News and reflections from experts and practitioners on the latest literacy research, events and daily practice
Welcome to Learning Ally's blog. You've come to the right place if you are an innovative teacher who wants to transform more struggling readers into grade-level achievers.
January 9, 2023 by User
As discussions of the Science of Reading (SoR) and the Science of Teaching Reading (STR) have erupted in schools, educators are eager to learn how to apply key strategies with students in their classrooms, and gain a better understanding of “what works” with diverse learning populations.
Dr. Peggy Semingson, Associate Professor in the Department of Linguistics and TESOL at The University of Texas at Arlington teaches practitioner-focused courses in TESOL (Teachers of English to Speakers of Other Languages) Education, and recently gave a presentation about this topic in our Spotlight Learning Series.
Dr. Semingson has extensive background in elementary and bilingual education and holds a PhD in curriculum and instruction with a specialization in language and literacy. Her current research includes digital pedagogies, media based learning, struggling and developing readers, online general education, and remote and virtual ESL teaching and learning.
You can listen to Dr. Semingson’ s full presentation on-demand to receive professional education certificates. Learn how to conceptualize (STR) in contexts that foster success for English Language Learners; value diverse linguistic experiences of students; and design language experiences that build on the framework of "learning to read" and "reading to learn.”
SRT and Implications for Teachers with Diverse Learners
Dr. Semingson: “Even when emergent and young readers are receiving solid evidence-based instruction, the idea of the fourth grade slump is pivotal. It is important for us to understand this shift and what we need to do in our intervention with students who struggle with upper grade texts.
Jeanne Chall, a pioneer in literacy and seminal researcher on the developmental stages of reading, was among the first to delve into complex and widely debated ideas on how children learn to read, and how stressors like poverty impact their ability to do so. Chall’s idea is that students in grades K to two are learning to code letters and sound relationships. They are ‘glued to print.’ As they become automatic readers, they move into independent fluent reading. This is generally in the upper grades. Around third and fourth grade, if kids haven't picked up decoding skills, they're expending a lot of energy on decoding, rather than comprehension. They are not able to focus on the content or keep pace. This is a red herring for educators.
English Language Learners Are Particularly Vulnerable Students
Lack of vocabulary and background knowledge are key signs as well. We know that vocabulary and comprehension are two sides of the same coin. Even proficient readers can be held back, especially if they are English Language Learners. These students are particularly vulnerable. For them, a typical classroom curriculum is not enough. Using morphology or word parts to help them not only decode texts, but make sense of the text, is one key reason we must incorporate evidence-based approaches to the science of teaching reading. (STR)
High Stakes
Fourth grade is a time of “high stakes” when educators must be mindful about how vital reading instruction may still be necessary for many middle and upper grade ELLs, as text becomes increasingly more complex. Instructors should be thinking about diverse ways to support these students as they learn to read more complex texts and move into the “reading to learn,” stage.
Language and context is crucial. Upper grade students who are at risk will likely continue to be at risk and their opportunities of ever catching up to grade level work will diminish. The key idea is to focus on both vocabulary and comprehension to see these students through to learning information well. Research also suggests that if we directly teach structure in terms of vocabulary like morphemes, prefixes, suffixes and root words, English learners can benefit greatly from those approaches, as well as teaching multiple meaning words.
While students in primary grades are “learning to read,” students in upper grades are “reading to learn.” Using informative text across the literacy curriculum, high interest nonfiction texts during guided reading groups, or other access to texts for independent reading in and outside the classroom. Leverage technology like human-narrated audiobooks. They are a good resource to build skills in listening, comprehension, vocabulary, and background knowledge.
Listen to Dr. Semingson’ s full presentation for lots of other key signs and strategies to use with English Language Learners and students who struggle with reading.
Learn more about the work of Literacy Pioneer Jeanne Chall.
Learning Ally’s Professional Learning Services are designed to strengthen educator’s instructional capacity, so they can deliver a deeper, richer learning experience and promote better academic outcomes.
Valerie Chernek writes about educational best practices through the use of technology and the science of reading in support of children and adolescents who struggle with learning differences.
Categories: Education & Teaching, Educators, English Language Learners, General, Reading Strategies for K-12, Student Centric Learning, Teacher Best Practices, The Digital Age, The Great Reading Games, Whole Child Literacy
January 4, 2023 by User
Educators using the Learning Ally’s Audiobook Solution are ready to kick off the 2023 Great Reading Games.
The seven-week national audiobook challenge is designed to get struggling readers reading, and to support educators who want to innovate their instruction, while sparking a joy of reading, and providing equitable access to grade-level books.
