourite podcast player. ONLINE RESOURCES RELEVANT TO THIS EPISODETeaching decisions that bring the conditions of learning to life by Debra CouchConditions For Learning by Dr Brian Cambourne WHAT OUR CLIENTS SAY ABOUT US..."Working with Sharon and Cue has given my staff a new impetus and focus on improving our student's literacy and learning. The "it's not a program" approach has given teachers the skills, structures and confidence to teach reading and writing in a highly explicit way but still allow it be joyful, interesting and motivating. Cue have been fantastic in their flexibility to deliver their support through video, face-to-face sessions, classroom modelling and ongoing 1 to 1 Zoom sessions. Distance has not been an issue."Andrew, Principal,  Western Australia Got any questions? Feedback? Thoughts? Email the Cue office at: admin@cuelearning.com.auThe Teacher's Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy expert and founder of Cue Learning, Sharon Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming events, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/ and sign up to our newsletter https://cuelearning.com.au/contact/And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don't miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player. MORE INFORMATION AT A GLANCE:Visit cuelearning.com.auSubscribe to the Teacher's Tool Kit For Literacy podcasts  or join on Apple  Podcasts hereContact the Cue office:  admin@cuelearning.com.auJoin our Teacher's Toolkit facebook groupFind connected resources on TeachificSee upcoming online eventsSee our online video courses hereAnd finally, read our insightful blogs hereProduced by Apiro Media https://apiropodcasts.com

Teaching writing (and literacy) can sometimes be 'a bit of this and a bit of that'. Sometimes we teach in a compartmentalised way, and there is no connection between lessons​​.We often don't see a transfer of what we are teaching to students using the skills in their own writing.To help us with this, Dr. Brian Cambourne joins the show to talk about teaching writing effectively, building connection in literacy and shares the relevant academic research and evidence.​​Dr. Cambourne, associate professor, is currently a Principal Fellow at the University of Wollongong in NSW. He started his teaching career in NSW in 1956 and spent the next nine years working in a variety of small, mostly one-teacher primary schools before entering academic life. He has since become one of Australian's most eminent researchers of literacy and learning. He completed his PhD at James Cook University before becoming a post-doctoral Fellow at the Harvard Graduate School of Education; a Fulbright Scholar; Research Fellow at the Centre for Studies in Reading at the University of Illinois and Research Fellow at the Learning Centre at Tucson.Brian's national and international scholarship has earned him many prestigious awards, including being inducted into the International Reading Association's Reading Hall of Fame, and the Outstanding Educational Achievement Award by the Australian College of Educators. In this episode, we talk about how to teach writing in more effective, inquiring, explicit and powerful ways. You'll also understand what it means to do this in connection with broader literacy approaches, with the curriculum and across the school, as well as individually. And much more!Enjoy, and let us know thoughts and feedback in our Facebook Group. Subscribe on Apple Podcasts, Spotify, or your favourite podcast player. JOIN CUE LEARNING'S NEXT LIVE WEBINAR!Find upcoming events here and previous webinars (online video courses) here.Other matching PDF resources can be found at Teachific. RESOURCES LINKED TO THIS PODCASTUnderstanding Writing and its Relationship to Reading - by Brian Cambourne, Foundation for Learning and Literacy  Made for Learning - How the Conditions of Learning Guide Teaching Decisions - Debra Crouch and Brian CambourneOn Language and Linguistics - By M.A.K. Halliday TEACHIFIC RESOURCES LINKED TO THIS PODCASTCommon Features of Classrooms with High Achieving Writers  These eight handy posters, Common Features of Classrooms with High Achieving Writers, (best enlarged to A3) can be highly useful for your writing classroomGot any questions? Feedback? Thoughts? Email the Cue office at: admin@cuelearning.com.auThe Teacher's Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy expert and founder of Cue Learning, Sharon Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming events, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/ and sign up to our newsletter https://cuelearning.com.au/contact/And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don't miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player. MORE INFORMATION AT A GLANCE:Visit cuelearning.com.auSubscribe to the Teacher's Tool Kit For Literacy podcasts  or join on Apple  Podcasts hereContact the Cue office:  admin@cuelearning.com.auJoin our Teacher's Toolkit facebook groupFind connected resources on TeachificSee upcoming online eventsSee our online video courses hereAnd finally, read our insightful blogs hereProduced by Apiro Media https://apiropodcasts.com

Dawna Mosburg - Being an Elementary School Principal, Changing School Cultures, and Addressing the needs of "At-Risk" Students. This is episode 473 of Teaching Learning Leading K12, an audio podcast. Dawna Mosburg joined Broken Arrow Public Schools in 2007. She has held the positions of Ex. Director of Professional Development, Ex. Director of Ancillary Instructional services and the principal at Rhoades Elementary School. Ms. Mosburg is a graduate of the University of Houston earning a bachelor's degree in elementary education with a minor in special education and a master's degree in administration from Southwestern Oklahoma State University.  She has completed fifteen post Master's degree hours and received her superintendent's certification in 2003. Ms. Mosburg has served as a teacher in Houston, Texas and Clinton, Oklahoma. She was also an assistant principal and a building principal in Clinton for 10 years prior to coming to Broken Arrow Public Schools. Ms. Mosburg was named CCOSA District 10 Administrator of the Year for 2006-2007. Dawna has been a presenter for AERA, American Education and Research Association and is an active member of the International Reading Association.  She also has presented for classes at the Teachers College at Columbia University, St. Francis Xavier University in Nova Scotia and Oklahoma State University Tulsa. Dawna presents locally and throughout Oklahoma on “Brain Compatible Classrooms”.  She also has piloted several programs such as STEM, RTI, PLCs, and enrichment. Ms. Mosburg continually campaigns for “at risk” students and her efforts are chronicled in the book, Living Faithfully, the Transformation of Washington School which was published in 2013. She has also been published in AERA WESIG with her article, “Leading with the Heart”. Connect & Learn More: dawnasellstulsa@gmail.com https://www.amazon.com/Living-Faithfully-Transformation-Washington-School/dp/1617357081 Length - 59:12

