News and reflections from experts and practitioners on the latest literacy research, events and daily practice
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November 13, 2023 by User
Multisensory – Multimodal…You’ve probably heard of these terms, and possibly applied them to your teaching approaches, but there are distinct differences that we may not be fully aware of.
In this blog, we are recapping a Literacy Leadership webinar with Dr. Terrie Noland and Dr. Whitney Lawrence, Director of Performance Management and Data Services, ESC Region 11 in Texas. Dr. Lawrence is a recognized thought leader on multimodality of critical literacy that promotes social justice and action. As an educator with dyslexia, Lawrence has dedicated her fields of interest to the delivery of effective multimodal strategies that support students who might have difficulty accessing language and literacy through traditional forms of learning. Listen now to build a shared understanding of these terms, and learn how to apply proven strategies with the goal of fully developing comprehension skills in readers of all ages, especially those who struggle to read.
What is Multimodal Literacy Instruction?
Multimodal literacy instruction is the interplay among diverse modes that carry meaning and messages. We use these modes to construct our understanding of the information shared. You can categorize them into five modes.
Linguistic mode is the delivery of written and spoken text. It is the way words are organized in sentences and paragraphs, and the development and coherence of words and ideas. (Writing poetry for example.)
Gestural mode is interaction between people and the movement of language. It is how we interpret our words in facial expressions, hand gestures, body language. This mode carries an outlet to communicate meaning. (Putting a hand up to mean “stop,” for example.)
Visual mode is the imagery we “see” in our communications such as colors, shapes, fonts. (Think of the emojis or the color red.)
Spatial mode implies the arrangement of elements that carry meaning. (Think about physical closeness between people or objects. Space carries meaning.)
Auditory mode is focused on sounds, ambient noises, the tone of your voice, even silence. (When we are silent, how does that make us feel?)
So multimodal literacy refers to the interplay of all of these modes in which we can construct meaning. You can develop meaning-making practices using these five modes and with diverse forms of texts, picture books, paintings, images, space and sound. (Think of human-read audiobooks for example.) Another example of multiple modes of communication and representation is an informational book that contains images, charts, and graphs coupled with written text. For learners with different modal preferences, this type of learning can be very effective.
Differences between Multimodal and Multisensory
Multisensory refers to the use of multiple senses in the learning process. This could include visual or auditory, tactile or our kinesthetic senses. (Kinesthetic is relating to a person's awareness of position, movement, or sensation. Think of touch for example.) Multisensory teaching might involve using manipulatives such as blocks or beads in a math activity or using music to help students remember information.
A multimodal approach to literacy and language recognizes that it is through the selection and orchestration of many diverse modes that we create effective learning. To make meaning, we must design, reframe, create and recreate our teaching approaches.
As literacy leaders – whether we are teachers, coaches, specialists, tutors, or administrators, we can take a broader perspective of literacy and language that applies multiple modes of instruction. As we do that, we open more space and opportunity for learning experiences that are centered on meaning and communicating, which we all know is the goal of any literacy and language development experience.
We hope you will listen on-demand to the entire Literacy Leadership webinar in which Dr. Lawrence delves deeply into various approaches and best practices to create multimodal learning experiences.
Everyone can apply a shared understanding of multimodality – whether you are an administrator looking through the lens of a teacher, or a teacher looking through the lens of a student, and so on.
About Whitney Lawrence
Dr. Lawrence taught at the elementary level for 10 years and was an instructional specialist at an elementary school in North Texas. She holds a Ph.D. in Language and Literacy from the University of North Texas, and is currently the Director of Performance Management and Data Services at ESC Region 11. Her areas of interest are multimodality, critical literacy, and curricula that promote social justice and social action.
Categories: Assistive Technology, Education & Teaching, Professional Development, Reading Strategies for K-12, Student Centric Learning, Teacher Best Practices, Webinars
October 30, 2023 by User
In a recent End Book Deserts podcast, Dr. Molly Ness, V.P. of Academic Content for Learning Ally, spoke with Kathleen Ryan Mufson, V.P. of Global Corporate Citizenship and Philanthropy and President of the Pitney Bowes Foundation, to learn about her corporation’s commitment to education and literacy.
