Podcast appearances and mentions of mark seidenberg

Send us a Text Message. Please Support Our Show❤️https://www.paypal.com/donate/?hosted_button_id=88DP4YMVETHFQAdvertise with us:https://theliteracyview.com/contact/Join our Facebook Group✅https://www.facebook.com/share/g/msdoTSwSiQvbtUW9/?mibextid=qtnXGeEmail us: FaithandJudy@gmail.comThe One About…Dr. Mark Seidenberg's latest blogs on Phonemic AwarenessLive Conversation with Faith and JudyPractitioners need clarity.  Articles:On the Phonemes in “Phonemic Awareness” https://seidenbergreading.net/2024/08/06/on-the-phonemes-in-phonemic-awareness/ More on Teaching Phonemes https://seidenbergreading.net/2024/08/10/more-on-teaching-phonemes/ Support the Show.The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

On this week's podcast Danni and Laura cover the all important inflation figure, which showed the headline number had moved in the wrong direction. That surprise shift had a knock-on effect on markets, so we look at the winners and losers there. The ongoing issues in the Red Sea are having an impact on companies, including Shell, but also are a risk to inflation, so we delve into the potential effects on prices. In the markets segment we also cover what the latest jobs figures mean for the health of the economy, and for recruitment firm Page Group, and we look at the impact of the new boss at BP. As interest rates are still expected to be cut this year, it's no surprise that savings rates are falling. We've got some news about the Premium Bond prize fund falling – which might signal the end of great rates for savers. And as more people are dragged into the next income tax bracket, Laura has got some helpful advice on how to navigate that. Our interview this week is Mark Seidenberg, lead portfolio manager of the Allianz Technology Trust, about the technology space and his outlook for the year ahead.

The One About…Steve Dykstra's Interpretation of Mark Seidenberg's Slide Deck“Identifying what was wrong was much easier than figuring out what to do instead.” – Mark Seidenberg How are teachers supposed to figure out what to do?The Literacy View asked Dr. Steve Dykstra to help us unpack Mark Seidenberg's Yalepresentation slides. Mark Seidenberg's Slide Deck from a presentation given at Yale:“Where Does the Science of Reading Go From Here?” https://seidenbergreading.net/wp-content/uploads/2023/12/Yale-talk.pdfDr. Steve Dykstra has worked as a psychologist for over thirty years in the public sector. He is a founding member of the Wisconsin Reading Coalition and Vice President of the Coalition for Reading Excellence.The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education. Co-hosts Faith Borkowsky and Judy Boksner coach teachers, teach children to read, and hold master's degrees in education.Our goal is to leave listeners thinking about the issues and drawing their own conclusions.Get ready for the most THOUGHT-PROVOKING AND DELICIOUSLY ENTERTAINING education podcast!

Jake and the Never Land Pirates along with Peter Pan have been a staple in our house for years. She especially loves when he becomes Captain Jake. Based on the episode written by Mark Seidenberg and Brian Swenlin, Adapted by Bill Scollon, Illustrated by Character Building Studio and the Disney Storybook Art Team Send us a voice message or request at ⁠Epic Stories with Eliana --- Send in a voice message: https://podcasters.spotify.com/pod/show/epic-stories-with-eliana/message

On closer examination of the chosen one, it all looks like a huge deception. The complete exposure of illigitimate 44. Wayne Madsen's revealing earlier investigations. A huge consortium of shadowy people. Who was Soeharko? Now is a good time to stay away from large crowds. Barak Obama, test tube baby. His largely unknown inheritance was huge. A far off hospital on an island. Saul Alinsky was a mentor to be proud of. Mark Seidenberg provides accurate research. How Hawaii details were related. Was all this to develop a banker's boy? Hidden records and hot zone training. South Chicago didn't trust him. Momma was an exotic. The Man's Country private club. Pre-AIDS testing gets started. Ten fetish rooms available. Larry Sinclair goes public. A fully equipped dentist chair in the basement of the White House. A drowned chef can't talk. Falsified corporate histories setup by the CIA. A fully complicit and totally controlled media. Pulling off the hits with the Bush's. Human trafficking included. Real reporters risk death. Michael Hastings, his work and his murder. The Feinstein legacy. Evil is the absense of God. Our nation is going through a day of death, so we must look hard to find our faith. Learn more about your ad choices. Visit podcastchoices.com/adchoices