Show Notes On the podcast this week: our final episode of Season 4, Iraj returns to talk about asteroids, nuclear explosions, and capes, Thom names names, and Nina looks at alternative narrative frameworks. Plus we clean up a few ambiguities, answer some questions, and come clean about our favorite mobile suits. Will Thom's controversial takes enrage the MSB fandom?! Names, Names, Names: The Geara Doga _The Nagano designs for a 'Killah Doga' / キラ・ドガ and a サイコ・ドーラ can be seen in this Twitter post by Mark Simmons. _ _The DWDS (Digital Dictionary of the German language) records usages of Killer going back to 1972. _ The assertion that the Geara Doga and its gear was designed to look like a German WWII soldier is from the Japanese Wikipedia page for the Geara Doga, which cites: Yutaka Izubuchi "Yutaka Izubuchi Mechanical Design Works (1)" Movic, August 2000, pp. 16-17. ISBN  978-4896014907. The Alpha Azieru Izubuchi Yutaka explains that he drew the Alpha Azieru without having been asked, and says that the name comes from the Greek letter α and the word アジール, meaning an asylum or refuge. Background on what アジール means in Japanese can be found at the Japanese Wikipedia page. Jisho.org page on アジール which specifies the German derivation from Asyl. The Sazabi Izubuchi Yutaka explains that the prior title for the MS was ザ・ナック and that he thought Sazabi would be hard to trademark. ZeonicScanlations Twitter thread translating excerpts from an old Animedia book and specifying the Sotheby's reference. _ZeonicScanlations page translating a section of B-Club 30 from 1988 about the Sazabi, mentioning Zanac and the conflict with a similarly named Famicom game. _ The video game Zanac, which prevented CCA from using ザ・ナック for the Sazabi. _Japanese Wikipedia page on the Sazabi. _ _Japanese Wikipedia page for The Knack (the band). _ And the Japanese Wikipedia page for "My Sharona," specifically. _A rundown by Zimmerit.moe of musical references included in Nagano Mamoru's Five Star Stories. _ English-language interview with Izubuchi Yutaka in which he mentions the name issues for the Sazabi. Nagano's design for the Naitiengeaile (Nightingale) can be seen on this twitter post by Mark Simmons. Nagano's revision of the Naitiengeaile as the Nahatgall (ナハトガル, Nachtigall) can be seen here, or here. Story Structures, Cross-Cultural Analysis: Masterclass overview of 4 different story structures. Author Kim Yoon Mi's overview of story structures from around the world. Tofugu article about how arguments are structured in Japanese (with reference to how this relates to Japanese story structures. Blog post from art-collective Still Eating Oranges about "plot without conflict." _dbpedia and Japanese Wikipedia pages for kishoutenketsu (起承転結). _ _Articles on kishoutenketsu from Art of Narrative, Book Riot, Mythic Scribes, and Tofugu (Tofugu specifically looking at how this structure is used in Japanese horror). _ Papers and articles: Francisco Vaz da Silva. “Narrative Cultures in the Mirror.” Narrative Culture, vol. 1, no. 1, Wayne State University Press, 2014, pp. 85–108, https://doi.org/10.13110/narrcult.1.1.0085. Matsuyama, Utako K. “Can Story Grammar Speak Japanese?” The Reading Teacher, vol. 36, no. 7, [Wiley, International Reading Association], 1983, pp. 666–69, http://www.jstor.org/stable/20198301. Koenitz, Hartmut & Pastena, Andrea & Jansen, Dennis & Lint, Brian & Moss, Amanda. (2018). The Myth of ‘Universal' Narrative Models. 10.1007/978-3-030-04028-4_8. Accessed at https://www.researchgate.net/publication/329064597_The_Myth_of_%27Universal%27_Narrative_Models Lien, Henry. “Diversity Plus: Diverse Story Forms and Themes, Not Just Diverse Faces.” SFWA, 18 Dec. 2020, https://www.sfwa.org/2021/01/05/diversity-plus-diverse-story-forms-and-themes-not-just-diverse-faces/. Wikipedia page for jo-ha-kyuu (序破急). Mobile Suit Breakdown is written, recorded, and produced within Lenapehoking, the ancestral and unceded homeland of the Lenape, or Delaware, people. Before European settlers forced them to move west, the Lenape lived in New York City, New Jersey, and portions of New York State, Pennsylvania, Delaware, and Connecticut. Lenapehoking is still the homeland of the Lenape diaspora, which includes communities living in Oklahoma, Wisconsin, and Ontario. You can learn more about Lenapehoking, the Lenape people, and ongoing efforts to honor the relationship between the land and indigenous peoples by visiting the websites of the Delaware Tribe and the Manhattan-based Lenape Center. Listeners in the Americas and Oceania can learn more about the indigenous people of your area at https://native-land.ca/. We would like to thank The Lenape Center for guiding us in creating this living land acknowledgment. You can subscribe to Mobile Suit Breakdown for free! on fine Podcast services everywhere and on YouTube, visit our website GundamPodcast.com, follow us on Twitter, Instagram, and Facebook, or email your questions, comments, and complaints to gundampodcast@gmail.com. Mobile Suit Breakdown wouldn't exist without the support of our fans and Patrons! You can join our Patreon to support the podcast and enjoy bonus episodes, extra out-takes, behind-the-scenes photos and video, MSB gear, and much more! The intro music is WASP by Misha Dioxin, and the outro is Long Way Home by Spinning Ratio, both licensed under Creative Commons CC BY 4.0 licenses. The recap music for Season 3 is New York City (instrumental) by spinningmerkaba, licensed under a Creative Commons Attribution (3.0) license.. All music used in the podcast has been edited to fit the text. Mobile Suit Breakdown provides critical commentary and is protected by the Fair Use clause of the United States Copyright law. Gundam content is copyright and/or trademark of Sunrise Inc., Bandai, Sotsu Agency, or its original creator. Mobile Suit Breakdown is in no way affiliated with or endorsed by Sunrise, Bandai, Sotsu, or any of their subsidiaries, employees, or associates and makes no claim to own Gundam or any of the copyrights or trademarks related to it. Copyrighted content used in Mobile Suit Breakdown is used in accordance with the Fair Use clause of the United States Copyright law. Any queries should be directed to gundampodcast@gmail.com