Headquartered in Stamford, Connecticut, Pitney Bowes is a century-old American icon. The company enjoys a rich legacy of innovation as the inventor of the first postage meter, and is today a global shipping and mailing company that provides technology, logistics and financial services.
There is another extraordinary aspect of Pitney Bowes you may not be familiar with − the company’s abiding interest in literacy for all children. Throughout its history, Pitney Bowes has supported efforts to help transform the lives of tens of thousands of children by helping them to achieve academic success and healthier lives. These efforts pave the way to prosperous futures.
Through its many partnerships and alliances, leadership and funding, and large contingent of employees volunteering as reading mentors, the mighty Pitney Bowes has fostered a positive reading culture in homes and schools across America by distributing free books to children in need.
A Focus on Early Literacy
“Reading is the foundation to all learning,” says Ryan Mufson. “This is why we place a special emphasis on early literacy and work diligently with our partners to open opportunities for all children to become lifelong readers.”
The Pitney Bowes Foundation’s efforts have carved many pathways to literacy success by partnering with other national literacy leaders, such as Reading is Fundamental (RIF) via their Share the Message to Read program; Read to a Child, a national mentoring and literacy nonprofit founded on the belief that every child deserves to be read to regularly by a caring adult; and United Way’s Reading Buddies program, where employees provide written words of encouragement and stuff teddy bears that will become a young child’s reading buddy. Ryan Mufson also credits Pitney Bowes employees who visit classrooms and museums regularly to read aloud and do craft activities with children. They help them select their very own book from a wide array of choices offered by RIF, a welcoming touchstone of their commitment to literacy.
“When a child can write their name in their first book and take it home, it is a magical experience,” comments Dr. Ness. As an early educator, she recalls Pitney Bowes coming to her school, and the transformative nature she saw when children got to select a book of their own to take home from the table. “It was inspiring!”
Literacy and Volunteering - A Smart Investment
“Investing in literacy – whether with time or money - is a smart investment,” says Ryan Mufson. “Our employees thoroughly enjoy the volunteer activities we do as a literacy-focused company. I personally mentor a first grader who I hope will be a successful reader and future leader someday.” She describes a chance meeting with a young woman who recalled her own childhood memory with a Pitney Bowes reading mentor. “She changed my life,” she told Ryan Mufson.
Distributing books to children in need not only impacts the receiver, but also the volunteer. “These activities create purpose for us,” shares Ryan Mufson. “Volunteering can bring calm to daily life. It can expand one’s view of community or different cultures. Our volunteers feel uplifted as they describe their experiences reading with a child. They are humbled. Literacy is so vital to our society and everything we do. The simple act of reading to a child is powerful and enriching; it changes all of us for the better. I encourage everyone to do it.”
In the interview, Dr. Ness asked a final question…”What is one book that had a profound impact on you? Ryan Mufson’s response was Moby-Dick. “I grew up in New York City and the story took me on a journey through the watery parts of the world as Melville would describe it. It was filled with poetry, humor and horror and gave me a glimpse into the power of great writing. Growing up, I would start most summers by reading passages from Moby-Dick, and as with all great books, I would learn something new with each reading.”
Categories: Activities, Authors for Access, Curriculum & Access, Early Literacy, Education & Teaching, General, Student Centric Learning, The Digital Age, Volunteerism
October 23, 2023 by User
Learning Ally, a leading nonprofit organization dedicated to transforming the lives of struggling learners, is proud to announce the launch of an inspiring and thought-provoking podcast miniseries hosted by Dr. Terrie Noland, Learning Ally’s VP of Educator Initiatives.
The inaugural episode sets the stage for an engaging journey into the world of literacy leadership, featuring three esteemed co-hosts who embody the values of knowledge, wisdom, and continuous growth: Linda Diamond, co-founder of CORE and author of Teaching Reading Sourcebook, Dr. Tim Odegard, Murfree Chair of Excellence and Professor of Psychology at Middle Tennessee State University and Editor-in-Chief of Annals of Dyslexia, and Dr. Tracy Weeden, CEO of Neuhaus Education Center.