Students who participate in the Great Reading Games are more engaged. They practice fundamental skills in vocabulary, fluency, background knowledge, and comprehension – all essential skills for future learning success. They become more confident readers who feel happier, and eager to read.
Learning Ally’s human-narrated audiobook library offers tens of thousands of titles to engage all ages and interests. Teachers across America look forward to the annual event to introduce students to new books they will enjoy, and provide culturally-relevant titles they can relate to.
Each year, hundreds of U.S. districts participate in the Games to spur on a schoolwide culture of inclusive reading initiatives. In 2022, school participation jumped 156%, with more than 158,000 participants who read a total of 36.8 million pages for 31.5 million minutes.
Great Reading Games Specifics
Beginning January 9, 2023, students are encouraged to read for 20 minutes or more each day. Pre-made teacher resources make implementation seamless for any classroom. Students who read the most audiobooks receive monetary gifts. Teachers and schools have opportunities to win prizes too. Accumulation of points occurs in one of twelve bracket leaderboards based on grade-level and school size. Data from the Learning Ally app keeps an automated tally of each student’s activity based on a sliding point schedule designed to reward them for reading inside and outside the school day.
Point Schedule:
100 points for every day a student reads for 20 minutes on a weekday.
50 points for every day a student reads 20 minutes on Saturday or Sunday.
10 points for every page read and 1 point for every student that is reading.
Additional points for early participation in pre-game “Boost Up” activities.
Aggregate data from the Great Reading Games indicate that students who participate are three times more likely to excel in reading frequency, and 300% more likely to improve skills in comprehension, vocabulary, critical thinking, and learning independence. Students also demonstrate a deeper connection with peers and their teachers, and administrators.
Meet the Author Live Event
The Games conclude with a livestream “Meet the Author” event for educators and students. This year, Carmen Agra Deedy, best-selling author of children’s literature, will host. Ms. Deedy learned she had dyslexia as an adult. She advises students to aim for learning to love reading, and success will take care of itself.
Dr. Terrie Noland, V.P. of Educator Initiatives at Learning Ally, said, “The New Year is a perfect time for educators to get their students energized to read. They read for fun. They feel empowered. They enjoy a positive camaraderie across the school community."
Visit www.learningally.org/educators. Call 800-221-1098.
Categories: Activities, Books, Authors, & Movies, dyslexia, Education & Teaching, Educators, General, Learning Disabilities, Reading Strategies for K-12, Student Centric Learning, Teacher Best Practices, The Digital Age, The Great Reading Games
December 19, 2022 by User
The shift has begun, and we believe 2023 will be a watershed year for literacy. Are you ready? Center stage is early childhood literacy where effective reading development must occur in PreK-3 to reduce the number of children falling through the cracks and widening the equity gap.
In early childhood, research tells us teachers must deliver both foundational skills with phonics at the helm, as well as interactive, language-rich literacy experiences, so children will enjoy reading, while building essential vocabulary and background knowledge for full comprehension – the gateway to all learning. Until all children learn to read proficiently, educators, scholars, legislators, parents, and researchers like Dr. Maryanne Wolf, an expert in brain-based learning, and reports like NAEP, will continue to encourage us to broaden our horizons.
So too, is the urgency for more professional learning in literacy, and communities of practice. Learning Ally addresses these needs by helping educators build on their knowledge of the science of reading, and whole child literacy, two initiatives close to the heartbeat of our organization. In case you missed any of these informative articles, here are the most-read literacy blogs of 2022 by experts eager to share their knowledge and experiences with you.
What the Experts Say
Dr. Molly Ness, Learning Ally’s V.P. of Academic Content, describes the science of reading as an interdisciplinary body of knowledge about five decades in the making that shows how the brain learns to read. In her words, “To be proficient readers, children need to be able to lift the words up off the page through decoding, and have the necessary language skills to understand them.”
Read: “The Science of Reading Supports a Comprehensive Approach to Early Literacy Instruction... An Overview with Dr. Molly Ness”
Dr. Sherril English, Clinical Associate Professor at Southern Methodist University, examines the concept of “belonging,” and the foundational importance of literacy in achieving equity in disadvantaged populations.
Read: “Diversity, Equity, and Inclusion --’Belonging’ in Literacy Education”
Dr. Kenneth Kunz, Founder of For the Love of Literacy, and V.P. of the International Literacy Association, describes his work to coach schools on literacy and language arts, and how to bridge research and practice.