Linnea C. Ehri  Ph.D. is an American psychologist, currently Distinguished Professor Emerita of Educational Psychology at The Graduate Center of the City University of New York. Dr. Ehri received her B.S. in Psychology at the University of Washington in Seattle and her M.A. in Psychology at San Francisco University. She received her Ph.D. from the University of California, Berkeley.  Prior to joining the faculty of The Graduate Center CUNY as a Distinguished Professor in 1991, Linnea was a professor at the University of California, Davis.    Linnea has served on editorial boards of nine scientific journals. She has published over 100 research papers and edited two books. Her studies have contributed to our understanding of psychological processes and sources of difficulty in learning to read and spell.She has received awards for distinguished research from the Society for the Scientific Study of Reading (SSSR), American Educational Research Association, International Reading Association, and National Reading Conference. She is a member of the Reading Hall of Fame, and past president of SSSR. She was a member of the National Reading Panel that was established by the U.S. Congress to evaluate evidence indicating effective methods of teaching reading. On this panel she chaired the committee that reviewed research on phonemic awareness instruction and systematic phonics instruction. Although Dr. Ehri has recently received Faculty Emeritus status, she continues to advise students and offer her expertise on literacy development and reading instruction.   Recent publications have examined the ways in which children and young adults learning orthographic mapping and spelling.This podcast is sponsored by Heggerty. The Heggerty curricula has 35 weeks of phonological and phonemic awareness lesson plans aligned to the science of reading. Systematic daily lessons require minimal teacher prep time and take just 10-12 minutes to complete. The Heggerty curricula is available in both English and Spanish, and it's being used by thousands of school districts across the US, Canada, and Australia. Learn more about the curricula, our intervention book, and decodable readers at heggerty.orgFurther Learning and Resources from Dr. Ehri Ehri, L.C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55(1), S45-S60. Special Issue: The Science of Reading: Supports, Critiques, and Questions.  Ehri, L. (1998). Research on learning to read and spell:  A personal-historical perspective.  Scientific Studies of Reading, 2, 97-114. Ehri, L. (2005). Development of sight word reading: Phases and findings. In M. Snowling & C. Hulme,(Eds.), The science of reading, a handbook (pp. 135-154). UK: Blackwell. Ehri, L.C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21.  Further Reading and Exploration Bhattacharya, A. & Ehri, L. (2004). Graphosyllabic analysis helps adolescent struggling readers read and spell words. Journal of Learning Disabilities, 37, 331-348. Boyer, N., & Ehri, L.C. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15(5), 440–470. Chambré, S.J., Ehri, L.C., & Ness, M. (2020). Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders. Reading and Writing, 33(5), 1133–1162.  Gaskins, I., Ehri, L., Cress, C., O'Hara, C., & Donnelly, K.  (1996). Procedures for word learning:  Making discoveries about words.  The Reading Teacher, 50, 312-327. Gonzalez-Frey, S.M., & Ehri, L.C. (2021). Connected phonation is more effective than segmented phonation for teaching beginning readers to decode unfamiliar words. Scientific Studies of Reading, 25(3), 272-285. Rosenthal, J. & Ehri, L. (2008). The mnemonic value of orthography for vocabulary learning. Journal of Educational Psychology, 100, 175-191. Sargiani, R., Ehri, L., & Maluf, M.R. (in press). Teaching beginners to decode consonant-vowel syllables using grapheme-phoneme subunits facilitates reading and spelling compared to teaching whole syllable decoding. Reading Research Quarterly. Shmidman, A. & Ehri, L. (2010). Embedded picture mnemonics to learn letters. Scientific Studies of Reading, 14, 159-182. Other works mentioned by Dr. Ehri Noam Chomsky Jeanne Chall Phonology and the Problems of Learning to Read and Write by Liberman and Shankweiler   Linnea's Picks The Winthrop Woman by Anya Seton A Promised Land by Barak Obama

Alane Adams shares the story of her transition from a successful accountant to a successful author and founder of the Rise Up Foundation. We talk about researching and writing mythology for her series, LEGENDS OF OLYMPUS, and her latest release, MEDUSA QUEST. We also discuss tips for productivity, the importance of not stopping writing for anything, author life during the pandemic, her Between the Pages virtual author talk, assembling the publicity team that makes her incredible marketing possible, the ways in which reading is a superpower, Christian Slater, the mysteries of the universe, and so much more. Alane Adams is a children’s author, literacy advocate, and founder of the Rise Up Foundation. She is a former university professor and retired entrepreneur with a Master’s Degree in Diplomacy. As a children’s literacy advocate, Alane travels the country visiting schools to talk to kids about Reading is a Superpower. Alane is also a speaker and presenter, and has delivered keynote speeches on the writing process. Alane’s award-winning titles include the Legends of Orkney TM Norse mythology middle grade series, the Witches of Orkney prequel series, The Legends of Olympus Greek mythology middle grade series, and a series of historical fiction picture books that include The Coal Thief, The Egg Thief, The Santa Thief, and The Circus Thief. Alane’s books have won multiple awards, including SCBWI’s Spark Award for Best Picture book; Moonbeam Children Awards Gold Medal Best Juvenile Series; Benjamin Franklin Gold Winner Young Children’s Fiction; IPPY Gold Medal Winner Holiday Book; USA Best Book Awards Best Children’s Books. Her forthcoming April 2021 release is The Medusa Quest, Book 2 of the Legends of Olympus series. Alane is a proud member of the Society of Children’s Book Writers and Illustrators, the International Reading Association, The Literacy Research Association, and the California Reading Association. When she’s not writing or traveling to schools, Alane can be found hiking somewhere in the world or hanging out with her three boys.