Listeners are welcomed with open arms as the host, Terrie Noland, introduces the overarching mission of the Change-Makers miniseries: to bring together visionary leaders from across the United States to engage in conversations about the essence of literacy leadership. Noland highlights the importance of leaders who "know the way, show the way, and go the way" and aspires to create a space where such leaders can come together and share their insights.
Three distinguished co-hosts address the current status of the literacy landscape:
“We are on the brink of a transformation in the field of literacy education,” says Terrie Noland. “With the Change-Makers miniseries, Learning Ally aims to empower listeners to take away actionable strategies and models of leadership that can be applied in classrooms, schools, districts, communities, states, and in life.”
Miniseries guests include: Kareem Weaver, Dr. Allison Peck, Dr. Art Cavazos, Dr. Michelle Rodriguez, Dr. Rebecca Tolson, Dr. Robert Sahli, Dr. Elsa Cardenas-Hagan, Dr. Stephanie Stollar, Sonya Thomas, Resha Conroy, and Ameer Baraka. The guests share their profound insights, aspirations, and visions for the future of literacy leadership. They stress the urgency of aligning efforts to ensure that every student has the opportunity to read and succeed.
The official launch of this podcast miniseries takes place at Neuhaus Education Center’s Unlocking Literacy conference on October 24, 2023.
Listeners can expect hard-hitting questions, in-depth conversations, and the emergence of new leadership paradigms as they embark on this enlightening journey alongside these influential change-makers. This miniseries promises to be a valuable resource for educators, policymakers, parents, and anyone passionate about advancing literacy and education in our society.
The Learning Ally Literacy Leadership Podcast is available on major podcast platforms. New episodes of the Change-Makers miniseries will be released weekly.
About Learning Ally:
Learning Ally is a nonprofit organization committed to promoting literacy by providing audiobooks, software, and support services to individuals who struggle with reading. Their mission is to empower students and adults to reach their full potential by providing access to a wealth of educational content in accessible formats. By offering comprehensive solutions for individuals with reading disabilities and learning differences, Learning Ally strives to create a world where everyone can access and enjoy the written word.
Categories: Activities, Authors for Access, Brain Based Learning, Curriculum & Access, Early Literacy, Education & Teaching, Press Releases, Professional Development, Reading Strategies for K-12, Student Centric Learning, Teacher Best Practices, The Digital Age, Whole Child Literacy
October 19, 2023 by User
Learning Ally, a national nonprofit working with schools and families to improve literacy across the country, is celebrating its 75th year in service to educators and emerging and struggling readers.
The organization began in 1948 as Recording for the Blind when Anne T. Macdonald led the New York Public Library’s Women’s Auxiliary to record textbooks on vinyl phonograph discs as a service for soldiers who had lost their sight in WWII.
Today, Learning Ally supports over 615,000 U.S. educators with award-winning solutions from PreK-12th grade, to enable millions of students to become independent, engaged readers, regardless of background or learning difference.
Learning Ally’s legacy and recent innovations encompass:
“We are grateful to our community of educators, donors, volunteers, corporations and foundations who support our work,” said Andrew Friedman, CEO of Learning Ally. “Our mission continues as we seek to drive sustainable and transformational impact, so that all children have equal opportunity to read, learn and achieve to their highest potential.”
On Thursday, October 19, 2023 from 6 to 8:30 PM, the organization will host a 75-year celebration at their central office, 20 Roszel Road, Princeton, NJ 08540, to thank the dedicated employees, donors, volunteers, and supporters of its ‘literacy for all’ mission.
About Learning Ally
Learning Ally is a leading education nonprofit dedicated to empowering educators with proven solutions that help new and struggling learners reach their potential. Our range of literacy-focused offerings for students in Pre-K to 12th grade and catalog of professional learning allows us to support more than 2.3 million students and 615,000 educators across the United States.
