LDT-C, wife, & mommy. Inspired to help improve how we identify, evaluate, & remediate reading deficits. Often standing on my #SOR soapbox. Tweets/views my own.
My district assigned this podcast to all K-5 reading teachers for a PD activity today. Fascinating stuff, and so glad our district is moving away from the fallacies of Marie Clay & Lucy Calkins.
@ehanford
https://t.co/bZdZ02sOtp
This request from the “58 literacy experts” never set well with me. Why? @FountasPinnell, @rrcna_org and @TCRWP have controlled the narrative for decades & now it’s time for them to listen to the voices they have failed & repeatedly ignored. Our kids are the rest of the story.
Many curricula, and especially @TeachersCollege Reading Workshop, put a premium on students writing about their own experiences, or topics they haven’t studied.
@natwexler explains how this is inconsistent with cognitive science.
https://t.co/FrKNRTeJXM
Those kids who flew under the radar bombed my phonological processing testing by the time we actually found them - if we did.
👏🏻This👏🏻is 👏🏻unacceptable 👏🏻
Parents & Teachers, it’s time to let those levels go!! #KnowBetterDoBetter
“We cannot use special education as a solution to the number of students who are struggling to read. Embrace a model of prevention. Tier 1 instruction is key.” - Jack Fletcher, #dyslexiacon22
#SoR. This is why structured literacy is important. Not just for the 20% that may be dyslexic but for the 60% of students who don’t learn to read easily.
Clearly, Lucy doesn’t truly understand what #SOR is. It’s never been JUST about phonics. The “much too narrowly focused” issue is that her program ignored that component of reading acquisition, and instead of fluent readers, produced a bunch of guessers. #KnowBetterDoBetter
These are not just statistics, these are our students and children. We know what the implications are for these students. We need to work together to make changes and adopt effective tier 1 instruction and intervention.