In this episode, Judy and Lou discuss the accuracy of our narrative in schools around Mt. Rushmore and Abraham Lincoln, two monuments for whom Lou has a very deep connection.Actor, singer and storyteller Lou Del Bianco has been working with children of all ages since 1982. According to the New York Times, Lou’s dramatic approach to storytelling “puts pow into passivity!” The Parents Choice foundation states that “few performers excel as both storyteller and musician, but Lou Del Bianco is one who does.” Lou’s 6 recordings have garnered high praise from Billboard Magazine, Parent’s Choice, NAPPA, BOOKLIST, CHILD Magazine, Family Fun and a slew of others!Lou has performed all over the country, from the Tastes of Chicago to the Kravis Center to Carnegie Hall. His music video, “A Little Bit Clumsy”, is presently playing on the Learning Channel. He has traveled the Northeast as an artist in residence for 17 years; performed in San Diego at the International Reading Association’s annual convention; served as keynote speaker on arts / character education from North Carolina to Massachusetts.On an educational level, Lou has been an artist-in-residence since 1987 and has worked in many schools alongside teachers to help improve literacy in the classroom. His Kinderart residency (created with his wife, Camille) was honored by New York State as a model program, and his Story Theater residency, Around the World and Make a Good Choice! one man shows have reached thousands of elementary children all over the tri-state area.Lou’s portrayal of Abraham Lincoln has been endorsed by the Lincoln Bicentennial Commission. His grandfather, Luigi, chief carver on Mount Rushmore was recently honored by TLC’s CAKE BOSS with a remarkably life like cake of the American icon. Lou’s one man show about his grandfather has received rave reviews from schools, libraries and historical groups.

“Books give us a window into social issues and a way for kids and adults to learn." On today's show, Anthony Manna talks with author, speaker, and publisher Janet Wong about her work and how her family and multi-cultural experiences shapes her writing. About this Podcast: This podcast platform interviews authors who openly discuss their books, writing journeys, goals, and accomplishments. It also provides practical tips and motivation for writers at all stages of their writing journey. The diverse number of guest authors will almost certainly provide an educational environment in which all authors will make discoveries about crafting particular genres. Topics discussed on the podcast cover the entire spectrum of writing, self-publishing, indie publishing, marketing, and distribution. Listeners are encouraged to review and share this podcast with other writers. HOST: For the past 50 years, Anthony Manna has taught reading, writing, literacy development, drama and language arts in schools and universities in the United States and around the world. His goal is to help kids and teens discover great books and exciting activities and games that'll get them reading, writing, and thinking. His website provides parents and educators with information and guides that support the success of their children, tweens, and, teens as readers and writers and encourage them to enjoy discovering books that will inspire them to become life-long readers. You can learn about Anthony's award-winning books such as Loukas and the Game of Chance, The Orphan: A Cinderella Story from Greece, Mr. Semolina-Semolinus: A Greek Folktale, and Greek Folktales: A Treasury of Delights by visiting his website. GUEST: Janet Wong was born in Los Angeles, CA, the daughter of a Chinese-immigrant father and a Korean-immigrant mother. She grew up in Los Angeles and in San Anselmo, 20 miles northwest of San Francisco. After graduating from UCLA, Janet attended Yale Law School and went on to practice corporate and labor law for GTE and Universal Studios Hollywood. But after a few years of not feeling satisfied with her work, she chose to write for young people instead. “I couldn't think of anything more important than working with kids.” Success as a children's author did not come easily for Janet; she received over 20 rejection letters for her early picture book manuscripts, and felt “like a failure” after a year of writing. “I almost decided to return to the law, but then I remembered what my husband had said, the night before I quit my law job: 'Why don't you write for a year — and it doesn't matter if you get published. If you love it, keep on doing it.'” Janet did love writing, and she decided to take writing classes at UCLA, where she studied with the accomplished children's poet Myra Cohn Livingston. Myra urged Janet to “read, read, read, at least a dozen books a week.” With Myra's help, Janet's first collection of poetry, Good Luck Gold, was published in 1994. Janet is the author of more than 30 books for children and teens. Her poetry collections and picture books explore a wide range of topics including human diversity in Apple Pie 4th of July, yoga positions in Twist: Yoga Poems, dreams in Night Garden, and poems about driving in Behind the Wheel. Her poems have been reprinted in many textbooks and anthologies, as well as in some more unusual venues. “Albert J. Bell” from A Suitcase of Seaweed was selected to appear on 5,000 subway and bus posters as part of the New York City Metropolitan Transit Authority's “Poetry in Motion” program, and poems from Behind the Wheel have been featured on a car-talk radio show. Janet's awards include Bank Street Best Books of the Year, CBC/NCSS Notable Social Studies Trade Book, Lee Bennett Hopkins Poetry Award Honor. A Book Links Lasting Connection Book, NYPL Book for the Teenage, and Asian Pacific American Librarians' Association Award. She also received the International Reading Association's “Celebrate Literacy Award,” presented by the Foothill Reading Council for exemplary service in the promotion of literacy. Articles by and about Janet have appeared in Scholastic's Instructor magazine, Creative Classroom, Booklinks, and O magazine; Janet and her work have been featured on The Oprah Winfrey Show and other television programs. You can read more about Janet and her work by visiting her website.