“I know this discussion is likely to be unpopular among people who have embraced the SoR. The main response I've gotten to talks in which I've raised some of these issues is that the comments were rude, even mean-spirited, and not what the audience wanted to hear. That is itself symptomatic of a problem. My concerns are not about loyalty to a movement or affinity to an author or product. They are not about whose team a person is on. They are not about the people involved though they are about their work.” – Dr. Mark SeidenbergWe invited Dr. Tiffany Peltier to join us on The Literacy View to discuss Mark Seidenberg'sarticle.https://seidenbergreading.net/2023/03/31/about-the-science-in-the-science-of-reading/Tiffany had concerns about the “science,” and nobody seemed to care. As a matter of fact, she was ostracized.Tiffany Peltier brings over 12 years of experience in the education field, serving as anelementary teacher in three different states, acting as an instructional coach to elementary teachers, and teaching undergraduate pre-service teachers within special education, learning, sciences, and literacy coursework at Texas A&M and the University of Oklahoma. She has also provided PL sessions for various schools and districts around early reading instruction and learning disabilities, been contracted with a state department of education to develop and provide Dyslexia Awareness training to educators across the state, and has provided PL opportunities to thousands of teachers, SLPs, school psychologists, and administrationthroughout the US as a National LETRS Independent Contractor. She has most recently worked as a Research Scientist specializing in teacher training, early literacy, and reading difficulties like dyslexia at the Collaborative for Student Growth at NWEA and is now the Lead Learning and Delivery Specialist in Literacy at NWEA and a Teacher Educator at the University of Georgia in the Dyslexia Master's Program.The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education. Co-hosts Faith Borkowsky and Judy Boksner coach teachers, teach children to read, and hold master's degrees in education.Our goal is to leave listeners thinking about the issues and drawing their own conclusions.Get ready for the most THOUGHT-PROVOKING AND DELICIOUSLY ENTERTAINING education podcast!

Show notes In this episode, we chat with two wonderful pre-service teachers, Lara (left) and Robert (right), who have just completed level one of Teaching Students with Dyslexia (TSD1). We thought this would be the perfect opportunity to ask Lara and Robert to reflect on what they'd just learned at TSD and how this contrasted with what they were learning about teaching literacy at University. Lara Lara is currently a student at Flinders University, undertaking a Bachelor of Primary of Education. She has previously been a Police Officer here in South Australia, as well as a Teacher of English as a second language in Switzerland. Robert Educational Support Officer and fourth-year student studying a bachelor's degree in Primary and Middle School education at the University of South Australia. Robert also works as an educator in an out-of-school hours care program. He takes great pride in supporting students with learning disabilities and has recently taken on Tier 3 support through the completion of the Playberry Multisensory Literacy Program. Selected links and extras related to the episode Greg Ashman At the beginning of the episode, Bill mentions a blog written by Greg Ashman – here it is! Criticism of teacher education is not a criticism of teachers – It is unhelpful spin Mark Seidenberg Bill mentions Mark Seidenberg's book Language at the speed of sight and his views on teacher education institutions keeping the science of reading at arm's length. Mark has an excellent blog called Reading Matters that's worth looking at. Below is a clip from an interview where he is discussing reasons why there are problems in teacher preparation. S.A. Evidence-Based Teaching of Literacy Study Tour: At the end of this episode, we invite anyone involved in teacher training to join us at Salisbury Primary School in 2023. There is, of course, an ulterior motive – to showcase the power of explicit, structured teaching of core subjects and the incredible impact this has on student learning, behaviour and self-esteem in the most complex of educational contexts. This is a call to action to those brave and dedicated folks who pull teacher training courses together to engage with us to see what we can do to better prepare our next generation of teachers to teach kids to read, spell and write. Excellent teaching of literacy is one of the best antidotes we have to social disadvantage! Salisbury Primary School Using evidence-based teaching to unlock literacy for all students An invitation to Salisbury Primary School, *Study Tour dates for 2023 are coming soon – email bill@hansberryec.com.au to express interest