Read: “Prioritizing SEL in Elementary/Middle School Language Arts Classrooms”
Linda Diamond, Founder of the Consortium on Reaching Excellence in Education, describes findings from studies by the Wallace Foundation, “How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research” (2021).
Read: “Principals’ Impact on Changing Practices is Immeasurable”
Brent Conway, Assistant Superintendent of Pentucket Regional School District, West Newbury, MA, shares learnings to improve literacy at a school or district based on the science of reading and transforming Tier 1 systems.
Read: “Early Literacy Systems for School & District Implementation”
Dr. Almitra Berry, nationally recognized expert on culturally and linguistically diverse learners, raises thought-provoking questions about equity and access, and how to address the critical mass of students who are underperforming in reading in K12 education.
Read: “Keys to Bridging the Achievement Gap: Race, Income and Education”
Drs. Antony Smith and Allison Hintz, Associate Professors of Mathematics Education at the University of Washington Bothell, recommend how to make connections between essential early reading skills and mathematical concepts.
Read: “Mathematizing Children’s Literature To Spark Connections, Joy, and Wonder, Through Read-Alouds and Discussion”
Making Literacy-For-All Learners Happen
Let’s make 2023 the year of literacy! Learning ‘how to read’ in order to ‘read to learn’ is the essence for academic success. Administrators and teachers are eager to implement sustainable literacy solutions that will improve reading outcomes at all levels. Learning Ally is here to help you broaden your knowledge and literacy leadership skills to make reading mastery a reality for all children.
Categories: Early Literacy, Education & Teaching, Educators, Reading Strategies for K-12, Teacher Best Practices, The Digital Age, Whole Child Literacy
December 16, 2022 by User
Early childhood educators undoubtedly are questioning why so many children leave their classrooms without a good foundation in reading. Some emergent readers come to school and catch on fast. But there are many more children who are slow to catch on, and some who never do. Something in their early education didn’t work, didn’t click, or was missed. In middle school, these students are struggling.
Reading failure is all too common in our schools, but you can flip the script to improve reading outcomes. How? By learning about the latest research on the Science of Reading, by challenging assumptions about how our brain learns to read, by joining others with a similar goal, and by influencing up, down and across the aisle. Read on to learn how three educators changed the course of reading instruction in their schools.
Missy Purcell, a former elementary teacher in Gwinnett County, GA, realized she was underprepared to teach reading after many years. The balanced literacy approach she had been taught in college was ineffective. Her AHA moment came into full display during the pandemic as she observed her own three children during their reading instruction. She had one child in general education, one in special education, and one with a learning disability. None of her children were catching on. “It struck me that this wasn’t a remediation issue, or a Tier II or Tier III problem…it was a failure in Tier I instruction,” she said.
As a knowledgeable and passionate educator, Purcell sought new knowledge on structured literacy and explicit instruction. She immersed herself in the Science of Reading, and attended Board of Education meetings to advocate for change. She wrote to and met with her Superintendent who listened to her concerns. Coming from an honorable quest to help more children succeed, Purcell opened new dialogue to solve the lingering reading problem. Her district began to implement early literacy pilots. She joined a community of people advocating for children with dyslexia. She built credibility through knowledge and leadership, and succeeded in furthering the mission.
Dr. Lori Severino, a former Assistant Professor of Special Education at Drexel University and Co-Founder of Credentials Unlimited, taught in public education for 26 years. In her high school English classes, many students with special needs could comprehend what she read aloud, but could not recognize words or read fluently on their own. Severino took courses in the Wilson Reading Program. She became a certified trainer, and has trained hundreds of teachers in structured literacy. She co-authored a book, “Using Creativity to Address Dyslexia, Dysgraphia and Dyscalculia: Assessments and Techniques.”
Now in 2022, the instructional approaches she helped implement are working. Students are graduating and reading at grade level. Dr. Severino encourages educators to explore professional learning through “micro-credentialing,” taking small steps to develop specific skills through high-quality coursework. She advocates at the higher education level for pre-teachers to receive Science of Reading training. She encourages grassroots efforts to press legislators for more funding for professional learning in reading instruction. She urges colleges of education to align teaching standards with the Knowledge and Practice Standards for Teachers who Teach Reading (KPS) from the International Dyslexia Association. For her service in the literacy field, Servino received the 2019 Floyd G. Hudson Award from the Council for Learning Disabilities.
Superintendent Jake Flowers leads a small K-8 district in Peoria, Illinois. He began his journey into the Science of Reading in late Spring/Summer of 2021, after reviewing data on reading outcomes.