Dr. DOUGLAS FISHER is a Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is a member of the California Reading Hall of Fame and is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer award for excellence in writing from the National Council of Teachers of English, and the Christa McAuliffe award for excellence in teacher education. He has published numerous articles on improving student achievement as well as books, such as Text-Complexity: Raising Rigor in Reading (with Nancy Frey and Diane Lapp), Checking for Understanding (with Nancy Frey) and Common Core English Language Arts in a PLC at Work (with Nancy Frey). He is a board member of the International Reading Association and a past board member of the Literacy Research Association. In our conversation, Dr. Fisher recalls a time in his teaching career when he genuinely struggled to connect with his learners. He talks about his latest work in the area of balanced literacy, and explains how educators will be pushed to think about literacy in his workshop. He explains why he’s been giving the matter of teacher credibility more attention, and discusses the personal passions and productivity strategies that make him tick. As we close, he also shares some of the voices and resources that continue to shape his thinking and inspire his professional practice today. You can connect with Dr. Douglas Fisher ... On Twitter @DFisherSDSU On his website at https://www.fisherandfrey.com/ Visit https://teachersonfire.net/ for all the show notes and links from this episode! Connect with the Teachers on Fire podcast on social media: On Twitter: https://twitter.com/TeachersOnFire On Instagram: https://www.instagram.com/teachersonfire/ On Facebook: https://www.facebook.com/TeachersOnFire/ On LinkedIn: www.linkedin.com/in/TimWCavey On The Teachers on Fire Magazine: https://medium.com/teachers-on-fire On YouTube: https://www.youtube.com/channel/UCFDPjkAn7lZb-rahyVDttKA Song Track Credits Intro: Easy (by Mike Cosmo -- license purchased at https://taketones.com/) Outtro: Bluntedsesh4 (by Tha Silent Partner, courtesy of FreeMusicArchive.org) --- Support this podcast: https://anchor.fm/teachersonfire/support

Sherry Dixon is a full-time life coach, spiritual coach, writer and owner of Lighthouse Solutions where she mentors others in finding their light. Sherry’s first book Natural Destiny, was recognized by the International Reading Association in 2013 where the association sponsored a book tour on Guam. Sherry is currently working on her second book, Seeking Forgiveness. www.sherrysdixon.com Paula Vail Master Teacher Usui, Karuna, & Holy Fire Reiki Wellness Inspired - Tacoma WA www.wellnessinspired.com

Dr Denny Taylor is an author, researcher and educator living in New York City. She has published 19 books—fiction and nonfiction—and is a co-founder of Garn Press, a publishing house with a focus on social conscience. Denny is widely credited with giving rise to family literacy, a concept UNESCO uses today as an organizing principle for supporting vulnerable populations all over the world. In 2004, she was elected Member of the International Reading Association’s Reading Hall of Fame and has been nominated for a number of prestigious awards, including a Pulitzer Prize in 1997 and, most recently, the 2018 Nobel Peace Prize. On this episode, Gideon and Richard talk to Denny about her work in Family Literacy, her involvement with UN, and a number of the major issues facing society today relating to education, technology, and climate change. They also discuss two of Denny’s books; ‘Rosie’s Umbrella’, a book inspired by Denny and her mother’s own experiences of life in the Welsh mining towns of the early 20th century, and ‘Split Second Solution’, a dystopian tale set in NYC in 2022 that foreshadows the rise of Trump, the 'me-too' movement, and the wide mis-application of artificial intelligence.

Tammy Breitweiser is currently a Curriculum Coach in Northwest Indiana where she is dedicated to student achievement in 7th and 8th grade. With over 23 years of education experience, she is a reading advocate who has a passion for writing as well. During the span of her career, she has worked with pre-K through adult learners.  Tammy has presented at the Indiana Computer Educators conference, the Indiana State Reading Association, and the International Reading Association. After earning her Masters Degree in Teacher Leadership, a new opportunity presented itself and she became trained as a TAP Master teacher. In this position, she was honored to be able to have extensive training in coaching, Teach Like a Champion, professional development, and action research. Tammy Breitweiser now uses all that training in her current position in Michigan City Area Schools.   Tammy Breitweiser Show Highlights: Tammy’s practice of using a bullet journal The three questions Tammy asks that she learned from the School Leadership Series How Tammy used goals and self-care with the educators she coaches The teachers' response to Tammy focusing on their health How reflection helped Tammy solve a communication problem What Tammy is excited about for this year How block scheduling improved literacy campus-wide The support and training offered by transitioning to a block schedule A cool activity you should try with your staff, “The advocate activity.” The power of “Magic Tupperware.”   Tammy Breitweiser Resources: 3 Questions every leader should ask 180 Days 16 Personalities Bullet Journal “Don’t ask kids to do anything you’re not willing to do yourself.” -Tammy Breitweiser Tammy Breitweiser Contact Info Website Twitter Buy the Better Leaders Better Schools Roadmap   Show Some Love BECOME A PATRON OF THE SHOW FOR AS LITTLE AS $1/MONTH DID YOU LIKE THE SHOW?  iTunes SUBSCRIBE HERE! LEAVE A 5-STAR RATING AND REVIEW   Join my hybrid group coaching & leadership development community Website :: Facebook :: Insta :: Twitter :: LinkedIn   SHOW SPONSORS: ORGANIZED BINDER Organized Binder is an evidence-based RTI2 Tier 1 universal level solution Focuses on improving executive functioning and non-cognitive skills Is in direct alignment with the Universal Design for Learning (UDL) framework Is an integral component for ensuring Least Restrictive Environments (LRE)   You can learn more and improve your student’s success at https://organizedbinder.com/ Copyright © 2019 Better Leaders Better Schools

