Elizabeth Reenstra

🇺🇸 in 🇳🇱/ Endless Curiosity re: Literacy & Improving Learning Outcomes / M.Ed Literacy / K-8 CERI SL Dyslexia Specialist / Reading Specialist

[Elizabeth Reenstra @GuidingLiteracy]

I can’t promise I will be super active over there, have been enjoying less social media, but if you happen to be over on BlueSky, let’s connect - same handle. 😉

[Young-Suk Kim @YoungSukKim19]

"Evidence-Baed Writing Instruction for Young Learners."
I am honored to be part of the Melissa & Lori Love Literacy Podcast with Dr. Karen Harris at https://t.co/v07gjN3yRt

[@haemesmer @haemesmer]

Myth:

“Give him time. ….”
“He’s not ready to read.”

Responses to a K literacy screening - Child significantly below benchmark.

In reading, early intervention is the key.

Effective literacy instruction is developmentally, appropriate & effective

[Devin Kearns @devin_kearns]

just read a paper saying the simple view of reading is not valid b/c research is "over 35 years old" ... ignores many more recent SVR papers. @YoungSukKim19 direct & indirect effects model of reading (DIER) is a newer empirically validated one, but no mention of this science.

[Florida Center for Reading Research @TheFCRR]

This chapter, written by Dr. Barbara Foorman in the Handbook on the Science of Early #Literacy, is about how English-speaking children learn to encode and decode their written language—that is, their alphabetic orthography. https://t.co/25Uhg08Gu4

[Helen Bevan @HelenBevan]

We have decades of research evidence about how change happens in organisations & systems. Yet mostly, we don't use this knowledge in practice. The biggest misconception is that once people understand change, they'll embrace it (almost never true). 4 principles that should inform our change efforts:
1) Transformational ideas typically come from outside the community & incur resistance: We build attachments to ideas, people & ways of working - when those attachments are threatened, we tend to act out in ways that don’t reflect our best selves
2) Transformations follow an “S curve” pattern: Innovations take hold slowly amongst a group of enthusiasts, then hit an inflection point at 10%-20% participation, then accelerate exponentially - it's why we should concentrate on building the 10-20% through enthusiasts rather than getting everyone on board with the change
3) There is a common, persistent “KAP-gap”: (the difference between what we say & what we do) - it's because we only change our views/practice when the people around us do & it's why we need to shape networks rather than opinions
4) Transformational ideas are propagated socially: It's not the mode of communication or even the individual influence of early adopters but the structure of the network that determines how fast and far an idea travels
https://t.co/Wgwo3KOwzG. By @digitaltonto.

[Adam Grant @AdamMGrant]

My new favorite word: sonder.

It's the profound awareness that every person you encounter has experienced a lifetime of hopes, fears, loves, and heartaches that you'll never know.

Each moment of sonder is a reminder to appreciate how little we truly grasp about others' lives.

[Timothy Shanahan @ReadingShanahan]

Is Comprehension Better with Digital Text? The new research...https://t.co/kKUbnXIigd

[Colorín Colorado @ColorinColorado]

New tip sheet! ELL Tips for History & Social Studies Teachers

This is the first installment of a new tip sheet series. We'd love to know what you think! | https://t.co/LaBILGMBxf

@NCSSNetwork #ELL #ELLchat #MLL #MLLchat

[Mr Leyshon @RyonWLeyshon]

https://t.co/yYY66y0PYS

This is the first of two posts that will be focused on the teaching of spelling.

Part one covers some of the key research and rationale for why spelling matters, why we should be explicitly teaching spelling and its importance in literacy development.

[Anna Stokke @rastokke]

Great quote from @burnsmk1

[Terry Grier @tgrierhisd]

School improvement warriors make a mistake in thinking everyone wants the same things they want. Often, job security and/or not upsetting the status quo is much more important to leaders than doing whatever it takes to teach a child to read. Playing it straight is a non-strategy.

[Devin Kearns @devin_kearns]

A-ma-zing op-por-tu-ni-ty to share strat-e-gies with won-der-ful teach-ers in Or-e-gon

[Timothy Shanahan @ReadingShanahan]

Do Middle and High School Students Need Fluency Instruction and What Counts as Instruction? https://t.co/ZC1BQWZEDW

[Knowledge Matters @KnowledgeMatrs]

Mastery of standards alone doesn't make students competent readers. It's about navigating the diverse functions of texts. That's why we focus on centering texts and their unique features.

Listen to episode 3 here: https://t.co/z0iAjVN1lQ

[Christopher Such @Suchmo83]

I've seen a few tweets recently about the relationship between achievement and motivation, so I thought I'd add my two cents.

A short thread. 🪡

[Elizabeth Reenstra @GuidingLiteracy]

Autumn in the NL this year has been exceptional. 🍂🍁

[Matthew Burns @burnsmk1]

Partner reading and paragraph shrinking led to large effects with 86 8th graders randomly assigned to treatment or control group. Effects were + regardless of student variables (EL, SPED, FRPL). @McDuesenberg @Romeromonica28 @ILAToday @CECMembership @reading_league @NCILiteracy

[Daniel Willingham @DTWillingham]

Independent reading during school time (e.g., DEAR) has not had strong research support. New meta-analysis of 47 quasi-exp studies shows modest effects for reading motivation and word recognition, and no effect for comprehension. Article is open-access. https://t.co/iHXN0HSweD

[The Center for Implementation @TCI_ca]

10 ways to have 🔥 conversations:

🎯Don't multitask
📖Don't pontificate
🤔Ask open-ended q's

🌊Go with the flow
🤷If you don't know, say it
🦋Don't equate your experience

🤐Don't repeat yourselves
🖼️Avoid the weeds
👂Listen
⌛Be brief

Visual by @tnvora