His teaching staff was delivering a balanced literacy approach they believed was effective, but reading data suggested otherwise. They needed to add more phonics and structured literacy into daily instruction.
Flowers joined the Facebook group “Science of Reading,” read books, and hired consultant Dr. Neil Thompson. His leadership style is to lead through modeling and to get into the trenches of learning the Science of Reading with his teaching staff.
“It’s hard to change minds, but we’re making progress,” says Flowers. “There’s a quote, ‘Go as fast as you can, but as slow as you must,’ but let’s not slow the positive progress students are now making.” He recommends bringing all the staff together to join the conversation, looking at data, and to not place too many labels on students as learners.
At the end of the day, it’s all about the children. Making your collective goal to improve reading outcomes isn’t easy, but it can be done with knowledge and leadership. It’s not about your title or position. It’s about the ability to question assumptions, to pursue lifelong learning, and to find ways to influence others objectively and positively. It's about partnerships, and accountability. It’s about finding people who strengthen your resolve.
These are educators who know that when we know more, we do better. What matters most is that you take action, and become a literacy leader now.
Learning Ally’s Educator Community is a place to learn, share, be yourself, and grow.
Access our Spotlight on Literacy Leadership event on-demand at no cost now through May, 2023, and stay tuned for more events coming in early 2023.
This handout on “Literacy Leadership and Influence” offers talking points that may help you begin a dialogue with peers, colleagues, and administrators about exploring the science of reading and brain-based learning best practices.
Categories: Education & Teaching, Educators, General, Reading Strategies for K-12, Student Centric Learning, Teacher Best Practices, The Digital Age
December 8, 2022 by User
For Immediate Release
December 8, 2022 -- Princeton, NJ – The American Consortium for Equity in Education (ACE-Ed) has awarded Learning Ally an Excellence in Equity Award for Best Early Childhood Education Solution for its PreK-2 literacy program, Excite Reading™.
ACE-Ed Excellence in Equity Awards recognize outstanding achievements of schools, educators, and industry who support equitable opportunities and successful outcomes for educators and learners. Over 160 nominees entered their high-impact efforts and programs to enhance educational equity in PreK-12.
Learning Ally’s Excite Reading™ supports PreK-2 teachers in preparing emergent learners with essential language development skills for reading success. The program’s human-narrated e-library is filled with visually stunning, culturally responsive titles with themed text sets of authentic children’s literature. Captivating stories engage young readers in early decoding and language development skills, while expanding their curiosity and reading enjoyment. Themes include gardens, insects, communities, and the arts, and cross important domains to learn about science, art, and history. Carefully designed lessons build vocabulary and background knowledge, and make important social and emotional connections with prompts for valuable discussions. Corresponding teacher guides drive instruction to a higher level of discourse using relevant vocabulary to express questions, answers, and ideas to stimulate critical thinking. The early literacy program is available 24/7 for class instruction and for home use to enhance family literacy.
Ross Romano, Program Chair of the Excellence in Equity Awards and Strategic Advisor to the American Consortium for Equity in Education said, “Educators and industry are on the same team, dedicated to driving the mission to ensure more equitable opportunities for all learners across America.”
Learning Ally, a nonprofit, works with over 450,000 U.S. educators to improve reading outcomes for emerging and struggling readers in PreK-12. The nonprofit supports schools and families to resolve the nation’s literacy crisis, and education equity challenges with quality literacy instruction, professional learning, and literacy leadership, including these initiatives:
“We are thrilled to have Excite Reading™ honored with ACE-Ed’s 2022 Excellence in Equity Award,” said Heather Wiederstein, V.P. of Solutions Development for Learning Ally. “PreK-2 is a critical time for reading development. This early literacy program fulfills two important objectives for early reading success – exposure to text-based vocabulary, and critical background knowledge that will strengthen early comprehension skills.”
Learning Ally Solutions are grounded in the best practices of the science of reading, brain-based learning, and Whole Child Literacy™ that considers not only academic and cognitive variables crucial to learning, but also social, emotional, and environmental factors that impact learning.
Excite Reading™ also won a Tech & Learning “Back to School” Award of Excellence in Primary Education, and the Readers’ Choice Award in Early Literacy by SmartBrief on EdTech.
Learn more about the Excite Reading™ Grant Program for the 2023 school year. Applications are due by December 15, 2022.
About Learning Ally
Learning Ally is a leading education nonprofit dedicated to equipping 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 two million students across the United States.
Categories: Early Literacy, In the news, Press Releases, The Digital Age, Whole Child Literacy
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