In studies in psychology and education it is essential to think clearly about causal mechanisms. In this seminar Professor Hulme will outline the use of path diagrams as tools for representing, reasoning about, and testing causal models. The examples used will come from studies of children’s reading and language disorders. In studies of such disorders we can probably never practically or ethically manipulate the ultimate causes (genes and environments) of a disorder. Professor Hulme will argue, however, that identifying causes at the Cognitive Level of explanation is crucial for planning effective treatments/interventions for these disorders. Furthermore, if interventions are successful we may, using mediation analyses, get close to identifying the proximal causes for different disorder. About the speaker: Charles Hulme is Professor of Psychology and Education at the University of Oxford and is a William Golding Senior Research Fellow at Brasenose College, Oxford. Charles has broad research interests in reading, language and memory processes and their development and is an expert on randomized controlled trials in Education. Publications include a number of assessment materials including the York Assessment of Reading for Comprehension (2009), the Phonological Abilities Test (1997), Sound Linkage (2014) and The Test of Basic Arithmetic and Numeracy Skills (2015) as well as several books dealing with various aspects of reading development. He is a former Editor-in-Chief of the journal ‘Scientific Studies of Reading’ (2007-2009) and is currently a Senior Editor of the Association of Psychological Science’s flagship journal, Psychological Science. In 2009 he published “Developmental disorders of language, learning and cognition” (Wiley-Blackwell; co-authored with Maggie Snowling). He holds an honorary doctorate from the University of Oslo (2014) and is a member of Academia Europea and a Fellow of the Academy of Social Sciences. He received the Feitelson Research Award from the International Reading Association (1998) and the Marion Welchman International Award for Contributions to the study of Dyslexia from the British Dyslexia Association (2016). He was elected a Fellow of the British Academy in 2017.

This month, Writer-in-Residence Emma Carlson Berne speaks with Brandon Miller. Brandon is an author of books on history for young people. Her books cover subjects like Women of Colonial America, Thomas Jefferson, and Benjamin Franklin. Miller's stories have been honored by the International Reading Association, National Council for Social Studies, and more. During the interview, Millers gives insight on the importance (and fun) of research for historical nonfiction writing, and writing from different historical perspectives. She shares what it is like working with an editor to get a book published and what her daily life as a writer is like. Anyone looking for insight in to writing as a professional career, give this interview a listen!

Interview Notes, Resources, & LinksGet the book, Angels and Superheroes Compassionate Educators in an Era of School AccountabilityVisit the Angels and Superheroes websiteAbout Jack JoseJack Jose is the Principal of Gamble Montessori High School in Cincinnati Public Schools. Before coming to Gamble he was an English teacher and Paideia Program facilitator at Hughes Center, a CPS school, for 13 years. He has presented at conferences for the Ohio Council of the International Reading Association, the Cincinnati Montessori Society, and the Ohio Montessori Alliance.About Krista TaylorKrista L. Taylor is an intervention specialist and CPS Lead Teacher with a passion for including students with a wide range of disabilities. In 2015, Krista was named the Western and Southern Lawrence C. Hawkins Educator of the Year in Cincinnati Public Schools. 

Jacqueline is the author of Annie’s War and A Less Than Perfect Peace. Annie’s War won the Kentucky Bluegrass Master List award, was granted the International Reading Association’s Children’s Book award, and was chosen as a finalist for the Children’s Crown Award. A Less Than Perfect Peace was awarded a Best Children’s Book by Bank Street College. Jacqueline is also a retired professor of Writing who founded the Writing Center at Pitzer College and lives in California. Join the Thorne & Cross newsletter for updates, book deals, specials, exclusives, and upcoming guests on Thorne & Cross: Haunted Nights LIVE! or visit Tamara and Alistair at their websites. This is a copyrighted, trademarked podcast owned solely by the Authors on the Air Global Radio      

Dr. Jean Feldman’s noteworthy educational career has spanned more than 40 years. She has served as a classroom teacher, instructor of adults, author, and consultant. She is a member of the National Association for the Education of Young Children, the National Kindergarten Alliance, and the International Reading Association. Dr. Feldman’s list of degrees include a B.A. from the University of Georgia, a D.A.S.T. from Emory University, and both M.A. and Ph.D. degrees from Georgia State University. Dr. Feldman inspires teachers across the country with her engaging songs and creative activities that help make teaching and learning FUN! You can learn more about Dr. Jean by visiting her website, her blog, or her new "Happies" blog. She has so many great resources available there!

Almost from the first moment of hitting record on this podcast, one name kept coming up as a must-have guest and that was Sharon M. Draper. Sharon is a professional educator as well as an accomplished writer. She has been honored as the National Teacher of the Year, is a five-time winner of the Coretta Scott King Literary Awards, and is a New York Times bestselling author, with Out of My Mind staying on the list for almost two years. On this episode, we talk about the importance of teachers being empowered to teach outside of set curriculums and her desire to have her books read outside of the month of February. I enjoyed the honesty of our conversation and hearing her hopefulness around the future of kids loving to read. She also shared the story of how a journal from her family’s past inspired her book Stella by Starlight which won the NCTE Charlotte Huck Award for Outstanding Fiction for Children in 2016. I was excited to ask Sharon about how her book Copper Sun was selected by the US State Department and the International Reading Association as the United States novel for the international reading project called Reading Across Continents. Students in the US and Ghana read the book and then visited each other’s countries. Talk about a perfect showcase for the power of literature.   If you are looking for an author to be part of your National African American Read-In activities, Sharon Draper is a perfect choice. Not familiar with her work and need more convincing? Listen to this episode and I think you’ll have everything you need. Don’t forget to subscribe to our podcast in iTunes and to leave us a review so that others can see how much you are enjoying the show.  