This episode answers the common questions schools and parents have when changing from a whole-language or balanced literacy way of teaching to one supported by scientific evidence. “Why wasn't my older one taught reading this way” “Why have the take-home readers changed and why do the new ones look so basic compared to the old ones?” “Where have the levelled readers and Running Records gone?” “What's this stuff about phonological awareness?” “Why are the students and teachers doing activities that look like ‘rote learning' and ‘drill' in the classroom?” “What happened to “chunky monkey” and “flippy dolphin” and why must we insist on kids sounding out words now” “Why do parents now have to do a course before being able to volunteer to listen to kids read in the classroom?” “Why didn't my struggling 12-year-old get this type of intervention when they were in year one?” These are the types of questions that schools who have begun changing how they teach reading (and spelling) face from parents who have noticed the differences. They're excellent questions because when a school flicks the switch and starts to jettison a whole-language or balanced literacy way of teaching, there are highly noticeable changes. So as well as teaching the kids, schools are needing to also teach parents about what's happening. Some of these questions are very awkward to answer because the ugly truth is that there are students at the end of primary school who have missed out on this higher quality instruction. It's not fair, but it's inevitable. This fact breaks the heart of educators and we all look back, with much sadness when we think about what we did before, and the students we could have done better for. If any of us could turn back the clock, of course, we would have taught this way all along. Is this teaching just another trendy educational innovation that will soon pass? No! Phonics teaching dominated the landscape before whole language and its offspring, balanced literacy became the norm in schools. These ideologies were based on some understandable misconceptions. The popular thinking went like this: Because (most) kids learn to speak by being immersed in their mother tongue (naturally – with no repetitive explicit teaching needed), then reading instruction should also involve a similar immersion in the printed word, and learning to read must also be a natural process. This turned out to be a logical fallacy that gave us three decades of way too many struggling readers. So what came next? The U.S. published an inquiry into this situation in 2000, the U.K. did their own and then Australia also inquired into this in 2005. All three inquiries looked closely at current reading research. Some of this research was from brain imaging studies that were discovering that there are indeed, brain circuits (hardware) ready to go to learn spoken language. However, no such hardware had evolved in the brain that's ready to learn to read and write. There was nothing innate or natural about learning to read. The skills of reading and writing have to be carefully and meticulously welded on, through highly explicit teaching, to neural circuits that are designed for other tasks. So, these inquiries from the U.S., U.K. and Australia found the same thing: the teaching of reading needs to be highly structured, highly explicit, sequential and heavily based in phonics to get the best results for the maximum number of students. Following the release of the Australian inquiry's findings (2005), not one recommendation was implemented. Blows your mind but also gives you an idea of how deeply embedded whole language approaches were in the DNA of reading instruction and how anti-science the educational policymakers and teacher training institutions really were. There was also significant pushback from big corporations who had built very lucrative businesses based on selling whole language-based programs to schools. So, the vast majority of Australian schools continued on their merry way, doing the same thing. This wasn't malicious, it was just a failing of quality research to make its way into policy and classrooms and not at all uncommon in education. It was kind of like what's happening with climate science! Fast forward almost twenty years and only now are we seeing a groundswell of schools acting on the research in Australia. Listen to our previous podcast with Dr Sandra Marshall and you'll hear about what's caused this tectonic shift. We hope you enjoy(ed) this Dyscastia podcast and that it puts what is happening in schools into a helpful context. Links from Episode What are Michael and Bill talking about when they refer to ‘The Scouts'? Early in the podcast, Bill refers to the classic book “To Kill a Mockingbird” and the main character Scout, who explains in the story how reading just seemed to come to her, without any effort, simply by just sitting on her father's lap as he read. Scout becomes a metaphor for the 5-10% of students who will learn to read, without explicit, structured, phonics-based instruction. “I never deliberately learned to read, but somehow I had been wallowing illicitly in the daily papers. In the long hours of church–was it then I learned? I could not remember not being able to read hymns. Now that I was compelled to think about it, reading was something that just came to me, as learning to fasten the seat of my union suit without looking around, or achieving two bows from a snarl of shoelaces. I could not remember when the lines above Atticus's moving finger separated into words. But I had stared at them all the evenings in my memory, listening to the news of the day, Bills to Be Enacted into Laws, the diaries of Lorenzo Dow – anything Atticus happened to be reading when I crawled into his lap every night.” (To Kill a Mockingbird – Harper Lee, Chapter 2) https://youtu.be/sUdMm9oZ57U?t=2425 Nancy Young's Ladder of Reading An elegant model that illustrates the proportions of learners who need particular types of reading instruction. Bill and Michael talk in this Dyscastia podcast about the proportion of students who require a highly structured, phonics-based, intensive form of teaching. https://www.nancyyoung.ca/ladder-of-reading-and-writing Book: Language at The Speed of Sight – Mark Seidenberg Bill mentioned this book in explaining how education has developed a reputation for being ideologically driven and not well informed by research. Mark Seidenberg is a professor in the department of psychology at the University of Wisconsin-Madison. https://seidenbergreading.net/ Video: What's Wrong with Predictable or Repetitive Texts – Alison Clarke This is a stunning explainer on the importance of decodable reading material for early readers: https://www.youtube.com/watch?v=jiyzP3j7jbk&ab_channel=spelfabet The Three Cueing Systems (aka multi-cueing or searchlight model) A discredited word attack strategy (never actually was credited) but still widely taught, that encourages readers to attack unfamiliar words using: semantic cues (can I guess the word from the meaning of the words around it?) syntactic cues (can I guess the word from its place in the sentence?) and grapho-phonic cues (can I work out sounds from some of the phonemes I already know?) This is all good until you strike a word you've never seen (outside your sight word bank) or heard (outside your vocabulary) before. Old-school levelled readers are based on the 3-cueing strategy, therefore are a big reason Australian schools pump out a horrifying number of students who can't read. David Share's Self Teaching Hypothesis Mentioned by Bill when talking about the cohort of kids who get to point of reading development where the act of reading becomes ‘self-teaching'. The Five from Five website explains this very nicely: https://fivefromfive.com.au/the-self-teaching-hypothesis/ Schools that teach Reading and Spelling in a Research-Informed way: Picking a Winner A recent blog written by Bill about schools who've adopted reading research into what they teach how they teach, the common elements to their teaching approaches and the rationale for this. https://www.hansberryec.com.au/blog The whole-word based Dick and Jane series was used in Australian primary schools in the 70s. https://en.wikipedia.org/wiki/Dick_and_Jane

