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The One About…

Spelling Rules with Angry Farmer Marshall Roberts

Quote:

“I operate on a “use the tools that work best for this kid’s profile” basis and am always looking to improve my knowledge with an open mind. I am not wedded to one particular approach, paradigm, or program, and always invite correction from evidence.”

Marshall Roberts Bio:

https://codereadnetwork.org/about-us/our-team/

Article:

Spelling Rules or Sux

https://merchantsofilliteracy.net/news/2024/09/spelling-rules-or-sux/

Lyn Stone episode 62:

https://podcasts.apple.com/us/podcast/ep-62-speech-to-print-flaws-with-lyn-stone/id1614519794?i=1000647226191

Jan Wasowicz episode 55:

https://podcasts.apple.com/us/podcast/ep-55-a-speech-to-print-approach-with-dr-jan-wasowicz/id1614519794?i=1000641794863

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The One About…

Practical Considerations for Implementing Small Group Instruction with Nathaniel Swain

Article:

A Multi-Site Study of Student Experiences with Code- and Meaning-Focused Literacy in Preschool-Third Grade Classrooms

Aug 2024

https://www.tandfonline.com/doi/full/10.1080/10888438.2024.2388558

“The results reported here suggest that more work is needed to support teachers in differentiating both code and meaning focused instruction across preschool and early elementary years to support all children in becoming successful readers.”

Nathaniel Swain Bio:

Dr Nathaniel Swain

Teacher, Instructional Coach, Researcher and Writer

Dr. Swain is passionate about language, literacy and learning, and effective and engaging teaching for all students.

Senior Lecturer of Learning Sciences and Learner Engagement at La Trobe University’s School of Education

In 2019, he founded a community of teachers and other educators committed to the Science of Learning: THINK FORWARD EDUCATORS.

Website:

https://www.nathanielswain.com/

Book:

Harnessing the Science of Learning

https://www.nathanielswain.com/hsol-book

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The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

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Support the show

The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

Send us a text

The One About…

Will Lucy Make a Comeback? with Zach Groshell

Article:

New reading laws sweep the nation following Sold a Story

At least 25 states have passed laws about how schools teach reading since APM Reports’ Sold a Story podcast was released in 2022. But proponents of the disproven ideas about reading exposed in the podcast haven’t given up.

November 18, 2024 | by Christopher Peak

https://www.apmreports.org/story/2024/11/18/legislators-reading-laws-sold-a-story

Zach Groshell

Bio: Zach Groshell, PhD is a highly distinguished teacher, instructional coach, and education consultant. Zach is based in Seattle, WA and works with schools nationwide and internationally to develop high quality instruction based on the science of how kids learn. Zach hosts the podcast, Progressively Incorrect, and is active on Twitter (@mrzachg) and his blog, educationrickshaw.com.

Website:

https://educationrickshaw.com/

Direct Instruction Podcast

A podcast about Engelmann, Project Follow Through, and Direct Instruction (DI). Hosted by Dr. Zach Groshell.

Book:

Just Tell Them: The Power of Explanations and Explicit Teaching

https://www.amazon.com/Just-Tell-Them-Explanations-Explicit/dp/103600368X

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The One About…

Disciplinary Literacy with Joan Sedita

Joan Sedita Bio:

https://keystoliteracy.com/team/joan-sedita/

Article:

Disciplinary Literacy: Integrating Literacy Instruction in All Subjects, Grades 6-12

https://keystoliteracy.com/wp-content/uploads/2024/11/Disciplinary-Literacy-White-Paper.pdf

Disciplinary Literacy: Integrating Literacy Instruction in All Subjects, Grades 6-12. (27 pages) This Keys to Literacy white paper, authored by Joan Sedita, describes disciplinary literacy – what it is, how it is different from basic reading skills and content literacy (i.e., general reading skills and strategies), and the role that content area teachers can play in helping students develop the literacy skills needed to support content learning.

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Two for TEACHERS 🎖️
Two for PARENTS 🎖️
Two for LEADERS (Principals/District Administrators) 🎖️
and….

Two points of important information from the research article or something newsworthy!
⭐️⭐️⭐️⭐️⭐️

Takeaways for improving student outcomes 🎉🎉🎉🎉

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The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

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Misunderstandings of the Science of Reading
By Sharon Vaughn and Nathan Clemens

The Reading League Journal
Fall 2024

Nathan Clemens Bio
Professor and Department Chair, Department of Special Education
NATHAN CLEMENS, Ph.D. Professor and Department Chair of Special Education at the University of Texas at Austin. Dr. Clemens’ research and teaching focuses on improving instruction and intervention for students with reading difficulties or dyslexia in preschool through adolescence. More specifically, his work is aimed at improving teachers’ use of assessment data to better understand their students’ progress, and to help them align and individualize evidence-based interventions with their students’ unique learning needs in order to promote stronger outcomes. Dr. Clemens is also interested in research that seeks to better understand interventions and key practices that are effective for students with the most intensive learning difficulties. He earned a Ph.D. in school psychology from Lehigh University.

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The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.

Send us a text

Two for TEACHERS 🎖️
Two for PARENTS 🎖️
Two for LEADERS (Principals/District Administrators) 🎖️
and….

Two points of important information from the research article or something newsworthy!
⭐️⭐️⭐️⭐️⭐️

Takeaways for improving student outcomes 🎉🎉🎉🎉

Support the show

The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education.