BYU English Professor, Chris Crowe, is an award-winning author of books for young adults about the Civil Rights era. He recently gave a couple of talks on the USU campus in Logan as a part of the USU Department of English Speaker series. Crowe is the author of several books, most notably MISSISSIPPI TRIAL, 1955, which won several awards, including the 2003 International Reading Association's Young Adult Novel Award. His nonfiction book, GETTING AWAY WITH MURDER: THE TRUE STORY OF THE EMMETT TILL CASE, was an Jane Addams Honor book. His first children's book, JUST AS GOOD: HOW LARRY DOBY CHANGED AMERICA'S GAME, appeared in 2012. His newest book, a historical novel DEATH COMING UP THE HILL, is about the tumultuous year of 1968.

Rachelle Savitz discusses current research and her own research on Response to Intervention or RTI. What is RTI? What are researched-based interventions? Find out in this episode! References: Allington, R. L. (2009a). What really matters in Response to Intervention: Research-based designs. Boston, MA: Pearson Education. Ayers, R., & Ayers, W. (2014). Teaching the taboo: Courage and imagination in the classroom. New York, NY: Teachers College Press. Berkeley, S., Bender, W. N., Peaster, L. G., & Saunders, L. (2009). Implementation of response to intervention: A snapshot of progress. Journal of Learning Disabilities, 42(1), 85-95. Brozo, W. G., & Hargis, C. H. (2003). Taking seriously the idea of reform: One high school’s efforts to make reading more responsive to all students. Journal of Adolescent & Adult Literacy, 47(1), 14-23. Brozo, W. G. (2009). Response to intervention or responsive instruction? Challenges and possibilities of response to intervention for adolescent literacy. Journal of Adolescent & Adult Literacy, 53(4), 277-281. Brozo, W. G. (2011). RTI and the adolescent reader: Responsive literacy instruction in secondary schools. New York: Teachers College Press. Buly, M.R., & Valencia, S.W. (2002). Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation and Policy Analysis, 24(3), 219-239. Capella, E., & Weinstein, R. (2001). Turning around reading achievement: Predictors of high school students’ academic resilience. Journal of Educational Psychology, 93(4), 758-771. Coalition for Evidence-based Policy. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user-friendly guide. US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Darling-Hammond, L. (1996). The right to learn and the advancement of teaching: Research, policy, and practice for democratic education. Educational Researcher, 25(6), 5-17. Fisher, D., & Frey, N. (2001). Access to the core curriculum: Critical ingredients for success. Remedial and Special Education, 22(3), 148-157. Fisher, D., & Frey, N. (2013). Implementing RTI in a High School. Journal of Learning Disabilities, 46(2), 99-114. Fraatz, J. M. B. (1987). The politics of reading: Power, opportunity, and prospects for change in America's public schools. New York: Teachers College Press. International Reading Association. (2002). Evidence-based reading instruction: Putting the National Reading Panel report into practice. Newark, DE: Author. International Reading Association. (2010). Response to intervention: Guiding principles for educators from the International Reading Association. Newark, DE: Authors. International Reading Association. (2012). Adolescent literacy: A position statement of the International Reading Association. Newark, DE: Author. Lai, M. K., Wilson, A., McNaughton, S., & Hsiao, S. (2014). Improving achievement in secondary schools: Impact of a literacy project on reading comprehension and secondary school qualifications. Reading Research Quarterly, 49(3), 305-334. Lang, L., Torgesen, J., Vogel, W., Chanter, C., Lefsky, E., & Petscher, Y. (2009). Exploring the relative effectiveness of reading interventions for high school students. Journal of Research on Educational Effectiveness, 2(2), 149-175. Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59. Tatum, A. W. (2004). A road map for reading specialists entering schools without exemplary reading programs: Seven quick lessons. The Reading Teacher, 58(1), 28-39.

Classroom 2.0 LIVE webinar, Kathy Cassidy-Featured Teacher, September 27, 2014. http://kathycassidy.com/about-me/ We are thrilled to have Kathy Cassidy back on Classroom 2.0 LIVE to share her amazing journey of becoming a connected educator with her students. Kathy is a grade one teacher for Prairie South Schools in Moose Jaw, SK, Canada. Since 2005, She has a classroom blog and blogs for each of her students. On the classroom blog, she shares classroom happenings through pictures and video showing what the students are learning. Her students’ blogs have developed into online portfolios, showcasing their learning in writing, reading, math, science, social studies and health. They use drawings, screencasts, podcasts and videos to help convey their ideas. They also use wikis or google docs to collect information that will help their learning. They regularly use Skype to connect with other classrooms, friends or experts who can help to answer our questions. She uses a constantly changing list of other online tools as they are appropriate in her classroom as well as Nintendo DS and recently, a class set of iPads. Her first book, Connected From the Start: Global Learning in the Primary Grades was published in 2013. She has won several awards, including the Canadian Innovative Teacher Award from Microsoft, the Canadian Regional Award for Reading and Technology from the International Reading Association, the Kay L. Bitter Award from ISTE and a Best in Class Award from Best Buy Canada.