Introduction: Welcome back to another year of Roundtable discussions with Erin Madonna and Lori Boll. Today Erin and Lori chat about some professional learning they engaged in over the summer break and invite the SENIA community to share topics they would like to see discussed in future Roundtables. We'd also love to have you join us for a discussion, so reach out to us and let us know if you would be interested in being a guest. Resources Discussed in Today's Show Hidden Brain Podcast: “What's not on the test: The overlooked factors that determine success” Perry Preschool Study Reading Meetings Podcast with Dr. Mark Seidenberg and Dr. Molly Farry-Thorn Connect: Lori Boll Twitter Website Erin Madonna Twitter Website Bios Erin Madonna Erin Madonna is a Learning Support Teacher at International School Bangkok (ISB) and serves on the Educational Advisory Council for the MARIO Framework. Prior to joining the staff at ISB, Erin worked as part of the team developing the inaugural inclusive learning program at Shekou International School (SIS) in Shenzhen, China, and before that as an intensive needs teacher in US Title 1 schools. Lori Boll Lori is SENIA's Executive Director after teaching for 25 years. When Lori's son was diagnosed with profound autism in 2003, Lori changed her focus from teaching elementary to special education. Lori worked internationally for 20 years, and now finds herself back in the United States building a program for her now adult son. Intro music for the Roundtable written and performed by Madi Boll. --- Send in a voice message: https://anchor.fm/seniapodcast/message

Adventure Thru the Walt Disney Archives is coming to Disney+, new Hawkeye trailer and premiere announcement, Olaf Presents to premiere on Disney+ Day, new trailer for The Beatles: Get Back, Diary of a Wimpy Kid trailer has been released, History of the World Part II variety series from Mel Brooks has been ordered at Hulu, ABC's latest Singalong features the music of Queen—and Darren Criss, holiday news from Disney Parks around the world, two popular experiences return to Disneyland Resort, and a new Disney Wish exhibit has opened at the Walt Disney Presents attraction in Disney's Hollywood Studios. Plus, Disney Television Animation's Rob LaDuca and Mark Seidenberg on new holiday specials, working with Dick Van Dyke, and that unforgettable Gummi Bears theme song.

Mitchell Brookins, education consultant extraordinaire (and one of the moderators of the wildly popular Facebook group Science of Reading - What I Should Have Learned in College) talks with us about this article, titled Teaching Reading to African American Children: When Home and School Language Differ by Julie A. Washington and Mark Seidenberg. We know that reading depends on spoken language. How do language variants affect how we teach reading to African American students? What are key features of African American English (AAE)? How does AAE differ from General American English (GAE)? How do we utilize this information as practitioners to empower our students? Listen and learn with us! Visit OUR WEBSITE to subscribe to our newsletter and podcast! https://www.literacypodcast.com/Connect with Melissa & Lori:TwitterInstagramFacebook