Categories: Activities, General, In the news, Press Releases, Student Centric Learning, The Digital Age
October 11, 2023 by User
Journalist Emily Hanford, Senior Correspondent and Producer for American Public Media, keynoted Learning Ally’s 2023 Spotlight on Dyslexia, sharing her research on how kids learn to read and the nation’s response to it.
Since 2017, Emily Hanford has investigated why so many children’s literacy needs are not being met when it comes to reading instruction. This is especially true for children with learning disabilities like dyslexia and other reading challenges. Her research on early reading instruction has sparked a national conversation among parents, educators and policymakers about reading proficiency, and the lack of it in America’s schools and homes.
Hanford’s research and reporting have galvanized educators and created momentum around gaining a clearer understanding of how our brains learn to read through the science of reading.
One Big Idea
In Hanford’s six-episode podcast, Sold a Story, How Teaching Kids to Read Went So Wrong,” one big idea became her quest: Do beginning readers have to sound out written words to be a successful reader or are there other, just as effective, strategies that work – such as looking at the first letter of a word and guessing, and viewing an image and guessing?
The method we are describing is referred to as three-cueing. It is found in a Balanced Literacy instructional approach, which a majority of early educators currently use in America. In Balanced Literacy, “sounding out letters and words,” is not explicitly taught, according to Hanford. She says the omission of explicitly teaching word recognition and language development skills has caused the inability of tens of thousands of children to read proficiently.
“Cognitive scientists and decades of research prove that a child has to be able to first read the words in order for their brain to comprehend what they read,” says Hanford. She points to Covid and remote learning as having brought this instructional approach into full view for parents and caregivers of our earliest learners.
By observing the Balanced Literacy teaching method first-hand, parents heard a five-alarm bell moment. They could clearly see that explicit instruction in sounding out letters and words was missing from their child’s early learning experience. Hanford says, “When you haven’t been taught those skill sets, reading becomes a guessing game. This is exactly what struggling readers do to compensate for their reading barriers – they guess and skip words. Their reading becomes slow and laborious. They spend too much time trying to decode words and never getting to comprehension and meaning.”
Moving the Dial on Reading
To move the dial on reading instruction, Hanford cites that the research on the science of reading has matured and is now in abundance with more clarity and facts. She also credits the translation of reading science into actual proven educational instructional teaching practices as having led more administrators and educators to recognize the flaws of Balanced Literacy approaches. “Without a strong focus on phonics, word and language development, children will lack important reading skills,” she says, and suggests reading Mark Seidenberg’s book, “Language At The Speed of Sight, How We Read, Why So Many Can’t, and What Can Be Done About It.”
What Now?
It is vitally important for students to be taught explicit skills in reading comprehension before 4th grade, or face the consequences of falling behind and never catching up. Many teachers have communicated with Emily Hanford about her research and given her their gut reactions to the science of reading movement. Many said they were missing the mark in their instruction, but confirmed they had little training in their colleges of education on the science of reading.
Science tells us that if we want more students to become fully literate, we must change the way foundational skills instruction and the dominant approaches used for teaching reading comprehension and writing are taught. As of this writing, a wave of legislators have put a spotlight on early reading curriculum and teaching practices with 18 states considering new laws, and 10 passing bans on the three-cueing method.
You can find all of Emily Hanford’s research reports at apmreports.org/reading.
About Emily Hanford
Emily Hanford is a senior correspondent and producer for American Public Media. Her work has appeared on NPR and in The New York Times, Washington Monthly, The Los Angeles Times, and other publications. Her work has won numerous honors including a DuPont-Columbia University Award and the Excellence in Media Reporting on Education Research Award from the American Educational Research Association. Emily is a member of the Education Writers Association’s Journalist Advisory Board and was a longtime mentor for EWA’s “new to the beat” program. Her 2018 podcast episode “Hard Words: Why aren’t kids being taught to read?” won the inaugural public service award from EWA. Emily is based in the Washington, D.C. area.
Categories: Brain Based Learning, dyslexia, Early Literacy, Education & Teaching, Educators, Learning Disabilities, Professional Development, Reading Strategies for K-12, Student Centric Learning, Teacher Best Practices, The Digital Age, Whole Child Literacy
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