Classroom 2.0 LIVE webinar, Kathy Cassidy-Featured Teacher, September 27, 2014. http://kathycassidy.com/about-me/ We are thrilled to have Kathy Cassidy back on Classroom 2.0 LIVE to share her amazing journey of becoming a connected educator with her students. Kathy is a grade one teacher for Prairie South Schools in Moose Jaw, SK, Canada. Since 2005, She has a classroom blog and blogs for each of her students. On the classroom blog, she shares classroom happenings through pictures and video showing what the students are learning. Her students’ blogs have developed into online portfolios, showcasing their learning in writing, reading, math, science, social studies and health. They use drawings, screencasts, podcasts and videos to help convey their ideas. They also use wikis or google docs to collect information that will help their learning. They regularly use Skype to connect with other classrooms, friends or experts who can help to answer our questions. She uses a constantly changing list of other online tools as they are appropriate in her classroom as well as Nintendo DS and recently, a class set of iPads. Her first book, Connected From the Start: Global Learning in the Primary Grades was published in 2013. She has won several awards, including the Canadian Innovative Teacher Award from Microsoft, the Canadian Regional Award for Reading and Technology from the International Reading Association, the Kay L. Bitter Award from ISTE and a Best in Class Award from Best Buy Canada.

JAMES PATTERSON: RENOWNED AUTHOR AND CHILDREN'S LITERACY ADVOCATE EXTRAORDINAIRE Mr Patterson returns with Todd Breckhus, President of MyOn Reader which is so popular it is on the Top 10 List of most visited websites by children nationwide Presented by MyON Reader www.thefutureinreading  @myonreader

A FUN SHOW WITH ELETTE MEAUX AND OUIDA FORSYTH , HENEIMEANN'S LOUISIANA DISTRIBUTORS, NEW ORLEANS RESIDENTS  WHAT TO DO, WHERE TO EAT, HOW TO GET THERE. GONNA BE A FUN SHOW

READING:THE IRA CONFERENCE PREVIEW Capstone Digital's MyON Reader presents IRA author Ruth Culham, author of  "The Writing Thief:  Using Mentor Texts to Teach the Craft of Writing"      

DAN MANGAN, LARA DELOZA AND NICOLE WEDDERBURN OF IRA ARE OUR GUESTS.

DR JOHN GUTHRIE OF THE UNIVERSITY OF MARYLAND IS OUR GUEST. ALONG WITH STRATEGIC COMMUNICATIONS DIRECTOR AT IRA, DAN MANGAN

Urban parents have unique issues and concerns that can affect their interest and willingness to engage with school staff at all levels -- from teachers to administrators. Tune in to hear what a recent study revealed and to learn what you can do to better engage urban parents. @Eduflack @MarilynRhames @bodymindchild @bamradionetwork PATRICIA A. ACKERMAN, Executive Director of the Chalkdust Education Foundation, is a retired public school educator who served as a teacher, principal and K-12 curriculum administrator. PeterMcDermott, faculty of Pace University in NYC teaching courses in literacy education. is involved in the International Reading Association's literacy education project in Sierra Leone. Marilyn Rhames is a science teacher at a charter school in Chicago and writes a weekly blog for Education Week Teacher called "Charting My Own Course." Patrick Riccards is a communications and policy expert and also blogs for Eduflack.

INTERNATIONAL READING ASSOCIATION'S  DR.MAUREEN MCLAUGHLIN, PRESIDENT, AND DIRECTOR OF GOVT RELATIONS ,RICH LONG 

IRA joins us for the first time with their advocacy director Rich Long

Kathryn Reiss was born in Massachusetts, grew up in Ohio, and received B.A. degrees in English and German from Duke University, and an M.F.A. in Creative Writing from the University of Michigan. After college, she lived in Bonn, Germany as a Fulbright Scholar, and during this time wrote the first draft of her first novel. Reiss been a Writer in Residence for the Princeton Arts Council, a recipient of the New Jersey State Council on the Arts Grant for Writers, and a featured speaker with (among others) Sisters in Crime, Mystery Writers of America, The Society of Children's Book Writers and Illustrators, The Northern California Library Association, The International Reading Association, Fresno County Office of Education, California Reading Association, The American Library Association, and the National Council of Teachers of English. Now she lives in Northern California, in a rambling old house, with her husband and kids. She has five children ranging in age from 27 to 16, plus assorted pets. When not at home with her family or working on a new book, Reiss teaches Creative Writing at Mills College, where she is an Associate Professor of English. Learn more about Kathryn Reiss at http://www.kathrynreiss.net/index.php Learn more about Host Simon Rose at Twitter - https://twitter.com/sorcerersletter YouTube - http://www.youtube.com/wordsmithman  Author website - http://www.simon-rose.com/school_programs.htm

In a speech given at the International Reading Association 55th Annual Convention, Queen Rania urges the audience to overcome cross-cultural illiteracy once and for all. في المؤتمر السنوي الخامس والخمسين لرابطة القراءة العالمية، الملكة رانيا تدعو الحضور إلى التغلب على الأمية بين الثقافات الآن وللأبد.

The Brain Gym® program is actually just one slice of an entirely new field of study on the learning process that Dennison and his wife, Gail, have developed: Educational Kinesiology. Educational Kinesiology is a comprehensive science and language of movement as it relates to learning; the Brain Gym® program is a physical exercise program comprised of movements that have been found effective to activate and build new neural pathways for improved cognitive readiness and academic performance. Dennison’s groundbreaking work in movement-based learning has been internationally recognized with numerous honors, including the Reading Excellence through the Arts Award in association with the International Reading Association.

On Today’s Show: Tonight’s show is the final installation of a three part series, which was recorded on the beautiful island of Hawaii, at the International Reading Association’s Regional Conference which was held there a few weeks ago. What is a Text Set? A Social Action Text Set Expanded Podcasting and Educational Settings Please Support […]

On Today’s Show: Tonight’s show is part two of a three part series, which was recorded on the beautiful island of Hawaii, at the International Reading Association’s Regional Conference which was held there two weeks ago. Negotiating Spaces for Critical Literacy Social Action in a JK Classroom Upcoming Shows NOTE: Some of the audio had […]