Kate Blackwell, a classroom teacher at Blackheath Public School in the Blue Mountains shares what she has learnt about the neuroscience of reading and what the implications of that knowledge has meant to her classroom practice when teaching children to read. Kate references these sources: Reader come home: The reading brain in a digital world by Maryanne Wolf https://www.maryannewolf.com/reader-come-home-1 Language at the speed of sight by Mark Seidenberg https://seidenbergreading.net/ Reading in the brain, the science of how we read by Stanilas Daheane https://www.penguin.com.au/books/reading-in-the-brain-9780143118053?utm_expid=.JC69wDioR_Kc4RimyKASfg.0&utm_referrer=https%3A%2F%2Fwww.google.com%2F Educating the brain - Stanislas Daheane https://youtu.be/0esnsHI4opA Literacy & Numeracy website (DoE intranet) https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy

Midnight Donatellos talks with MARK SEIDENBERG, Co-Executive Producer and Supervising Story Editor of "Mickey and the Roadster Racers" on Disney Jr. Having written quite possibly over a thousand scripts, Mark is the perfect person to ask, "How do you stay creative?!" For more information, you can reference Mark's IMDB - Mark Seidenberg. --- Support this podcast: https://anchor.fm/midnight-donatellos/support

Laura discusses various topics and issues in reading with Dr Seidenberg. Dr. Mark S. Seidenberg is a Vilas Research Professor in the Department of Psychology at the University of Wisconsin-Madison (USA), and author of Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It (Basic Books, 2017).

In Brain Science 136 we discuss "Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It" by Mark Seidenberg. We consider the disturbing gap between our scientific knowledge of reading and current education practices in the US. This episode will provide the listener with some important basics about how reading changes our brains and what is known about how children learn to read. Learning to read is not as automatic as learning to talk and when problems arise, early intervention is essential. We also consider some of the fascinating differences between written languages and how they reflect underlying differences between spoken languages. Plus---- Why speed reading is as myth! Check out the free Brain Science Mobile app for extra content. Send feedback to brainsciencepodcast@gmail.com. For more references and episode transcripts please visit http://brainsciencepodcast.com.

Millions of American adults can’t read at a high enough level to keep track of their health care or help with their kids’ homework. Professor Mark Seidenberg says a disconnect between reading researchers and teachers is partly to blame.

Academics skew liberal. Plus, forty percent of Americans read at -- or below -- a basic level. Finally, Going co-ed wasn’t easy for the Ivies. Just ask the Dartmouth alums who wrote this appeal in 1970: "For God’s sake, for Dartmouth’s sake, and for everyone’s sake, keep the damned women out."

Art Eddy and Zach Rosenberg chat with Rob LaDuca and Mark Seidenberg, who are the producers for the new Disney Junior’s animated series Mickey and the Roadster Racers. The series is a madcap car-racing adventure series for preschoolers led by Disney’s No. 1 star, Mickey Mouse, and his pals Minnie, Pluto, Goofy, Daisy and Donald, … Continue reading #44 – Rob LaDuca & Mark Seidenberg – Mickey and the Roadster Racers →

Today, we're embracing our inner 4-year-olds and chatting with Rob LaDuca and Mark Seidenberg. Rob and Mark are the executive producers of the brand-new Disney Junior show Mickey and the Roadster Racers, which is the replacement for the long-running Mickey Mouse Clubhouse (on which they also worked as EPs). On this episode, we talk about their histories with these properties, how they keep finding new stories to tell with the classic characters, and the impressive voice cast on Roadster Racers. We also pick Rob's brain about his experiences on Ralph Bakshi's Lord of the Rings and on both The Wrath of Khan and Return of the Jedi. Oh yeah.

Mark Seidenberg, author of Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It, discusses the fallout from the so-called reading wars. Join Slate Plus! Members get bonus segments, exclusive member-only podcasts, and more. Sign up for a free trial today at www.slate.com/podcastsplus. Twitter: @lexiconvalley Facebook: facebook.com/LexiconValley Email: lexiconvalley@slate.com Learn more about your ad choices. Visit megaphone.fm/adchoices

Mark Seidenberg, author of Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It, discusses the fallout from the so-called reading wars. Join Slate Plus! Members get bonus segments, exclusive member-only podcasts, and more. Sign up for a free trial today at www.slate.com/podcastsplus. Twitter: @lexiconvalley Facebook: facebook.com/LexiconValley Email: lexiconvalley@slate.com Learn more about your ad choices. Visit megaphone.fm/adchoices